Upload
caren-marsh
View
224
Download
1
Tags:
Embed Size (px)
Citation preview
ListeningListening
Tonja L. Root, Ed.D.Tonja L. Root, Ed.D.Early Childhood & Reading EducationEarly Childhood & Reading Education
Valdosta State UniversityValdosta State UniversityValdosta, GA 31698Valdosta, GA 31698
Root, T. (2008). Listening. Retrieved http://www.valdosta.edu/~troot/eced4300/comprehensive_listening_strategies.htmRoot, T. (2008). Listening. Retrieved http://www.valdosta.edu/~troot/eced4300/comprehensive_listening_strategies.htm
2
Listening ProcessListening Process
““The process by which spoken The process by which spoken language is converted to language is converted to meaning in the mind” meaning in the mind” (Lundsteen, (Lundsteen, 1979, p.1).1979, p.1).
Root, T. (2008). Listening. Retrieved http://www.valdosta.edu/~troot/eced4300/comprehensive_listening_strategies.htm
3
Listening Process Step 1: Listening Process Step 1: ReceivingReceiving
The listener receives the aural The listener receives the aural stimuli, or aural & visual stimuli, or aural & visual stimuli presented by the stimuli presented by the speaker.speaker.
Root, T. (2008). Listening. Retrieved http://www.valdosta.edu/~troot/eced4300/comprehensive_listening_strategies.htm
4
Listening Process Step 2: Listening Process Step 2: AttendingAttending
Listener focuses on selected Listener focuses on selected stimuli while ignoring stimuli while ignoring distracting stimuli.distracting stimuli.
““Paying attention” componentPaying attention” component Not necessarily related to Not necessarily related to
physical behaviorsphysical behaviorsRoot, T. (2008). Listening. Retrieved http://www.valdosta.edu/~troot/eced4300/comprehensive_listening_strategies.htm
5
Listening Process Step 3: Listening Process Step 3: Assigning MeaningAssigning Meaning
Listener understands the Listener understands the speaker’s message.speaker’s message.
Uses assimilation & accomo-Uses assimilation & accomo-dation to fit the message into dation to fit the message into their existing cognitive structures their existing cognitive structures or to create new structures.or to create new structures.
Root, T. (2008). Listening. Retrieved http://www.valdosta.edu/~troot/eced4300/comprehensive_listening_strategies.htm
6
Purposes for ListeningPurposes for Listening Discriminative: to distinguish Discriminative: to distinguish
sounds & develop a sensitivity to sounds & develop a sensitivity to nonverbal communicationnonverbal communication
Comprehensive: to understand a Comprehensive: to understand a message; required in instructionmessage; required in instruction
Critical: to comprehend & evaluate Critical: to comprehend & evaluate a message; to detect propaganda a message; to detect propaganda devices & persuasive languagedevices & persuasive language
Root, T. (2008). Listening. Retrieved http://www.valdosta.edu/~troot/eced4300/comprehensive_listening_strategies.htm
7
Comprehensive Listening Strategies:Comprehensive Listening Strategies:Forming pictures or mental images/ Forming pictures or mental images/ Imagery strategyImagery strategy
Students may form mental images or pictures while listening to messages which include visual descriptions and/or details.
Root, T. (2008). Listening. Retrieved http://www.valdosta.edu/~troot/eced4300/comprehensive_listening_strategies.htm
8
Comprehensive Listening Strategies:Comprehensive Listening Strategies: MonitoringMonitoring
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?"Root, T. (2008). Listening. Retrieved http://www.valdosta.edu/~troot/eced4300/comprehensive_listening_strategies.htm
9
Comprehensive Listening Strategies:Comprehensive Listening Strategies: Asking QuestionsAsking Questions
Students may ask the speaker questions to clarify meaning, deepen their understanding, and/or reduce/eliminate confusion.
Root, T. (2008). Listening. Retrieved http://www.valdosta.edu/~troot/eced4300/comprehensive_listening_strategies.htm
10
Comprehensive Listening Strategies:Comprehensive Listening Strategies: Discovering the PlanDiscovering 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.
Root, T. (2008). Listening. Retrieved http://www.valdosta.edu/~troot/eced4300/comprehensive_listening_strategies.htm
11
Comprehensive Listening Strategies:Comprehensive Listening Strategies: Discovering the PlanDiscovering the Plan
Note-taking: Students may apply knowledge of organizational plans & use graphic organizers to assist with note-taking.
Organizational PatternsOrganizational Patterns::– CategorizationCategorization– DescriptionDescription– SequenceSequence– Comparison & contrastComparison & contrast– Cause & effectCause & effect– Problem & solutionProblem & solution
Root, T. (2008). Listening. Retrieved http://www.valdosta.edu/~troot/eced4300/comprehensive_listening_strategies.htm
12
Lesson Plan GuidelinesLesson Plan Guidelines
General InformationGeneral Information Title of Lesson: Efferent Listening: Title of Lesson: Efferent Listening:
Note-taking during __________ Note-taking during __________ Primary Learning Outcome(s)Primary Learning Outcome(s) Related GPS Related GPS MaterialsMaterials Technology ConnectionTechnology Connection
Root, T. (2008). Listening. Retrieved http://www.valdosta.edu/~troot/eced4300/comprehensive_listening_strategies.htm
13
Procedures: Procedures: Step One: IntroductionStep One: Introduction Comprehensive/Efferent ListeningComprehensive/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).
Let them know that they will be using the strategy while they are listening during this lesson.
Root, T. (2008). Listening. Retrieved http://www.valdosta.edu/~troot/eced4300/comprehensive_listening_strategies.htm
14
Procedures: Procedures: Step Two: Teaching- Step Two: Teaching- 1. Content1. Content Comprehensive/Efferent ListeningComprehensive/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.
Root, T. (2008). Listening. Retrieved http://www.valdosta.edu/~troot/eced4300/comprehensive_listening_strategies.htm
15
Procedures: Procedures: Step Two:Step Two: 2. Check understanding 2. Check understanding Comprehensive/Efferent ListeningComprehensive/Efferent Listening
Ask the students questions.Ask the students questions.– What is the listening process?What is the listening process?
– What are we using to help us What are we using to help us remember to what we are listening?remember to what we are listening?
– When will we use this strategy?When will we use this strategy?
Root, T. (2008). Listening. Retrieved http://www.valdosta.edu/~troot/eced4300/comprehensive_listening_strategies.htm
16
Procedures: Procedures: Step Two: 3a. Step Two: 3a. Practice &Practice & FeedbackFeedback
Comprehensive/Efferent ListeningComprehensive/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.
Root, T. (2008). Listening. Retrieved http://www.valdosta.edu/~troot/eced4300/comprehensive_listening_strategies.htm
17
Procedures: Procedures: Step Two: 3a. Step Two: 3a. Practice &Practice & FeedbackFeedback
Comprehensive/Efferent ListeningComprehensive/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.
Root, T. (2008). Listening. Retrieved http://www.valdosta.edu/~troot/eced4300/comprehensive_listening_strategies.htm
18
Procedures: Procedures: Step Two: 3b. Step Two: 3b. Practice &Practice & FeedbackFeedback
Comprehensive/Efferent ListeningComprehensive/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).
Root, T. (2008). Listening. Retrieved http://www.valdosta.edu/~troot/eced4300/comprehensive_listening_strategies.htm
19
Procedures:Procedures: Step Three: ClosureStep Three: Closure
Comprehensive/Efferent ListeningComprehensive/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.Root, T. (2008). Listening. Retrieved http://www.valdosta.edu/~troot/eced4300/comprehensive_listening_strategies.htm
20
Procedures:Procedures: Step Four: AssessingStep Four: Assessing Comprehensive/Efferent ListeningComprehensive/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.
Root, T. (2008). Listening. Retrieved http://www.valdosta.edu/~troot/eced4300/comprehensive_listening_strategies.htm
21
Children's Literature Related to Children's Literature Related to ListeningListening
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.
Root, T. (2008). Listening. Retrieved http://www.valdosta.edu/~troot/eced4300/comprehensive_listening_strategies.htm
22
Children's Literature Related to Children's Literature Related to Listening Listening (cont.)(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.
Root, T. (2008). Listening. Retrieved http://www.valdosta.edu/~troot/eced4300/comprehensive_listening_strategies.htm