Listening, Questioning

Tutorial Week 11
Module 3: Listening, Questioning
& Paraphrasing +Observing &
modelling
SUBJECT: EDGL919
Tutor: Kim Stouse-Lee

Acknowledgment of Country
Where are we up to?
3
Module 3
• Week 10
• Week 10 Moodle Introduction
• Week 10 lecture
• Week 10 readings
Module 3
• Week 11 Moodle intro
• Week 11 lecture
Assessment 3
• Decided on topic
• Selected participant
• Signed consent
• Making plan
Module 3
Weeks 10 & 11
Tutorials: Week
1,3, 5, 9 & 11
Face to face for on campus students 3:30-5:30 67.302
The first 15 minutes of content revision will be recorded and available on Moodle
for online students
Make sure you have accessed the
Starting guide on Moodle

Today we will…
Tutorial overview
You can engage in the learning by:
@uowedlead
Individual reflection
Asking questions in class
Post in student Queries forum
on Moodle discussions forum
• Review key points of lecture 10 & 11
• Overview of Assessment 3
Completing the week 1
activities on Moodle

Module 3: Practical skills and tools
Week 10: Listening, questions and paraphrasing
Paraphrasing: 3 levels with increasing complexities)
Attentive Listening: Emotional and directive listening
Listening set asides: autobiographical, solution focused, inquisitive
Questioning: Planning, reflection, problem solving
(Young & Cates, 2004)
(Costa & Garmston, 2006)
(Garmston, 2019)
(Bearwald, 2011)

Module 3: Practical skills and tools
Week 11: Observations and Modelling
• Observations (of mentee by the mentor) Modelling (Mentor for mentee)
• Key characteristics: trust, objective, descriptive, focussed, data informed
• Purpose: Support professional learning through guided self reflection
(not performance review)
Process
• Pre observation: Expectations and review lesson plans
• Observation: Planned, collect data
• Post observation: Oral, written feedback and evaluate with guided reflection
(Hudson & Hudson, 2014)

Mentoring and Coaching
Assessment 3: Report- A professional conversation
• Report 2500 words total (35%)
• Due 5
th June 2022 11:59pm
• Submit via Moodle
Structure of assignment
1. Plan of professional conversation (3-4 pages)
Aims/ Approach and why/ semi- structure script with questions and
prompts/ additional skills you will use/ References
2. Analysis and Reflection (1500 words) References
3. Appendix- Video Analysis template (found on Moodle)
N.B. All sections MUST be submitted as one document
Do not submit the recording of the professional conversation

Assessment 3 : Detailed information
Process:
1. Identify a topic to mentor or coach a less skilled/ knowledgeable other
2. Identify a mentee/coachee you are able to work with for a period of 20-
30 minutes (consenting adult).
3. Approach mentee/ coachee and have them
sign permission form
4. Identify convenient time to meet (Face to face or online)
5. Develop plan: (3-4 pages) Context, Aims, Approach, Script- questions,
prompts, strategies
6. Audio- visual recording of
professional conversation FOR YOUR EYES ONLY
7. Review and analyse the recording: Use Video analysis Template
8. Analysis and reflection (1500 words)in consideration of research
Assessment 3 : Detailed information
1 Plan for professional conversation (3-4 pages total):
POSSIBLE STRUCTURE
CONTEXT:
AIM
TYPE OF APPROACH
MY SCRIPT
• Background of teacher (stage, interest, relationship)
• Link to background/ topic (rationale, specific goal/s)
• Collaborative, peer, electronic
• Table (aim, mentor action-proposed question/ prompt,
purpose supported by literature)
Don’t forget your reference list (not included in pages)

Assessment 3 : Detailed information
EDGL919 Assessment 3
Video Analysis Template

VideoName/URL:

 

Time
Stamp
Context
Note what is happening
at this point in the video.
Coach/mentor strategy
Comment on the strategy
used or the intention of
the practice.
Effect on professional conversation
What is the linkbetween strategy or practice and
effectiveness of the professional conversation?
e.g. 2.51 The coachee has just
described how she felt
about her past lesson
I paraphrase – “So from
what I understand
you……” to check that I
understood the information
correctly and to show my
coachee that I am listening
After the paraphrase the coachee explains that I have
understood the information correctly- “yes that is correct”. I
then ask my next question.

Strategies you
might use
:
Active listening
Direct question
Paraphrase
Feedback
Modelling
Observation
Rapport
Body language
Open ended Q
Suggestions
Empathy
Reflection
Pause

Assessment 3 : The reflection (1500 words)
Analysis and reflection in detail:
Write a reflection on the professional conversation
A. Your success in achieving your aims set out in your plan
B. The type of approach you took and how successful this was
C. The environment of the professional conversation and how this impacted
D. The skills you utilised/ didn’t utilise in the conversation and how this impacted
(You need to be specific here by relating this response back to your plan and
discussing specific skills used and what impact they had. You should include specific
examples from your audio recording as quotes).
E. Based on the professional conversation, identify future personal goals for your
own development as a mentor/coach.
Explain why you chose these goals and how
you will develop them.

Between now and next time…
• Complete week 11 e-workbook and readings
• Attend week 12 lecture LIVE online (Kim)
• Complete week 12 e-book and readings
• Work and submit assessment 3

References
Bearwald RR. (2011). It’s about the questions. Educational leadership.69(2): 74-77.
http://ezproxy.uow.edu.au/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh
&AN=66319697&site=ehost-live
Garmston, R.J. (2019), “RAISE THE LEVEL OF CONVERSATION BY USING PARAPHRASING AS A
LISTENING SKILL”,
The Learning Professional, vol. 40, no. 6, pp. 72-74
Hudson, P. (2016). Identifiying mentors observations for providing feedback. Teaching and
Learning, 22,219-234
Hudson, P., & Hudson, S. (2014, July). Mentor feedback: Models, viewpoints and strategies. Paper
presented at the Australian Teacher Educators Association
(ATEA) conference, Sydney, Australia.
Young RW, Cates CM.(2004). Emotional and Directive Listening in Peer Mentoring.
International
journal of listening
. 18(1): 21-33. doi:10.1080/10904018.2004.10499060
WHAT YOU NEED TO DO
THE PLAN
PLAN: Clear and succinct mentoring plan that shows deep evidence of the skills required in a
professional conversation
– Understanding of coaching
and/or mentoring
– Developed and considered outline for the conversation including strong connections to literature
and evidence based strategies.
POSSIBLE STRUCTURE
CONTEXT
AIM
TYPE OF APPROACH
MY SCRIPT
Assessment 3 : Detailed information
WHAT YOU NEED TO DO
THE PLAN
PLAN: Clear and succinct mentoring plan that shows deep evidence of the skills required in a
professional conversation – SHOW YOU KNOW ABOUT MENTORING OR COACHING
CONTEXT – WHAT IS THE BACKGROUND TO THE MENTORING/ COACHING CONVERSATION
WHAT YOU NEED TO DO
THE PLAN
AIM – WHAT IS THE AIM OF THE MENTORING/ COACHING CONVERSATION
WHAT YOU NEED TO DO
THE PLAN
PLAN:
Clear and succinct mentoring plan that shows deep evidence of the skills required in a
professional conversation
TYPE OF APPROACH – WHAT APPROACH ARE YOU ADOPTING FOR THE MENTORING/
COACHING CONVERSATION

WHAT YOU NEED TO DO
THE PLAN
PLAN: Clear and succinct mentoring plan that shows deep evidence of the skills required in a professional conversation
WRITE A SCRIPT / PLAN
WHAT YOU INTEND TO DO AND WHY
LINK TO AIMS
One example of how
to present a plan

WRITE A SCRIPT / PLAN
WHAT YOU INTEND TO DO AND
WHY
LINK TO AIMS
EXAMPLE OF PRESENTING SCRIPT
Another example
of how to present
a plan

WHAT YOU NEED TO DO
THE PLAN
PLAN: Clear and succinct mentoring plan that shows deep evidence of the skills required in a professional conversation
WRITE A SCRIPT / PLAN
WHAT YOU INTEND TO DO AND WHY
Another example
of how to present
a plan

THE ACTIVITY
RECORD AND ANALYSE
WHAT YOU NEED TO DO
THE REFLECTION
REFLECTION: Deep analytical reflection that clearly shows evidence of critical
analysis of the professional conversation in consideration of research and literature
and the mentoring approach
– Shows an outstanding understanding of professional conversations.
– Both evidence from the professional conversation as well as literature sources
were seamlessly integrated to analyse the conversation.
– Future goals were clear and aligned well to evidence in research.
WHAT YOU NEED TO DO

Assessment 3 Example
Preview of an example:
Let’s look at previous examples together
Success in achieving your aims set out in your mentoring plan
EXAMPLE EXTRACT
The type of mentoring approach you took and its success
EXAMPLE EXTRACT
The type of mentoring approach you took and its success
EXAMPLE EXTRACT
The skills you utilised/didn’t utilise in the conversation and how this
impacted on the conversations
EXAMPLE EXTRACT
Future Goals EXAMPLE EXTRACT
Thinking about assessment 3
Post questions on the Moodle discussion forum
• Start planning now
• Record but do not submit conversation
• Read widely- good quality literature
• Use in text APA7 referencing in plan and
reflection
• Present one document and reference list
How to use Library
SEARCH
https://www.uow.edu.au/stu
dent/learning-coop/referencing-and-citing/
Referencing guide
Thank you