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          学会倾听

          丹尼股票
          作为民选官员跨越双方之间达成共识的深渊投掷意见-AS-事实和挑衅吵闹,周到的听力似乎失传的艺术,学校辅导员保留。然而,为了理解另一个角度看,说服他人重新思考他们的信仰,或找到共同点跨越差异搞的能力是一个多元文化社会的健康至关重要。因此,至关重要的是GDS学生有机会看到注意倾听更多的例子和发展的关键的听力技巧本身。

          正是在这种精神GDS 8年级学生的历史上致力于倾听和信息收集的一天开始。在山上的一天,今年26个教师和家长的伴侣带领11组在七个不同轨道的有意设计倾听之旅围绕着宪法问题:流产,肯定性行动,死刑,枪支管制,仇恨言论,移民和土著土地权(环境正义)。学生采访,并在某些情况下,从事与-代表不同的视图围绕每个主题点动画对话。

          Motivation to listen was high partly as the trip was a research tool for their in-progress constitutional papers. “We interviewed two people that really knew about the topic and helped us [understand their point of view,]” said Indira Issatayeva. “We needed to listen because we needed to know all the important points for our research. That made it more 有趣 to listen, and it helped us to focus. Also, we chose the topics we were interested in, so all of us liked to talk about and discuss [those topics].”

          Indira and peers who participated in the inaugural inclusion of the indigenous land rights and environmental justice track met with two experts in Native American Affairs at the Senate and the Department of the Interior. The hate speech track continued in its second year.

          To prepare for Hill Day, teachers welcomed a collection of parents, alumni, and parents of alumni who are journalists: Cecilia Kang of The 纽约时报, Dick Meyer, former Executive Producer with the 英国广播公司, 露露加西亚 - 纳瓦罗 NPR的 Weekend Edition, and Frank Foer ’92 of 大西洋组织。 游客给的策略:接近前期研究与源和偏见的认识;发展中的问题时保持中立,探索最深刻的“为什么”个人在某个问题上的立场;考虑到采访和其各部分的弧;并进行由积极倾听,保持开放的心态,要求澄清,并采用故意语言面试,以保持通话的控制。迪克说,“你的两个面试做准备最难的是你,因为你是想问我少探索性的问题达成一致谁的。” “进入一个充满好奇心的人,”弗兰克告诉他们。

          During the interviews, students experienced the challenge of listening. “It was hard to listen when I was trying to find the right moment to jump in to ask my question,” Theo Burns explained. “Sometimes we were more focused on getting the answer to our question than listening to the answer to the question that was asked.” What advice did Theo offer to future Hill Day participants? “Know that your time to ask will come, and rather than force your question in, listen as the conversation takes its own path.”

          In many cases, these 中学 students have formed strong opinions on these issues. In the Abortion track, Madi McDaniel said, “It was hardest to listen when I felt like one of the ladies we were talking to was giving us misleading information. I felt annoyed and wanted to interrupt her.”

          Kovan Smith said, “If I’m pro affirmative action and if I’m listening to someone who disagrees with the basis of affirmative action and thinks it should be gotten rid of, it is difficult to listen.” Kovan noted, however, that it was especially important to listen at those times. “I wanted them to feel comfortable and see us as open-minded so that they weren’t as protective in what they said. I didn’t want them to hide information that would be useful to me when considering both sides of the issue for my paper.”

          通过听严重的是,一些学生开始在论点提出的方式通知差异。维多利亚agerskov - 汤森说,“在我们的[初步]的研究,我们有想法,亲命[主张]会带来更多的事实,并说,亲选人会使用更多的故事和情感。”维多利亚和她的一些同行说,他们发现了相反的是真实的。不过,维多利亚表示的时间给了他们要问他们的问题,并注意受访者在他们的答案给了量的感激之情。 “他们不是议论,他们愿意听取我们的所有问题,”维多利亚说。 “这肯定让我思考不同的关于其他观点。”

          As students reflected back at school, they described changes in the atmosphere of the room from more conversational to a “more formal interview,” and they chuckled uncomfortably as they used euphemistic language like “We heard some...有趣 facts” or “Those were...创作的 facts” when they first began to describe some of the falsehoods as well as the more feeble or misleading arguments they heard.

          Christian Charles from the hate speech track said, “Hill Day pushed me to be a critical listener and question the speakers’ answers because I need to know more information about hate speech...I was trying to understand more about the other side of the argument.”
           

          在听取汇报

          老师和8年级学生感谢来访的记者谁帮助他们为山天面试做准备。在写给塞西莉亚炕,学生写道,“我们绝对需要您了解如何保持冷静,当你真正有力什么有人说反对意见。”在一封写给加西亚露露 - 纳瓦罗,学生感谢她,除其他事项外,教他们如何使用尊敬他们的声音。他们写道,“这是有助于了解如何提出后续问题。特别是,“为什么?”,我们知道如何礼貌而中断或询问困难的问题。你帮我们找出我们会有我们的采访组内什么样的角色。”

          学生也派出数十感谢您注意到,谁慷慨地托管他们在山上一天的采访。老师,历史老师和中学社区参与协调朱莉娅·布朗特,历史老师梨酒德格纳和历史老师凯特·马洛尼,也是他们感谢父母伴侣,杰里米柄和Leigh泰特在社区参与和体验式学习的办公室,以谁支持学生与他们的研究馆员丽莎秋天,最后但并非最不重要的,交通主管Chris法国谁管理的79名学生运送到华盛顿22个访谈,直流。
          • 中学
          • 批判性思维

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