1. Welcome! As you enter, please spend quiet time listening.
Notice your observations, thoughts, and feelings as you listen.
Be prepared to discuss this experience.
Play music, environmental sounds as participants enter.
Start with ocean sounds, then the Flight of the Bumblebee.

2. The Quiet Storm: The Process of Listening with your Brain
Tom Sebastian, Regional Mentor Coordinator
Kathleen Eich, PIIC Consultant
Introduce ourselves
Explain the meaning of the title
Our senses are often bombarded by stimuli in the environment
Listening requires that we quiet that storm in the background, the complex environment in which listening takes place.

3. Turn and Talk
Share your experience listening to the audio as you entered the room today.
What did you notice?
What were you thinking?
What were you feeling?

4. Outcomes for this session
define listening vs hearing
identify challenges and barriers to effective listening
select critical strategies for listening effectively, reflectively and nonevaluatively.

5. Activate Background Knowledge
What is meant by “effective listening?”
Write your personal definition.
Please write at least three lines.
You have 2 minutes.

6. The Science and Art of Listening by Seth Horowitz, NY Times
Read the article by Seth Horowitz.
As you transact with this text, consider the differences between HEARING and LISTENING.

7. Time Spent Communicating
Based on the research of: Adler, R., Rosenfeld, L. and Proctor, R. (2001)
Interplay: the process of interpersonal communicating (8th edn), Fort Worth, TX: Harcourt. N
Adults spend an average of 70% of their time engaged in some sort of communication, of this an average of 45% is spent listening compared to 30% speaking, 16% reading and 9% writing. (Adler, R. et al. 2001).
Find more at:

8. Some Facts about Listening
The average person talks at a rate of about 125 – 175 words per minute, while we can listen at a rate of up to 450 words per minute (Carver, Johnson, & Friedman, 1970).
Even though most of us spend the majority of our day listening, it is the communication activity that receives the least instruction in school (Coakley & Wolvin, 1997).
Students who are required to take a basic communication course spend less than 7% of class and text time on listening (Janusik, 2002; Janusik & Wolvin, 2002).

9. More Facts about Listening
Students do not have a clear concept of listening as an active process that they can control. Students find it easier to criticize the speaker as opposed to the speaker’s message (Imhof, 1998).
People listen through one of four primary styles, including people oriented, time oriented, action oriented and content oriented. Females are more likely to be people-oriented and males are more likely to be action, content, or time oriented (Barker & Watson, 2000).
Define/provide more information about each of the four listening styles.
If students aren’t trained in listening, how do we expect them to improve their listening?
What about the adults?
(Briefly describe the four primary styles.)
Research points to lack of listening training for students, what about the teachers? If we are not trained, how do we expect to be good listening?

10. “Listen” The Chinese Character
ting
How is listening different from hearing?
Summarize Ted Talk and NYT article.
What makes listening different from hearing?

11. Revisit your definition of effective listening.
Would you change your definition?
Table talk about hearing v. listening
Include revision of definition

12. Practice listening - Please Stand
Partner A - Respond to the prompt. (one minute)
Partner B - Listen without interruption.
Switch roles.
Prompt: What is one initiative in your school/district/IU that is causing teachers to be stressed and why do you think they are stressed?
(allow 30 seconds of silence to reflect before speaking)

13. Time to Reflect
What was going on in your mind as you were listening to your partner?
What barriers to listening did you experience?
What was challenging?

14. Take a moment..
Please list at least three things that you consider barriers to effective listening.
Based on what you have learned/discussed so far in this session…

15. Ted Talk
As you transact with this Ted Talk, listen for barriers described or inferred by the speaker. Check off those barriers you have listed in your notes and add any new barriers you identify.
Stop the video at 4:00
Refer to this as “transacting with video”

16. Barriers to listening with intent when coaching
Time to share.
What might make it difficult to listen effectively?
As coaches, we do a lot of different types of listening
There is a continuum of listening from hearing/noticing to listening with intent
Today we want to focus on listening intently with the purpose of mutual professional growth.
Based on what we have introduced and reviewed, along with your own personal experiences,
Identify the most significant barriers to listening that stand out to you.
Provide some information to get the conversation started.
Each table will receive one resource to start the conversation.
Review and translate into the role of the coach.
Select 1 or 2 critical barriers to listening based on the text and your experiences.
Each table creates a mini-poster for each and puts it on the walls in the room.

17. Possible Barriers Interrupting Bringing in emotions Bias/Prejudice
Distractions
Not interested
Feeling tired or unwell
Making judgments
Bringing in emotions
Faking attention
Inquisitive Listening
Autobiographical Listening
Solution Listening

18. Strategies for listening
Select a barrier to discuss.
Consider causes for this to occur.
Identify specific, tangible actions or strategies the coach can employ to overcome the barrier.

19. One more time... How would you change your definition of listening?
Thank you for spending time with us today!