# PWR-178 — Active listening: learner worksheet Release: Revision 7T · Full Tutorial Edition Estimated time: Estimated 20 min reading and worksheet pass Difficulty: Introductory Equipment: Common household or practice equipment — Speaker card, printed exactly: ‘On Saturday I tried the new community library because I wanted a quiet place to sketch. The ground floor was busier than I expected, but a staff member showed me an upstairs room with large tables. I stayed for forty minutes and finished the outline of a poster. Next time I would reserve a desk first so I know the room is available.’; Listener log with six headings: consent and topic; stated main point; stated details; tentative reflection; one clarification; corrected final summary.; Four speaker correction cards labelled ACCURATE, MISSING, MISREPRESENTED and PREFER NOT TO ANSWER. The speaker may show a card instead of speaking.; A five-minute accessible timer or an agreed untimed end cue; paper, keyboard, AAC or audio recording may be used if everyone agrees.; Boundary card: neutral topic only; no eye-contact requirement; no advice unless requested; correction is welcome; stopping is valid. Space: Room-scale practice space Automated structural checklist: 10 of 10 structural checks present Evidence quality/context: G1; Focused research depth Automated method-quality band: Established Method-rating basis: Structure coverage, instruction/check specificity, alternative distinctness, source troubleshooting, comparison depth and whether purpose/check fields are authored rather than derived. Editorial review: Pending manual editorial sign off ## Before you begin - [ ] I read the tutorial authority and stop conditions. - [ ] I have the required equipment/space or a declared accessible alternative. ## Canonical source context This pack supplies the speaker card, listener log, correction choices and scoring rubric that make the governed active-listening lesson runnable. Use the fictional library visit below, or let a willing partner read it as written. The goal is accurate understanding of stated meaning, not trust, agreement, disclosure or a judgement of either person. The speaker or reader may stop, switch to text or AAC, skip a line or decline every question. Do not replace this neutral script with crisis, abuse, safeguarding, therapy, intimate conflict or a real grievance. Those situations need an appropriate qualified and safety-aware route. Target outcome: Define active listening without inheriting mythology or broader claims. Explain what the current evidence supports and what it does not establish. Use the declared measurement boundary and recognise misleading proxies. Complete only the separately governed capability practice inside its declared limits. Make a retention, transfer, maintenance, provider or stop decision without overclaiming. ### Authority and setup conditions - Use only the bounded configuration. Use a willing partner and a neutral topic, or a scripted dialogue. Participation and correction are voluntary; sensitive disclosure is not requested. - Stop if the frame becomes a script for crisis, confrontation, intimate-partner repair, disclosure extraction or manipulation. - Stop if consent is absent or distress, abuse, safeguarding or a power imbalance is present. ### Required or supplied materials - Speaker card, printed exactly: ‘On Saturday I tried the new community library because I wanted a quiet place to sketch. The ground floor was busier than I expected, but a staff member showed me an upstairs room with large tables. I stayed for forty minutes and finished the outline of a poster. Next time I would reserve a desk first so I know the room is available.’ - Listener log with six headings: consent and topic; stated main point; stated details; tentative reflection; one clarification; corrected final summary. - Four speaker correction cards labelled ACCURATE, MISSING, MISREPRESENTED and PREFER NOT TO ANSWER. The speaker may show a card instead of speaking. - A five-minute accessible timer or an agreed untimed end cue; paper, keyboard, AAC or audio recording may be used if everyone agrees. - Boundary card: neutral topic only; no eye-contact requirement; no advice unless requested; correction is welcome; stopping is valid. ### Supplied fixture Speaker-only fictional card. Copy it for the speaker; the listener receives a separate blank log and must not see the staged meaning key. | Turn | Speaker card line | Listener notes | Listener interruption tally | Speaker verification | Speaker burden and consent | | --- | --- | --- | --- | --- | --- | | 1 | On Saturday I tried the new community library because I wanted a quiet place to sketch. | [listener records after hearing] | [add tally only if listener speaks over the line] | [accurate / missing / misrepresented] | [0–5 burden; continue / pause / stop] | | 2 | The ground floor was busier than I expected, but a staff member showed me an upstairs room with large tables. | [listener records after hearing] | [tally] | [accurate / missing / misrepresented] | [burden and consent check] | | 3 | I stayed for forty minutes and finished the outline of a poster. | [listener records after hearing] | [tally] | [accurate / missing / misrepresented] | [burden and consent check] | | 4 | Next time I would reserve a desk first so I know the room is available. | [listener records after hearing] | [tally] | [accurate / missing / misrepresented / prefer not to answer] | [final burden; consent intact / withdrawn] | ## 1. Choose scripted reading or a willing-partner route Choose scripted reading or a willing-partner route. Confirm that the speaker may correct, skip, use a card, change communication mode or stop without giving a reason. Why: “Choose scripted reading or a willing-partner route” fixes the exact Active listening configuration or decision before later observations are compared. Success check: The learner can verify “Choose scripted reading or a willing-partner route” from the declared materials, position or recorded choice before continuing. Accessible alternative: Complete the same research action — “Choose scripted reading or a willing-partner route. Confirm that the speaker may correct, skip, use a card, change communication mode or stop without giving a reason.” — using speech-to-text, text-to-speech, enlarged text, keyboard-only navigation, shorter work blocks or a support person. Preserve this declared check: “The learner can verify “Choose scripted reading or a willing-partner route” from the declared materials, position or recorded choice before continuing.” Do not convert the research task into capability practice. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 2. Read the boundary card aloud or in the chosen accessible mode Read the boundary card aloud or in the chosen accessible mode. Agree that the exercise lasts no longer than five minutes and does not invite sensitive disclosure. Why: “Read the boundary card aloud or in the chosen accessible mode” isolates the named evidence distinction so the learner can interpret Active listening without extending the claim. Success check: The output directly answers “Read the boundary card aloud or in the chosen accessible mode”, names the relevant distinction and stays within the supplied record. Accessible alternative: Complete the same research action — “Read the boundary card aloud or in the chosen accessible mode. Agree that the exercise lasts no longer than five minutes and does not invite sensitive disclosure.” — using speech-to-text, text-to-speech, enlarged text, keyboard-only navigation, shorter work blocks or a support person. Preserve this declared check: “The output directly answers “Read the boundary card aloud or in the chosen accessible mode”, names the relevant distinction and stays within the supplied record.” Do not convert the research task into capability practice. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 3. Give the speaker the exact four-line library card Give the speaker the exact four-line library card. Give the listener only a blank log; the listener must not see the meaning-unit column in advance. Why: “Give the speaker the exact four-line library card” creates the auditable value, condition or statement needed for the tutorial’s later comparison and conclusion. Success check: A legible entry directly completes “Give the speaker the exact four-line library card” and records the requested condition, decision or boundary without adding a new claim. Accessible alternative: Replace small or visual-only information with enlarged text, high-contrast display, spoken description or tactile/verbal cueing while preserving the same decision and success check. Use text-to-speech, enlarged text, keyboard navigation, shorter sessions, a support person or an equivalent non-practical record format as needed. Accessibility changes must not enlarge practical authority. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 4. Run a baseline: the speaker reads all four lines once Run a baseline: the speaker reads all four lines once. The listener gives a main-point summary plus one detail. The speaker marks each part accurate, missing or misrepresented. Why: “Run a baseline: the speaker reads all four lines once” isolates the named Active listening task while preserving its configuration, stopping rule and measurement boundary. Success check: Evidence of completion shows the learner followed this exact instruction without adding an unstated step: “Run a baseline: the speaker reads all four lines once. The listener gives a main-point summary plus one detail. The speaker marks each part accurate, missing or misrepresented.” Accessible alternative: Complete the same research action — “Run a baseline: the speaker reads all four lines once. The listener gives a main-point summary plus one detail. The speaker marks each part accurate, missing or misrepresented.” — using speech-to-text, text-to-speech, enlarged text, keyboard-only navigation, shorter work blocks or a support person. Preserve this declared check: “Evidence of completion shows the learner followed this exact instruction without adding an unstated step: “Run a baseline: the speaker reads all four lines once. The listener gives a main-point summary plus one detail. The speaker marks each part accurate, missing or misrepresented.”” Do not convert the research task into capability practice. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 5. Run the method once: listen again, reflect tentatively, ask one neutral clarification,… Run the method once: listen again, reflect tentatively, ask one neutral clarification, invite correction and state a repaired summary without defending the first attempt. Why: “Run the method once: listen again, reflect tentatively, ask one neutral clarification, invite correction and state a repaired summary without defending the first attempt” isolates the named Active listening task while preserving its configuration, stopping rule and measurement boundary. Success check: Evidence of completion shows the learner followed this exact instruction without adding an unstated step: “Run the method once: listen again, reflect tentatively, ask one neutral clarification, invite correction and state a repaired summary without defending the first attempt.” Accessible alternative: A supported, seated, reduced-range or slower version of “Run the method once: listen again, reflect tentatively, ask one neutral clarification, invite correction and state a repaired summary without defending the first attempt.” is equivalent only when it keeps the same trained or measured target, declared configuration and success check: “Evidence of completion shows the learner followed this exact instruction without adding an unstated step: “Run the method once: listen again, reflect tentatively, ask one neutral clarification, invite correction and state a repaired summary without defending the first attempt.”” If any of those change, record it as a related alternative rather than an equivalent repetition. Alternative relationship: Conditional equivalence requires target and configuration check Learner notes: ________________________________________________________________________________ Completed: [ ] ## 6. End by asking whether the stated meaning is now accurate and whether… End by asking whether the stated meaning is now accurate and whether any next step was actually agreed. Record ‘no next step’ when that is the answer. Why: “End by asking whether the stated meaning is now accurate and whether any next step was actually agreed” creates the auditable value, condition or statement needed for the tutorial’s later comparison and conclusion. Success check: A legible entry directly completes “End by asking whether the stated meaning is now accurate and whether any next step was actually agreed” and records the requested condition, decision or boundary without adding a new claim. Accessible alternative: Complete the same research action — “End by asking whether the stated meaning is now accurate and whether any next step was actually agreed. Record ‘no next step’ when that is the answer.” — using speech-to-text, text-to-speech, enlarged text, keyboard-only navigation, shorter work blocks or a support person. Preserve this declared check: “A legible entry directly completes “End by asking whether the stated meaning is now accurate and whether any next step was actually agreed” and records the requested condition, decision or boundary without adding a new claim.” Do not convert the research task into capability practice. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## Reflection What changed? ________________________________________________________________________________ What remains difficult? ________________________________________________________________________________ What will I repeat, adapt, ask for help with, or stop? ________________________________________________________________________________ --- Completion of this worksheet demonstrates tutorial participation only. It does not establish capability, qualification, safety clearance, diagnosis, treatment or independent validation.