Today, we will delve into the valuable resources we utilized to take action in order to enhance the listening skills of our students. By implementing various data collection cycles, we were able to gather crucial insights that could lead to significant improvements in their communication abilities. Join us as we explore the methods employed, focusing on our work with a diverse group of primary and middle-year students, specifically in grades 4 and 6, comprising a total of 32 students.

Ideas Implemented to Improve Student’s Listening Skills During Lessons:

• To enhance student’s listening skills, we implemented several strategies during our lessons. Firstly, for student interventions, we encouraged them to share their perspectives after demonstrating comprehension of previous interventions made by their peers or teachers. This allowed for a reflective learning process.
• Additionally, we conducted formative assessments to evaluate both the content we explored (Striking and Fielding) and student’s communication skills, utilizing the Plickers app. This helped us gauge the students’ levels of understanding and identify areas that required further attention.

Instruments we used to collect data

In terms of data collection instruments, we employed various tools aligned with our objectives. 

• We used cameras and inquiries to gather evidence of listening skills and to facilitate reflection on both active and passive listening during class. 
• The Plickers app proved valuable in comparing student’s comprehension levels of the content covered. Furthermore, self-assessments were utilized to gather insights into students’ strengths and areas for improvement. 
• To analyze the results of the self-assessment, we employed SPSS, a statistical software program.

By utilizing these methods and instruments, we aimed to gain a comprehensive understanding of the students’ listening abilities and provide targeted support to foster their growth.

What are Plickers? 

A free application called Plickers has provided the ability to replicate the use of clickers in a low-cost manner. Plickers are 5.5-inch by 5.5-inch pieces of paper with a four-sided QR code printed in the centre. Using a web-based application, the teacher first enters his or her class roster into the application, assigning each student a unique Plicker. The teacher then uploads questions into the application.

Following the distribution of Plickers to each student, the teacher is able to use a projector or smart board to display a question and up to four possible responses (i.e., A, B, C, or D). In response to the question, students orient their QR code to the desired answer and hold it up for their teacher to scan all student responses simultaneously. Letters labelling the four orientations are printed small enough so that only the responding student is able to see which answer they are selecting allowing students to respond to questions without disclosing to peers which answer they believe to be correct. (McCargo, 2017)

Scanning of student responses is accomplished with a downloadable Plickers app, which uses the camera of a smartphone or tablet to read all student QR codes simultaneously as a way to respond to their teacher’s questions. Student responses are automatically transmitted to the web-based application, allowing the teacher to calculate correct responses quickly. In sum, the use of Plickers allows teachers to poll their classrooms using individualized “paper clickers” as a way to engage their class and check their students’ understanding concurrently. The benefit of using technology such as Plickers in the classroom is that eliminates the need for teachers to collect student response data on paper which can easily get lost. (McCargo, 2017)

Plickers will store the student response data online for both the teacher’s and the researcher’s benefit. Not only will this make things easier for the teacher, but the students will be able to see the response results on the screen immediately while keeping the answers anonymous. Additionally, through the use of Plickers all students are continuously responding to opportunities to respond provided, as opposed to select students when hand-raising tactics are used. This in turn may allow for a lower dosage of OTR to be provided to the class with the same beneficial results, thus making duties even less constraining for teachers. (McCargo, 2017)

Although the creation of Plickers is a potentially useful tool for classrooms, they have yet to be evaluated in empirical research. The lack of research on this application leaves a potentially vital absence in the literature that may improve both learning and teaching with the use of this new technology. (McCargo, 2017)

Figure 1. Example of a Plickers card.

Cycles:

We implemented four cycles/strategies to assist students in improving their listening skills.

Cycle 1:

Upon observing that students faced difficulties in listening respectfully to others, we decided to prioritize the development of their communication skills, specifically focusing on enhancing their listening abilities.

At the commencement of the unit, we outlined our expectations, emphasizing the significance of well-developed listening skills. During the initial lesson, we posed a specific question to both classes: “How can you demonstrate respect and responsibility in class?” Many responses revolved around communication skills, with answers such as: “We will show respect by actively listening to the teacher’s instructions,” “Listen attentively to our classmates,” and “Ensure comprehension before speaking…”

Furthermore, we introduced the practice of requiring students to demonstrate their understanding of a point by repeating or commenting on the previous statement before contributing their thoughts.

We dedicated two weeks to observing their behaviour and evaluating their ability to remember and exhibit respect during class. Unfortunately, both classes displayed minimal changes. They continued to engage in simultaneous conversations, easily became distracted, and desired to speak simultaneously. Despite reminders, they struggled to maintain order for more than a few minutes. Consequently, we realized the need to employ an alternative strategy instead of continually reminding them to exhibit respect and responsibility.

Then, we incorporated the strategy of linking their understanding of the lesson with reflections. We believed that for them to engage in meaningful reflections, they needed to focus on actively listening to both the teacher and their colleagues. Reflection proved to be valuable, not only in ensuring their attention but also in our planning process. Students shared areas they believed they needed improvement in, allowing me to identify their needs and design appropriate interventions. 

However, relying solely on reflection and reminders did not consistently capture their attention. I realized the need for an additional approach that would sustain their engagement while still promoting reflection. Despite occasional lapses in reminding them to show understanding, the discussions became more interactive, with students actively participating and sharing their thoughts.

In the coming weeks, we will delve into the remaining cycles—Cycle 2, Cycle 3, and Cycle 4—each offering unique strategies to further enhance students’ listening skills. By subscribing, you ensure that you won’t miss out on the continuation of this article, where we explore effective approaches that have yielded promising results. Stay tuned for valuable insights and practical techniques that can transform your teaching practices and create a more engaging learning environment. Together, let’s unlock the full potential of our students listening abilities.

FACEBOOK: IB MYP PHE TEACHERS