ACTIVE LISTENING: LISTENER FORM
NAME:
Choose a listener and a speaker. The speaker will talk with conviction for about three
minutes about any topic that is important to him or her (e.g., sex education in the schools,
religious or moral principles applied to sexuality, birth control access for teenagers,
sexual harassment issues, abortion, rape, etc.) The LISTENER's job is to LISTEN
ACTIVELY. When time is called, both listener and speaker will fill out their forms
without consulting each other.
What NONVERBAL feedback did you try to provide to show that you were actively
listening to the speaker? Do you think it was successful?
Did you find yourself NOT listening to your speaker at any time? What happened?
Were you able to tune back in? Why or why not? Do you think the speaker noticed?
Did you use any VERBAL feedback to demonstrate active listening? If so, what? Also,
was this helpful or did it interrupt the speaker's train of thought or flow of speaking?
What EMOTIONS do you think the speaker was experiencing while talking about his or
her topic? Did you let your speaker know that you understood his or her feelings? How?
Did you agree with the speaker about this topic? Do you think you showed your
agreement or disagreement to the speaker? Why or why not?
ACTIVE LISTENING: SPEAKER FORM
NAME:
Choose a listener and a speaker. The SPEAKER will TALK WITH CONVICTION for
about three minutes about any topic that is important to him or her (e.g., sex education in
elementary schools, religious or moral principles applied to sexuality, birth control access
for teenagers, sexual harassment issues, abortion, rape, etc.) The listener's job is to listen
actively. When time is called, both listener and speaker will fill out their forms without
consulting each other.
What NONVERBAL feedback did your listener provide to show you that he or she was
actively listening to you?
What NONVERBAL feedback would have been more helpful in letting you know that
your listener was actively listening?
Did your listener use any VERBAL feedback to demonstrate active listening? If so,
what? Also, was this helpful or did it make it harder to get your point across?
What EMOTIONS were you experiencing while talking about your topic? Do you think
your listener understood what you were feeling? Why or why not?
Could you tell whether or not your listener agreed with you about this topic? How?
CASE HISTORY
Use this form to direct your creation of a fictional case history. You may leave out a
section if it has no bearing on the person's problem or behavior.
Fictitious Name
Education
Immediate Family Members
Important Past Medical/Psychiatric History
History of Drug and Alcohol Use
Family Medical/Psychiatric/ History
Time or Onset of Symptoms
Precipitating Events/Possible Etiology
Symptoms or Characteristics
(Continue on back of page if needed)
Age
Occupation
CHAPTER CHECKLIST FOR TEACHERS
Class #
A.
Chapter #
Topic
What three things do you most want your students to learn from this chapter?
1)
2)
3)
B.
If you were taking this class, what information related to this chapter would you
want to receive from your fellow students?
C.
If you were taking this class, what information related to this chapter would you
be willing to share with your fellow students?
Anonymously:
Openly:
D.
What community resources are available to students on this chapter's topic?
E.
How will you measure student learning for this chapter?
F.
How can you and your students evaluate your effectiveness in teaching this
chapter?
G.
What teaching techniques would work well for this chapter, and what supplies do
I need for each?
Class #
Chapter #
GENERIC:
 Active Listening
 Annotated Bibliography
 Brainstorming
 Case History
 Collaborative Group
 Critical Thinking
 Debate
 Demonstration
 Discussion
 Experiment
 Expert-For-A-Day
 Field Research
 Field Trip
 Fish Bowl
 Guest Speaker/Panel
 Hot Seat
 Hot Topics
 Interview
 Internet Assignment
 Journaling
 Learning Community
 Learning Contract
 Metaphor
 Multicultural Activity
 Nominal/Focus Group
 Pass the Hat
 Practice Quiz
 Quick Poll
 Review Game
 Role-Play
 Simulation
 Summaries
 Survey Project
 Treatment Planning
 Value Clarification
 Video/Film
 Visualization
 Vocabulary Cards
 Written Response
 X-Ratings
 Zeitgeist
CHAPTER SPECIFIC:



Topic
CRITICAL MOVIE REVIEW
Investigate the cultural messages about sexuality and sex roles by watching and critically
evaluating a contemporary movie (in the theater or on videotape) using the following
questions. Type your 1-2 page review, using a separate paragraph for your answers to
each question. (Adapted from Sayad & Janowiak)
1.
Briefly describe the movie's plot.
2.
Describe the lead characters, focusing on physical and personality characteristics.
Include a description of the values each character placed on sexuality.
3.
How did the movie portray the leading female actors? Were there any sex-role
stereotypes? If so, what were they? If not, how did these actors differ from the
stereotypes?
4.
How did the movie portray the leading male actors? Were there any sex-role
stereotypes? If so, what were they? If not, how did these actors differ from the
stereotypes?
5.
In what ways were the lead characters similar to and different from any people
you know in real life who hold the same occupation, social status, etc.
6.
Do you think the lead characters would make good parents? Why or why not?
7.
What was the underlying moral and/or philosophical view depicted in this movie?
8.
In what ways was the movie representative of American culture and society?
9.
In what ways was the movie not representative of American culture and society?
10.
Describe the audience in terms of sex, age, appearance, and responses to the
movie.
11.
How might such a movie be used as a teaching example for this, or future classes
in human sexuality?
FEEDBACK
Student Name
Chapter
1. What are the three key facts or concepts you learned from this chapter? Star the one
that you found MOST interesting.
2. Which ideas could have been explained in more depth?
3. How long did it take you to read this chapter? Did you highlight passages? Did you
take notes or make an outline? Did you have to read anything several times to understand
it? If so, what? What could YOU do to understand the chapter better?
4. What COULD the instructor do to help you understand the material in this chapter
better? What DID the instructor do to help you understand the material in this chapter
better?




GETTING ACQUAINTED
Stand up. Walk around. Step up to another student, standing alone or in a small
group of other students. Introduce yourself by first name. Use the following list of
questions to direct your conversations with others.
When you find someone who fits one of the categories, ask them to sign their first
name on the line to the right of the category. Politely end each conversation, and
move along to another student.
You must also answer questions from at least two other students, who will sign their
first names on the appropriate lines below.
You will have 15 minutes. Submit completed forms to me to earn extra credit points
(2 points for those students who have the most completed items, 1 point for everyone
else).
__________________________________________ answered my questions.
(YOUR NAME on this line)
Signed:
1.
2.
Find a person who…
…rides a motorcycle
…dislikes chocolate
…has 2 sisters
…has > 12 units
…recycles
…likes to backpack
…has grandchildren
…eats out > 4 days a week
…owns a cat
…has children
…likes country western music
…gets up at 7 a.m. on weekends
…wants to earn an "A" or "B" in this class
…lives within one mile of the college
…speaks another language fluently (besides English)
…likes to surf the Internet
GETTING THE MOST FROM YOUR GROUP
1.
Limit group size to four-to-five members. Place your chairs close enough so that
everyone can see and hear everyone else without being distracted by other groups.
2.
Introduce yourselves and practice learning names.
3.
Although no one person is "in charge" and everyone is responsible for the
work produced in your group, it helps to assign specific tasks to assist your
group in completing its work accurately and on time. These are some of the
roles you will find helpful:
FACILITATOR: This person ensures that EVERYONE in the group makes at least one
contribution to the subject or task. He or she also clarifies and summarizes information as needed,
and calls for a vote when there is disagreement about an answer or the direction the group is
taking.
RECORDER: This person writes EVERYONE's name on the page to be turned in to the
instructor, and keeps a written record of the group's answers or discussion, as required by the
assignment. He or she may also be called upon to report verbally to the class as a whole.
TIMEKEEPER: This person keeps track of how much time has passed or is left, and keeps the
group focused on a timely completion of its work. If the instructor forgets to mention a time-limit
for the task, it is up to the timekeeper to ask for this information.
DEVIL'S ADVOCATE: This person offers answers or opinions last in the group, and begins his
or her remarks with a questioning stance. In other words, if other group members seem to be
agreeing on one course of action or answer, it is the job of the devil's advocate to "argue" or offer
alternate possibilities for more discussion. This is NOT permission to be obnoxious or
disagreeable in general. It is designed to prevent groups from leaping to erroneous conclusions,
and to encourage critical thinking among group members.
SUPERVISOR: This position is filled ONLY in groups of 5 members. This person observes
other members, and if he or she notices that a particular task is not being done, offers gentle
reminders or even assists in the performance of those tasks.
4.
Take turns speaking and listening. Focus your attention on the person who is
speaking rather than thinking about what you want to say (the most common
listening error). Paraphrase or ask questions of the speaker to be sure you
understood his or her point. When it is your turn to speak, be clear, concise,
honest, and as organized as possible. Rambling, story-telling, and refusing to
let others speak will slow down your group's progress.
5.
Give sincere compliments to others for their contributions. Practice disagreeing
in a firm and assertive manner rather than either aggressively or meekly. Use "I"
messages rather than "You" statements (e.g., "I get tense when you talk so
loudly," provokes less defensiveness than "You're such a loud-mouth.")
Page 2: Getting the Most From Your Group
6.
Conflict resolution takes practice. Avoiding conflict does not make it go away.
Giving in to the other party does not make the conflict go away. Compromising
doesn't even make the conflict go away. In each of the above, someone is a
loser—often both sides lose. Finding a win-win solution to conflicts takes less
time in the long run, but more time in the short run when first learning and
practicing it. Here are some suggestions for getting started:
Step back: Take a deep breath, check in with your feelings, label them, and share
them with the person with whom you are in conflict, ending with a solution for
your next step. For example:
 "Wait a minute. I just realized how angry I'm starting to feel, and I think you
may be getting upset, too. Let's see if we can try to understand each other's
position."
Actively listen to each other: Take turns summarizing your positions, letting
each other use paraphrasing and questions until BOTH sides feel understood.
 "I think I heard you say…" "That's close to what I mean, but I also think…"
"Yeah, that's exactly what I was trying to get across!"
Look for areas of agreement: In the case of group work in class, one area of
agreement is that you probably both want to do well and learn the material. What
other issues can you agree upon?
 "We both want a good grade, and we both seem to have legitimate points.
Here's what I heard you say that I can agree with."
Define the issue clearly: You may find more agreement than you thought was
originally present, or that you are merely arguing at a semantic level. You may
also find that you have fundamental differences of opinion.
 "Actually, that's kind of what I was trying to say, we were just using different
words." "You know, I don't think we can completely agree on this matter
right now. Perhaps we could ask the instructor if she would accept different
answers from group members, or ask her for a suggestion on resolving this."
Look for outcomes that would satisfy BOTH sides: This is easier now that you
have a better understanding of each other's positions. It could even help for each
of you to try to come up with the solutions you think the other person would
consider acceptable.
 "Now that I know what it is you are saying, here's what I think might satisfy
you…. I could live with that if we could also…"
End with a hand-shake!
SURVEY PROJECT
Our class is going to do something that is both exciting and challenging. WE are going to
create our own sex survey this semester. YOU will write and administer the survey;
together WE will analyze and discuss the results.
Step 1: As a class WE will decide on the topic we want to study (e.g., attitudes toward
AIDS, tendency to use safe or unsafe sex practices), and develop specific
hypotheses we want to address (e.g., what differences do we expect based on
gender, age, college major, etc.; do we expect particular items on the survey to be
associated with other items, and in which direction—positive, negative, or
curvilinear).
Step 2: YOU will then work in groups to develop 10 questions per group on the topic.
Step 3: I will take these questions from all the groups and combine them into a printed
document. At the subsequent class session, WE will identify items that are
unclear, have two or more elements ("double-barreled" questions), or use double
negatives. Each of YOU will be assigned at least one question to review, rewrite,
or edit for clarity.
Step 4: As a class WE will then decide on the answer format (e.g., ratings from 1 to 5, or
from 1 to 7) and any demographic data we want to know about the subjects who
respond to the questionnaire.
Step 5: YOU will complete a final draft of our survey, addressing final issues such as
how long it should be (e.g., shorter might get more volunteers, longer might
provide more detailed information), whether all the questions to be retained are
clearly written and easily understood. YOU will choose someone from a group of
volunteer students who will type a final form for extra credit.
Step 6: Each of YOU will distribute 5-10 survey forms to a sample of students on
campus (WE will discuss later the issue of non-random selection of subjects).
Step 7: I will "crunch" the data (or ask assistance from some enthusiastic Statistics
students who are hungry for extra credit). This may take some time; patience is
mandatory!
Step 8: As a class WE will discuss our results and critique our study for its strong and
weak points. Each of YOU will also write up a reaction paper discussing what
you learned from this project about both survey studies and human sexual
behavior, as well as what you liked and disliked about participating in the
development of this "research."
WEBSITE EVALUATION
Student Name:
Course Name/Dates/Time:
Website Name:
Website Address/URL:
Briefly describe your experience. (How easy or frustrating was it? Was the website
available? What kind of content was there? Did it appear to be up-to-date? Did it
confirm or refute what you have learned in class or the text regarding the topic? Were
there links to other sites? Which ones did you try? Would you visit this site again?
Would you want your grandmother, younger sibling, a naïve 5-year-old, or other
sensitive individual to visit this site?)