Kevin Sheldon

LEI 4724
Activity 17
Activity Title: Listening vs hearing
Source: Kadian- Baumeyer, K. (n.d.). Hearing vs Listening. Retrieved October 17, 2015.
Equipment: No equipment necessary
Description of Activity: Hearing is a sensory action; listening is where hearing meets the brain
and processes the information. This is a discussion/ roleplay based activity. The activity will
begin with a quick game of Simon Says. After a few rounds, the therapist will discuss why its
important to listen and pay attention to detail. It will be explained that there is a difference
between hearing and listening. For example, in Simon says, some people heard what to do but
did not listen closely. After explaining that listening is vital in keeping ourselves safe, the
participants will act out given scenarios from the therapist with one another. At the end of the
roleplaying, the therapist will ask for specific clues exchanged between the participants in an
attempt to see if they were truly listening. Last, the activity will wrap up in a short game of
telephone, where a hidden phrase is passed around the room from ear to ear. The end result is to
hopefully obtain the same message given at the start of the game. This activity aims to provide a
brief understanding of the importance of listening through a series of methods (discussion,
roleplaying, games, etc.) in a fun atmosphere.
Leadership considerations: Because this is a group discussion, this activity works better in
middle to larger sized groups (between 10-30 participants). Creating an interactive environment
and promoting input is ideal for this group; the more cooperation, the better understanding for
the participants. The therapist will act as a facilitator in the discussion and help the participants
stay on topic by allowing the participants to open up while at the same time keep the dialogue on
track for others to understand. When discussing, make sure to speak loudly and maintain eye
contact with the participants. Encourage and praise those that are listening in an attempt to gain
the attention of those that may not be listening. Explaining how we show we are listening (eye
contact, head up, participation, feedback, etc.) is also a very helpful idea as the participants are
likely to display the actions given, enhancing the learning experience.
Adaptations:
Clients with ADHD: When working with this population, it is common that they may find
difficulty in problem-solving, attention, reading/ verbal communication, and more. That is what
can make this comprehensive activity a challenge. However, have a ton of visual ques and
pictures can aid in this activity. Presenting the classroom with a slideshow on a projector (if
available) may be a great tool/ alternative. Whether it is the discussion, roleplaying, or game
portion, these visual references can bridge the concepts you are trying to instill, while at the same
time, aiding the presentation aspect for all participants. Another great thing to keep in mind is
proximity. Having the participant close to the present will help to draw the attention towards the
individual and eliminate possible distractions. Also, keeping things fast paced, elaborate, and

fun, as well as, having the participant aid the therapist in activity is also a great way to keep the
individual engaged.
Clients who are hearing impaired: When discussing the concept of hearing to a person who has
never heard before or who has lost their hearing ability, it may seem like a challenge. However,
the way we perceive hearing or listening doesnt equate to just the auditory. Added to the
discussion when working with people with hearing impairments should be that hearing and
listening goes beyond the auditory sensory, it is a concept of communication. We communicate
with our eyes, mouths, ears, and body. Use this portion to educate the classroom about sensitivity
and capabilities, rather than disabilities. To aid these individuals in the discussion portion visual
cues (hand motions), proper body position (eye contact, in case the individual(s) can read lips),
and pictures or writing what is discussed (questions/ answers) on a white bored, chalkboard,
PowerPoint, etc. are great ways to engage and create a proper learning atmosphere for this
activity to reach this population.