active listening exercises for 3rd graders

Together with their partner, what new questions can they create? Note: If a participant replies with “I don’t have any questions,” encourage them to practice the skill of questioning and examining what they think, why they think it and what they wonder.Clarify and reflect (5-10 mins): Turning to talk with their partners again (or return to their notebook to write), what did participants notice about the short clip or (timelines) that answered some of their questions?.Focus on context-building, asking participants to investigate questions, connections and narratives they see represented. Optional: Take a detour into a robust timeline of the 9/11 attacks using this interactive guide at the 9/11 Memorial & Museum and pair it with this “Historical Timeline of Afghanistan” from PBS NewsHour.CONTENT WARNING : This video contains images of the Twin Towers and the Pentagon after they are hit. As participants listen, instruct them to watch for any answers to the questions they just constructed. Watch the 9/11 Memorial Museum’s short film (3 minutes): This video outlines the events on the morning of 9/11.Read “Debunking Stereotypes About Muslims and Islam” by Learning for Justice to learn more.ĭirections: Choose one or more activity best suited to your class based on the many factors your role as a teacher requires you to know. This is also an opportunity to note any misinformation or incorrect assumptions participants may have to clarify & revisit. Turn & Talk: Participants turn and share their three questions, noting what may overlap or be different, and have partners share out questions to gauge what participants are curious about.Reflect: Then, participants circle or mark their three most important questions - and briefly reflect on why they selected these three.Generate: Participants write as many questions as they can about the September 11 attacks - without stopping to revise, edit, evaluate or answer their questions.Remind participants to be and stay curious and to practice the skill of writing and developing strong questions.

Note for instructors: Whether you’re teaching about 9/11 on the anniversary of the attacks or as a part of your broader curriculum, starting with the questions participants have can set up an anchor and circular flow (returning to those questions to close out or build upon them in the end). Consider the emotional response of your participants and yourself.Name clearly the topics create time for participants to reflect and process.Preview your expectations or reminding your class about norms.In addition, consider doing the following: Read Learning for Justice's article “Debunking Stereotypes About Muslims and Islam” and incorporate media literacy education as you confront misinformation. Check out “Trauma-Informed Teaching Strategies” and consider how you might design lessons that engage with hard history with a trauma-informed lens. We encourage educators to explore the wealth of resources provided in this lesson plan, to examine their own unanswered questions and biases, and to reflect on pedagogical practice before bringing in traumatic and provocative images of 9/11. Teaching 9/11 on its anniversary has its merits, as does teaching 9/11 within the curricular context of American and global history. Today’s generation of students does not share this collective memory, with today’s high school seniors being born a few years after 2001. A note on teaching hard history: Most educators can recall exactly where they were and what they were doing when 9/11 unfolded. (Photo by Robert Pirillo/Ovoworks/Time Life Pictures/Getty Images) For a Google version of this lesson click here.

Active listening exercises for 3rd graders