LISTENING

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LISTENING

• Whats so important about such a simple thing?

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so, 3,065 per course ? 37½ hours in class per
semester ? 82.00 per lecture hourin 2008-09
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Spoon-fed the information,not needing to
listen hard

• The higher you go in higher education, the less
  you are going to be given all the right answers
  to be regurgitated later

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YOUR 4 VOCABULARIES
INPUT
LISTENING 53
READING 17
SPEAKING 16
WRITING 14
OUTPUT
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 People remember20 0f what they hear75 of
what they see90 of what they do
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I hear and I forget,I see and I remember,I do
and I understand.old Chinese proverb
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LISTENING is more than HEARING
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HEARING is a spontaneous act that occurs
independently of your will

• Selective attention when your name is called
  over a PA system at the airport.
• Or you hear yourself named across the room at a
  party

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Listening is the form of hearing

ACTIVE
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So, it takes concentration
ACTIVE
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Concentration is focusing on one issue,
accepting and rejecting ideas about it as you go

• The test of a first-rate intelligence is the
  ability to hold two opposed ideas in the mind at
  the same time.
• - The Great Gatsby

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• LECTURE vs.

• DISCUSSION

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AUDITORY total _______
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AUDITORY LEARNERSYou will usually learn
better when information comes through your ears -
you need to HEAR information you will probably
do better in lecture situations than in those
requiring a lot of reading. Recite aloud
things you want to remember.
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VISUAL LEARNERS You will usually learn
better when you read or SEE information your
textbooks will be easier than straight
lectures. Write down things you want to
remember.
Make the auditory visible
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HAPTIC LEARNERS You will usually learn
better when youre able to DO experience,
experiment, and move.Get active with things
you want to remember
Speak up
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Professors have their own style just like
students do
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    Teaching styles differ among professors and
academic disciplines. ?Some professors only
lecture      ?Some professors lecture and then
leave time for a Q and A at the end of class ?
others prefer small class discussions and wander
from group to group. ?Finally, some professors
assign students to lead class lecture and
discussion through much of the semester  
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Why PROFESSORS ChooseLECTURE vs. DISCUSSION

• Their style preference, especially how much
  control they want to keep
• Class size
• Type of material to be taught
• Type of learning that is to happen
• e.g. they want their students to react to,
  evaluate, and critique the subject matter
• vs. they want to present a base of factual
  information

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Where professors find their test questions
All taken from textbook
All taken from lecture
The continuum everything in between

• I cant be absent
• Whyd I buy those books?

• I cant skip the reading
• - Why am I going to class?

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DURING CLASSTHE PROFESSOR

• Some professorsmostly lecture

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Its the give-and-take,the leading and
following, of dance partners
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Downwards (bad) spiral
1. Students stare ahead, slump, text message,
doodle, sleep (!!)
2. Professor speaks louder, walks around the
room, tries to generate enthusiasm and wonders
why the students are enrolled
3. Professor might try to get a response by
asking questions Bueller? Anyone?
4. Nobody - or just the usual suspects - responds.
5. Professor gives up, drones on and vows to make
the next test a killer.
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Its the serve-and-return of a tennis game
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Upwards (good) spiral
5. The lecture is engaging and the audience and
speaker are both enthusiastic
4. The professor really lights up because the
students are engaged
3. Lecture becomes more lively and interesting,
so the students really do sit up
2. Professor responds with more energy
1. Students put on a listening face
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Mostly lectures

• Some lecturers are vast reservoirs of
  information, but they are not very exciting
• to listen to in class.

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How can you benefit most from this kind of
lecturer?
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• With monotonous lecturers, you are forced to be
  MORE inquisitive and attentive to listen harder
  and better.
• By doing more of the work, youre more likely to
  get your worth.

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Things YOU can do

• Come to class COMPLETELY prepared to get the most
  out of the monotony
• Talk a lot in class both to liven things up and
  to get the professors interaction

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• Make a list of study questions you think are
  relevant and/or interesting and then use boring
  lecture to hunt for answers
• Ask a lot of questions to try to capitalize on
  the vast reservoir
• thought-provoking questions might spark up the
  lecture and arouse an exchange of ideas among
  students and professor

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Decide where to sit
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Consider sitting front and center
You!
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SITTINGfront and center

• ? the best view and sound
• ? notice from the prof ? least distractions ?
  most incentive to stay alert

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Bad LISTENING habits

• I faked attention.
• I definitely enjoyed distractions(e.g. late
  student, books falling) more than the lecture.
• I spent much of the lecture with a good daydream.

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Including your attitude,

• I usually think of this class as boring, so I
  tuned out.
• I didn't like the instructor's mannerisms (e.g.
  pacing, phrasing, cough, giggling), so I got
  turned off.
• I was really angry about something the instructor
  said in class, so I shut down.
• The subject for this class was way too difficult
  for me, so I gave up.
• Some personal problems kept my mind busy during
  the lecture, so I got distracted.

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Affect your class notes.

• I tried to make notes on everything which was
  said in class.
• I tried to write my notes in complete sentences.
• I didn't waste paper in copying down information
  from the chalkboard or the overhead
  transparencies.
• I didn't really understand the lecture but asking
  questions is not my thing.

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How to know whats important

• 1. pauses
• 2. repeats
• 3. voice volume
• 4. states as the major ideas (listen for
  transition words)
• 5. chalkboard
• 6. non-verbal clues - face - gestures - body
  language

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CUAs old Course Evaluation asked students to
grade a professor

• Increased my interest in the course material
• Speaks clearly and can be understood without
  difficulty
• Lecture gives viewpoints and insights which the
  texts dont have

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Effective lecturing

• Digressions stories told for the sake of
  storytelling- are kept to a minimum
• Distracting gestures or movements are kept to a
  minimum
• If humor is used, it helps the listeners
  concentration on the topic instead of detracting
  from it