Active Listening Basics

Overview

Students learn and practice active listening using two memorable frameworks: SOLAR (Square Up, Open Posture, Lean In, Eye Contact, Relax) and RASA (Receive, Appreciate, Summarize, Ask). They will collaborate to connect listening behaviors to clear, respectful discussion and evidence-based communication.

Learning intentions

• Students will be able to identify active listening techniques in real conversations.
• Students will be able to apply SOLAR and RASA behaviors during a partner discussion.
• Students will be able to use prompts to propel a conversation forward by asking and responding clearly.
• Students will be able to present their partner’s main idea accurately in a short summary.

Success criteria

• I can name at least two SOLAR behaviors and describe what they look like.
• I can name at least two RASA behaviors and explain what they sound like.
• I can demonstrate two active listening techniques in a partner exercise (measurable during practice).
• I can summarize my partner’s idea accurately and ask a thoughtful follow-up question.

Curriculum links

• Speaking and Listening — initiate and participate effectively in collaborative discussions by building on others’ ideas and expressing ideas clearly.
• Speaking and Listening — propel conversations by posing and responding to questions; incorporate others; clarify or challenge ideas.
• Speaking and Listening — present information and reasoning clearly enough that listeners can follow the line of thought.
• Speaking and Listening — make strategic use of digital media (e.g., a slide deck) to support understanding and engagement.

Lesson structure (40 minutes)

1. 0–5 min · Hook (micro-scenario). Teacher shows a short PPT slide with a “bad listener vs. active listener” mini-dialogue; students quickly vote with thumbs and justify one reason.

2. 5–12 min · Direct instruction via collaboration. Teacher displays SOLAR and RASA on the slide; students in groups of 3 skim the statements and match each acronym letter to a visual behavior card (teacher circulates and prompts).

3. 12–18 min · Behavior-to-evidence check. Teacher models one 20-second conversation using SOLAR and RASA while the class watches for specific moves; students record evidence on a “Listening Observation” quick sheet (e.g., “They leaned in,” “They summarized”).

4. 18–30 min · Partner practice (Round 1). Teacher assigns roles: Speaker, Listener, and Coach (rotating after Round 1). Each pair chooses a grade-appropriate topic prompt (e.g., “Best strategy for staying organized,” “A time you learned something hard”). Listener must use at least two techniques from SOLAR or RASA; Coach uses the checklist to verify.

5. 30–37 min · Partner practice (Round 2 + swap). Students swap roles and repeat with a new prompt. Coach must require one follow-up question tied to the broader idea (e.g., “What would help someone else in that situation?”).

6. 37–40 min · Exit ticket (accountability). Students submit a quick written response: one active listening technique they used and one technique they will improve, plus a one-sentence summary of what their partner shared.

Resources

• PPT slides showing SOLAR and RASA with simple icons
• SOLAR/RASA behavior card set (cutouts for group matching)
• “Listening Observation” checklist (one per student)
• Partner practice topic prompts on slips
• Exit ticket slips
• Timer (projected or visible)
• Dyslexia-friendly visual notes handout (high-contrast SOLAR/RASA chart)

Assessment

• Formative: Group matching check (teacher listens for correct acronym-to-behavior connections).
• Formative: Coach checklist during partner rounds (whether at least two techniques were demonstrated).
• Summative-in-mini: Exit ticket accuracy (technique used + improvement + brief partner summary).

Differentiation

• Provide visuals: SOLAR and RASA displayed as icon-based charts; students use behavior cards instead of relying only on text.
• Scenario supports: Offer 2–3 pre-written conversation scripts at multiple difficulty levels for mixed-ability groups; students adapt wording to their own talk.
• Sentence starters (EAL/SEN supports):
• “What I heard you say is…”
• “I appreciate how you…”
• “A question I have is…”
• “Another way to think about it is…”
• Dyslexia-friendly reading options:
• Use the high-contrast, larger-font SOLAR/RASA chart; reduce text per card.
• Provide the written directions in a short “read-aloud” format (teacher reads instructions; students follow with eye-tracking).
• Extension for advanced learners (optional within the lesson):
• Students add one “clarify or challenge” move (e.g., “When you said __, do you mean __?”) while still using SOLAR/RASA techniques.