A student expectation is directly related to the knowledge and skills statement, is more specific about how students demonstrate their learning, and always begins with a verb. Student expectations are further broken down into their component parts, often referred to as “breakouts.”
escuche activamente para interpretar un mensaje, haga preguntas que aclaren y responda de manera apropiada;
A knowledge and skills statement is a broad statement of what students must know and be able to do. It generally begins with a learning strand and ends with the phrase “The student is expected to:” Knowledge and skills statements always include related student expectations.
Provide students with a graphic organizer to use while listening to a read-aloud or podcast. As students who are working in pairs listen, task them with summarizing, asking questions, and making comments with their partner and on the graphic organizers. Observe partner conversations and written work for questions and comments related to the topic.
For this assessment, students are required to show evidence of active listening and accurate interpretation of information about a text or podcast that is shared. Students’ questions should directly link to the text or podcast. If they are off topic, this may indicate that students misinterpreted the concepts discussed.
1. Taysi, E. K. (2019). The effect of listening attitude and listening anxiety on listening comprehension: A regression model. Universal Journal of Educational Research, 7(2), 356-364. Retrieved from https://files.eric.ed.gov/fulltext/EJ1204592.pdf
Summary: This study examines the correlation between listening comprehension, anxiety, and attitude in 187 seventh grade students. Results found there is a significant negative correlation between students listening comprehension and a positive correlation between their listening comprehension and listening attitude. There was also a correlation between listening anxiety and listening attitude. The study found that with increased listening comprehension, students' attitudes about listening also improved.
2. Ahmadi, S. M. (2016) The importance of listening comprehension in language learning. International Journal of Research in English Education. Retrieved from https://files.eric.ed.gov/fulltext/EJ1101226.pdf
Summary: The study analyzes the importance of listening for learning, identifies six major problems that learners face, and provides 14 suggestions for overcoming listening comprehension challenges.
3. Jalongo, M. R. (1995). Promoting active listening in the classroom. Childhood Education, 72(1), 13+. Retrieved from https://link.galegroup.com/apps/doc/A17704632/PROF?u=tea&sid=PROF&xid=9735f6dd
Summary: This article on active listening acknowledges teachers' frustrations with children who do not listen, and then examines a variety of listening situations and how teachers can both respond and model good listening skills. The article includes a directed listening-thinking activity that can be easily adapted to various grade levels. The activity focuses on a story, and then includes questions that help students better comprehend the story from their own experience, building upon personal experience to gain insight into the characters and to deepen students' understanding.