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Making Connections:
Assignment #2
Rachael Regier
250857164
EDU 5173
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Part A:
Connections: The article Let’s talk about listening, distributed by the Ontario Ministry of
Education (2009) drew heavily on the teachings of Vgotsky, without explicitly addressing it. The
Ministry of Education’s references to “silent conversations” and “inner voice” (p.2) reminded me
of Vgotsky’s work on self talk and inner-dialogue. The call for explicit instruction on how to
navigate and develop one’s inner voice for self-evaluation, self-instruction and self-regulation
applies to all aspects of literacy- students can talk their own way through spelling and reading
difficulties, using teacher aid to scaffold their understanding to get them to a zone where they
The section on engaging students related to an article recently released by the CBC on
bullying policies that are being developed across the country, in the wake of the recent stabbing
bullying not working, experts say” argues that reactive punishment of bullies is not effective at
deterring bullying, but rather educators should be teaching the development of empathy,
kindness, compassion and respect (McQuigge, 2019). The “Let’s Talk About Listening” article
calls for engaging students by asking them open-ended questions, and “encouraging them to
explore other viewpoints” (p. 2). While it might not be explicitly about the development of such
social skills, teaching students to think empathetically in any subject area will help develop them
into kinder thinkers, resulting in moral development, hopefully helping resolve the bullying crisis
in Canada.
Concepts: The Ministry of Education’s call for developing critical listeners is crucial to the
development of literacy. The article says up to 80% of education occurs through talk (p. 1), so it
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is crucial that students learn to actively decode and comprehend talk, not just to passively listen
and graze. As stated in the previous section, creating effective listeners and critical evaluators
can help develop social skills and leads to moral development, which is part of the role of the
educator (Ontario College of Teachers, 2019). Asking guiding questions and scaffolding
listening so that students understand what active listening is, and so that students understand the
Challenges: Let’s talk about listening states that “teacher’s need to pose higher-order questions”
(p.2), but students are capable of posing higher-order questions themselves. While teachers
should be modelling what higher-order thinking and questioning looks like, the role of the
student should not just be answering questions. Students should be more actively involved in
shaping their own learning, and delegating them to the role of the answerer is not effective.
Students need to have opportunities in the classroom to be critical of the content and pedagogy
being installed in their classroom. While the article does call for self-questioning, the ability to
extend critical skills beyond oneself is paramount in creating a well-rounded, literate individual.
Changes: This article calls for explicit instruction in listening, something I have never considered
before. Through balanced reading programs, teachers are taught to teach reading with “read
alouds”, in which students are reading a shared book alongside the teacher, and so far the
emphasis has been on comprehension of the text. I hadn’t considered that students were using
critical listening skills during read-alouds. According the Scholastica (2009), the guided reading
section of a balanced program calls for teachers to “provide introductions to the text that support
students' later attempts at problem solving… prompt, encourage, and confirm students' attempts
meaningful listening.
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Part B:
Students engage with the language arts through a variety of mediums- reading, writing
and media literacy. Integral to all three of these strands is oral communication. According to
Literacy for learning (2004), students learn by sharing their own thinking, and by “observ[ing]
and absorb[ing] the thoughts and thinking processes of others” (p. 56). As outlined in Part A,
listening can be such a powerful tool for empathy, but teaching empathy through the language
arts goes beyond listening. By reading books like Refugee by Alan Gratz or Wonder by Raquel
Jaramillo, students empathize with the subjects of their selected books and can gain insight into
the experiences of fellow classmates, who might be refugees, or individuals with severe facial
differences. Constructing Meaning suggests that by developing listening skills, students are able
to “participate in language events as equal and demanding partners” (p. 80). Listening and
communication skills allow students to interact with the world and is a vehicle for self-motivated
By aiding students in the development of listening skills, educators are teaching their
students to be self-sufficient explorers, which aides in every subject area. By using common
keywords across subject areas, teachers are indicating to their students the transference of key
skills. By using the comprehension strategies as outlined by A guide to effective literacy across
all subject areas, students are given the opportunity to apply previous knowledge and skills in
exciting new ways. For example: students need to “find important information” in math word
questions; students need to draw inferences from different strands and years in science (going
from grade 2 “air & water in the environment” to grade 3 “soils in the environment” in the
“understanding earth and space systems” unit). The twelve key comprehension strategies go far
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beyond reading, and explicitly helping students transfer these important skills is vital in
cross-curricular success.
evaluation is to improve student learning” (p. 6). The document outlines seven fundamental
principles of assessment, evaluation and reporting, which can be summarized as: teachers need to
have an ongoing communication with students (and their parents). This can be written, as in the
cases of rubrics and report cards, but teachers ought to have an ongoing dialogue with their
students about their education. Teachers should be able to conference with students about the
students successes and their concerns, and students should be able to provide feedback and
respond to the teachers comments. As a team, students and teachers should use those key
comprehension strategies as outlined in A Guide to effective literacy to help equip the student
with resources to aid in their learning. According to Let’s talk about listening, b y being an
effective listener, the teacher should be able to infer and understand where the student is coming
from, and from there be able to create a supportive learning environment that allows the student
to gain confidence in their own learning and thinking (p. 4). Giving students descriptive ongoing
and meaningful feedback allows students can use to propel themselves into deeper and
continuous learning.
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Part C:
1) The activity “Quick Writes” provides students with an opportunity to respond in writing
to an oral prompt. One of the benefits of this activity is that students have a time-constraint,
hopefully relieving some of the pressure of perfectionism, and allowing them instead to focus on
the content of their work. As a teacher, I would prefer to see students thinking over neat
handwriting and perfect spelling. Giving students time to just think and respond without the
pressures of grammar et al. isn’t a common occurrence in the elementary classroom, and I would
like to encourage that. By removing the text from the equation, students have nothing to check
their spelling against or to make sure it’s perfect, giving teachers an opportunity to check-in on
This activity also is curricularly flexible. Having students write down everything they
know or learned from a read excerpt on the water cycle, for example, can be a formative way for
teachers to assess the previous knowledge and ongoing learning of students. Teachers can also
use this activity as an instructional exercise. In a music classroom, teachers could read an excerpt
about the life of a composer, and have students write down what they consider key points.
Teachers could then have students compare their notes to a peers, and discuss the differences in
what they find key points, which could then transition into a placemat activity.
Another option would be to have students read their responses out loud, and then to call
on another student to summarize and respond to their peers statement. The opportunity for
students to respond to another student's work creates opportunities for students to learn as a
collective, and having the class find their commonalities and differences can be an empathy
inspiring activity. By having students compare their key points from a reading, students can
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create overall themes in their key points and organize them (in the composer example, having
students organize their key points into biographical, compositional and geographical). This
allows students to monitor their comprehension as compared to other students, one of the reading
One of the downfalls of this activity is that students are only listening to the teacher.
Students don’t have opportunity to respond verbally to the teachers speech, making it a
potentially ineffective one sided conversation. By having students respond to their peers and
expanding the activity to more than the student listening to the teacher, this activity can be an
2. Assessing purposeful talk and active listening are interwoven. One cannot show their
listening without responding, and one cannot speak purposefully without actively listening.
Teachers cannot assess students based off of a one-sided conversation, but rather must engage
Some suggestions for assessing active listening, as outlined in Let’s talk about listening,
include using student-teacher conferences, their responses and interaction to speakers, and their
feedback to others (p. 3). While I think these strategies are helpful, they miss the crux of the
problem regarding assessing listening and talk- how does one objectively evaluate what is
happening in real time? I think the solution is being ongoing and purposeful, and giving students
so if the students speak in circles, it becomes clear that they are not listening. All a teacher can
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do, then, is actively listen, and when asked, speak purposefully, which evaluates the students
Activities like “Quick Writes” fuse together other aspects of literacy. Teachers can
evaluate students active listening skills in written documents. The inverse, having students
respond verbally to a text they have read, gives teachers the ability to assess reading
comprehension through the speech of their students. By prompting students to ask thoughtful and
higher-order thinking questions, teachers are able to see the thoughtful talk and purposeful
students. The document Growing success refers specifically to students with special education
needs, students are not native English speakers (as well as English language learners), and those
who are Indigenous (p. 6). Students who cannot engage in the English language present a unique
predicament to English teachers. How does one evaluate a students ability to speak and listen in
a language that is not their own? Teachers must develop methods of evaluation that meet
students where they are. Whether it be by alternate modes of communication (ie; technology), by
playing to the students strengths (their skills in writing are much stronger than their verbal
communication), teachers must be equitable and honest with their students who have difficulties
References
Anthony, A. (2017, September 26). What Is the Four Block Reading Program? From
https://www.theclassroom.com/four-block-reading-program-12405.html
Bainbridge, J. & Heydon, R. (2017) Constructing Meaning: Teaching Language and Literacy
McQuigge, M. (2019, October 10). Zero-tolerance policies aimed at stopping bullying not
https://www.cbc.ca/news/canada/toronto/ontario-schools-bullying-1.5317251
https://www.oct.ca/public/professional-standards/ethical-standards
Ontario Ministry of Education (December, 2004). The Report of the Expert Panel on Literacy in
---------- (2007). Science and Technology. The Ontario Curriculum: Grades 1-8.
---------- (October, 2009). Let’s talk about listening. Capacity Building Series.
---------- (2010). Growing Success: Assessment, Evaluation and Reporting in Ontario Schools,
Grade 1-12.
https://www.scholastic.com/teachers/articles/17-18/what-is-guided-reading/