Title: Listening
1Listening
- Tonja L. Root, Ed.D.
- Early Childhood Reading Education
- Valdosta State University
- Valdosta, GA 31698
2Listening Process
- The process by which spoken language is
converted to meaning in the mind (Lundsteen,
1979, p.1).
3Listening Process Step 1 Receiving
- The listener receives the aural stimuli, or aural
visual stimuli presented by the speaker.
4Listening Process Step 2 Attending
- Listener focuses on selected stimuli while
ignoring distracting stimuli. - Paying attention component
- Not necessarily related to physical behaviors
5Listening 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.
6Purposes 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
7Comprehensive 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.
8Comprehensive 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?"
9Comprehensive Listening Strategies Asking
Questions
- Students may ask the speaker questions to clarify
meaning, deepen their understanding, and/or
reduce/eliminate confusion.
10Comprehensive 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.
11Comprehensive 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
12Lesson Plan Guidelines
- General Information
- Title of Lesson Efferent Listening Note-taking
during __________ - Primary Learning Outcome(s)
- Related GPS
- Materials
- Technology Connection
13Procedures 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.
14Procedures 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.
15Procedures 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?
16Procedures 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.
17Procedures 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.
18Procedures 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).
19Procedures 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.
20Procedures 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.
21Children'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.
22Children'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.
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