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Listening

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Listening Tonja L. Root, Ed.D. Early Childhood & Reading Education Valdosta State University Valdosta, GA 31698 – PowerPoint PPT presentation

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Title: Listening


1
Listening
  • Tonja L. Root, Ed.D.
  • Early Childhood Reading Education
  • Valdosta State University
  • Valdosta, GA 31698

2
Listening Process
  • The process by which spoken language is
    converted to meaning in the mind (Lundsteen,
    1979, p.1).

3
Listening Process Step 1 Receiving
  • The listener receives the aural stimuli, or aural
    visual stimuli presented by the speaker.

4
Listening Process Step 2 Attending
  • Listener focuses on selected stimuli while
    ignoring distracting stimuli.
  • Paying attention component
  • Not necessarily related to physical behaviors

5
Listening Process Step 3 Assigning Meaning
  • Listener understands the speakers message.
  • Uses assimilation accomo-dation to fit the
    message into their existing cognitive structures
    or to create new structures.

6
Purposes for Listening
  • Discriminative to distinguish sounds develop a
    sensitivity to nonverbal communication
  • Comprehensive to understand a message required
    in instruction
  • Critical to comprehend evaluate a message to
    detect propaganda devices persuasive language

7
Comprehensive Listening StrategiesForming
pictures or mental images/ Imagery strategy
  • Students may form mental images or pictures while
    listening to messages which include visual
    descriptions and/or details.

8
Comprehensive Listening Strategies Monitoring
  • Students may ask themselves questions to monitor
    their listening
  • "Why am I listening?"
  • "What does this mean (in my own words or
    thoughts)?"
  • "Does this information make sense?"
  • "How can I use this information?"
  • "What will I have to do with this information?"

9
Comprehensive Listening Strategies Asking
Questions
  • Students may ask the speaker questions to clarify
    meaning, deepen their understanding, and/or
    reduce/eliminate confusion.

10
Comprehensive Listening Strategies Discovering
the Plan
  • Ability to recognize the organizational plan of
    the speaker, to use the plan to understand
    remember the message.
  • Teach each organizational pattern separately
    before requiring students both to identify the
    correct pattern to apply the pattern to their
    listening.
  • Incorporating graphic organizers for each of the
    organizational patterns allows an auditory
    message to become more visual.

11
Comprehensive Listening Strategies Discovering
the Plan
  • Note-taking Students may apply knowledge of
    organizational plans use graphic organizers to
    assist with note-taking.
  • Organizational Patterns
  • Categorization
  • Description
  • Sequence
  • Comparison contrast
  • Cause effect
  • Problem solution

12
Lesson Plan Guidelines
  • General Information
  • Title of Lesson Efferent Listening Note-taking
    during __________
  • Primary Learning Outcome(s)
  • Related GPS
  • Materials
  • Technology Connection

13
Procedures Step One Introduction
Comprehensive/Efferent Listening
  • Do something that emphasizes the importance
    and/or use of the strategy to capture students'
    attention.
  • If the strategy is similar to another listening
    or reading strategy previously taught, then
    review that strategy (i.e., activate prior
    knowledge /or experiences). List questions.
  • Let them know that they will be using the
    strategy while they are listening during this
    lesson.

14
Procedures Step Two Teaching- 1. Content
Comprehensive/Efferent Listening
  • Introduce explain the listening process.
  • Introduce explain the strategy.
  • Model the strategy
  • Listen to a tape or someone reading a passage of
    information verbalize your thoughts while
    applying the strategy and do whatever you are
    going to require your students to do.

15
Procedures Step Two 2. Check understanding
Comprehensive/Efferent Listening
  • Ask the students questions.
  • What is the listening process?
  • What are we using to help us remember to what we
    are listening?
  • When will we use this strategy?

16
Procedures Step Two 3a. Practice Feedback
Comprehensive/Efferent Listening
  • Read a passage to your students, play a tape,
    and/or present part of a mini-lesson on some new
    information.
  • The information must be new to your students, or
    you will not know whether the students applied
    the listening strategy effectively or whether
    they recalled previously learned information.

17
Procedures Step Two 3a. Practice Feedback
Comprehensive/Efferent Listening
  • As an entire class (large group), share, discuss,
    record information in the same form as you are
    going to require your students to do as you
    modeled during instruction.
  • Clarify misunderstandings model for them the
    application of the strategy to their listening.

18
Procedures Step Two 3b. Practice Feedback
Comprehensive/Efferent Listening
  • Read another passage to your students, play a
    tape, /or present part of a mini-lesson on
    some new information.
  • Information must be new, or you will not know if
    the students applied the strategy effectively or
    if they recalled previously learned information.
  • In small groups (about 4), have students share,
    discuss, record information in the same form as
    during instruction Step Two Teaching-3a
    (Practice Feedback).

19
Procedures Step Three Closure
Comprehensive/Efferent Listening
  • Explain connections among lesson parts.
  • Review the listening process.
  • Summarize the strategy.
  • Give situations in which its use would be
    appropriate.
  • Summarize the content learned, as related to the
    primary learning outcome.

20
Procedures Step Four Assessing
Comprehensive/Efferent Listening
  • Read another passage to your students, play a
    tape, and/or present part of a mini-lesson on
    some new information.
  • Information must be new to your students.
  • Individually, have students record information in
    the same form as you modeled during instruction
    and guided practice they practiced in small
    groups during independent practice.

21
Children's Literature Related to Listening
  • Balian, L. (1972). The aminal. New York Abingdon
    Press.
  • Keats, E.J. (1962). The snowy day. New York
    Viking.
  • Lester, H. (1995). Listen Buddy. New York
    Trumpet.
  • Pfeffer, W. (1999). Sounds all around. New York
    Scholastic.

22
Children's Literature Related to Listening (cont.)
  • Showers, P. (1990). Ears are for hearing. New
    York Thomas Y. Crowell Junior Books.
  • Showers, P. (1961). The listening walk. New York
    HarperCollins.
  • Stanley, D. (1983). The conversation club. New
    York Macmillan.
  • Wells, R. (1973). Noisy Nora. New York Dial
    Press.

23
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