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4. Assess

How does this relate to the curriculum?
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Learning Outcome
Lesson Application
Health and Physical Education
A1.4. Social Emotional Learning Skills, Healthy Relationships: Apply skills that help them build relationships, develop empathy, and communicate with others as they participate in learning experiences in health and physical education, in order to support healthy relationships, a sense of belonging, and respect for diversity.
While students role play being a speaker and listener, they learn skills to help them become more effective listeners and communicators. Listening skills are a core component of healthy relationships and are especially important for navigating and resolving conflicts.(Achieved in the SET and GO activity)
Language - Oral Communication
1.2. Listening to Understand, Active Listening Strategies: Demonstrate an understanding of appropriate listening behaviour by adapting active listening strategies to suit a variety of situations, including work in groups.
This lesson uses role playing, acronyms, and theory to teach students active listening skills. Students are asked to deepen their understanding of active listening by drawing distinctions between hearing and listening, as well as distinctions between active and passive listening. To summarize their learning, students are then introduced to and challenged to apply the SLANT acronym. (Achieved in the SET and GO activity)
Language - Oral Communication
1.1. Listening to Understand, Purpose: Identify a range of purposes for listening in a variety of situations, formal and informal, and set goals related to specific listening tasks.
Students are given the opportunity to be both a listener and a speaker when they are practicing using the SLANT acronym. By practicing these skills in conversations with their classmates (i.e. informal situation), students will become more comfortable and confident with also using their active listening skills in formal situations. (Achieved in GO activity)
Assessment of Language Learning Outcomes, Grade 6 (SLANT and Discussion Activities)
Expectations
Level 1
Level 2
Level 3
Level 4
The student:
Application
[1.1, 1.2]
Applies the SLANT acronym skills with limited effectiveness
Applies the SLANT acronym skills with some effectiveness

E.g. Uses some elements of SLANT when listening to a classmate in the GO activity

Applies the SLANT acronym skills with considerable effectiveness

E.g. Uses all or most elements of SLANT when listening to a classmate in the GO activity

Applies the SLANT acronym skills with a high degree of effectiveness

E.g. Uses all elements of SLANT when listening to a classmate in the GO activity and identifies why these strategies are important for listening and communication

Understanding
[1.1, 1.2]

Demonstrates a limited understanding of active listening skills and the SLANT acronym
Demonstrates some understanding of active listening skills and the SLANT acronym

E.g. Able to explain some elements of SLANT and recognize major distinctions between active and passive listening

Demonstrates a considerable understanding of active listening skills and the SLANT acronym

E.g. Able to explain all or most elements of SLANT, draw distinctions between active and passive listening, and recognize the importance of active listening skills

Demonstrates a thorough understanding of active listening skills and the SLANT acronym

E.g. Able to explain all elements of SLANT, draw clear and relevant distinctions between active and passive listening, and identify the importance of active listening skills

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