{"data":{"ID":656,"Class":"Conversation","Created":1477932679,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Listen! (How to Move Past a Culture of Performing for the Grade)","Handle":"listen--how_to_move_past_a_culture_of_performing_for_the_grade","ShortDescription":"Listening is \u201ca social innovation for the 21st century\u201d (Martin).  As we move from a traditional model of instructional delivery to a growth model that values student agency, the imperative \u201cListen!\u201d is redefined as intentional and deliberately practiced in a framework of collaborative inquiry in STEM and humanities courses.","Description":"We are a culture that is not accustomed to listening closely, deeply or well.   The traditional model of education with an emphasis on delivery of content required passive consumption\/listening on the part of students.  When we decided to become more \u201cstudent-centered,\u201d students could occasionally speak and lectures became minimally interactive.  As the notion of \u201cstudent-centered\u201d evolved to include voice and choice, it generally remained teacher-centered, as all responses, questions and otherwise, went to and through the teacher.  We continue to be challenged to develop a truly collaborative learning model, to define and enact student agency.  A component we need to explore deeply is the seldom-considered skill of listening.\r\n\tFrom the classroom to the boardroom we have been conditioned to perform: to answer, promote, explain, defend, illuminate, convince\u2014all active, delivery-based, and performative.  Reflection is a secondary activity.  The simple transaction in the content-delivery model required only passive consumption; in the new pedagogical economy, based on a collaborative model in a growth mindset, a thoughtful statement is owed a thoughtful response borne out of being fully present to the other, listening carefully and responding fully.  From the Socratic seminar in humanities to the \u201ctalk moves\u201d in our STEM classes, to making full use of the more democratic and inclusive space of the online classroom, listening is our underdeveloped skill.  In this session we describe classroom practices, invite participants to engage in a brief listening exercise, then engage in a discussion of implications for classroom practice.","Link":[],"Audience":["All School Levels"],"Practice":"After describing several iterations of the Socratic seminar used in our humanities classrooms, and the \u201ctalk moves\u201d used by our STEM teachers, we invite participants to engage in a listening exercise, give each other feedback on their reflective listening skills, then engage in a facilitated discussion of implications for reflective practice in classrooms across the disciplines, blended and online learning, and faculty support and development.","Presenter":["Cindy Sabik","Eileen Glassmire"],"PresenterAffiliation":["Worcester Academy"],"PresenterEmail":["cindy.sabik@worcesteracademy.org","eileen.glassmire@worcesteracademy.org"],"ScheduleSlotID":84,"ScheduleLocationID":11,"SubmitterID":4735,"AdditionalComments":"We are coming in from out of town, so if we are accepted, we'd prefer--if at all possible--to present on Saturday so as to maximize our traveling ability on Sunday afternoon.  Thanks for even considering it--and we certainly understand if it is not possible.  Looking forward to an exciting conference!","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":6}}