During a session or series of lessons try to note down how much time a teacher or pupils spend:
1. On each of the four types of listening mentioned above.
2. In each of the four contexts indicated below.
The results could be recorded on a matrix for each session/series.
Types of listening (purposes)
Contexts of listening
Where (informal to formal)
To whom (known to unknown)
What (familiar to unfamiliar)
For how long
Interactive
Reactive
Discriminative
Appreciative
Extension
Having collected the data, it is then possible to consider the range of listening experience pupils encounter. Is there a particular kind of listening which is important in your subject? How much attention is given specifically to assessing the level of listening skill pupils have and to how these might be developed? Are you making assumptions about pupils' listening skills which are not realistic?
It could be interesting to collect data on listening across the curriculum by undertaking this activity for one class through a day.
