teaching listening

Ch.7 Listening to Learn

Why do we listen?

• We listen to obtain information. • We listen to understand. • We listen for enjoyment. • We listen to learn.

Types of Listening

DiscriminativeAesthetic EfferentCritical

Active Discussion vs. Postponing Questions

Some teachers prefer active discussion during read-aloud time, while others postpone questions until the end

Most believe that reading in segments following each section with questions that guide discussion are the best method to enhance comprehension

Discriminative Listening

Used to distinguish soundsChildren use it to develop phonemic

awarenessChildren pick up on non-verbal messages and

repetition to develop understanding of emphasis i.e. writing on the chalkboard or speaking loudly

Aesthetic Listening

AKA appreciative listening or listening for pleasure The focus is the lived through experience and connection the

listener makes to the story or piece Examples: stories, poetry, songs, plays movies Benefits-Interest in reading is stimulated, taste for quality

literature is broadened, difficult books become accessible, background knowledge expands, reading role models

Teaching Listening

In a study of 6th graders 62% of students said they enjoyed listening to the teacher read-aloud

Students listen better when they are involved as the teacher is reading as opposed to afterwards

Listening is a receptive processTeachers must teach listening strategies-

don’t take for granted students know how to listen.

Strategies: predicting, re-predicting, visualizing, and connecting (text-to-text, text-to-self, text-to world)

Choosing a Book for Interactive Read-Alouds

1)Pick- High quality2)Preview- Practice reading, make notes 3)Introduce- set purpose for listening; activate prior

knowledge4)Read interactively- model fluent and expressive language;

step 25)After Reading activitiesParticipate in discussion and After reading activities.

Read-Aloud Continued

Re-Reading

Repetition allows students to gain control over parts of the story, and connect those parts

Quality of responses improve With multiple readings the focus of responses changes

from character based to detail and word base

Guidelines for Using Videos in the Classroom

Those with limited background knowledge can benefit from viewing or listening aloud before reading; for others this may lessen interest

The steps are similar to choosing a book Preview, set purpose etc. Compare contrast; introduce narration, setting etc. (AMA)

http://www.youtube.com/watch?v=DlBuNibrJHY

Efferent

Listening

Characteristic: Is a type of listening that most of us do everyday. It is a practical listening to understand a message, a story, or any type of conversation.

Techniques to improve students’ listening.

Examples• Read aloud or listening center • Anticipation guides• Listen to oral reports• Clusters and graphic organizers• View informational videos• Listen to book talks• Participate in instructional conversations• Participate in writing groups• Do note taking/note making• Listen during mini-lessons• Listen to students share projects• Using Manipulatives

Strategies for Efferent Listening

• Organizing• Summarizing• Note Taking• Monitoring• Applying Fix-Up Strategies• Getting Clues from the Speaker

Teaching Efferent Listening

• Brainstorming Ideas• Anticipation Guides• Note Taking/Note Making• Reading Aloud Informational Books• Mini-lessons

Reading Aloud to Students

• Develops an appreciation of literature, model fluent reading, encourage interest in reading, and create a community of learners in the classroom.

Reading Aloud: Benefits

• Stimulates children’s interest in reading• Develops children’s taste for quality literature• Introduces children to sounds of written language • Expands their vocabulary and sentence patterns• Sharing books that are “too good to miss”• Children listen to books that are “hard to get into”• Expands children’s background• Introduces children to concepts about written language,

different genres, and elements of story structure• Provides a pleasurable, shared experience• Models to children that adults read and enjoy reading

Meeting the Needs of Every Student

• To become effective listeners, students need to learn how to vary the way they listen for different purposes and how to use the listening strategies.

Critical listening

Critical listening

Critical listening is listening in order to evaluate, judge, and forming opinion about what is

being said

Critical listeningcritical listening occurs when you still want to understand what the other person is saying, but also have some reason or responsibility to evaluate what is being said to you and how it is being said

Critical listening

Students need to become

critical Listeners because they’re

exposed to persuasion And

propaganda all around

Propaganda

Propaganda is designed to

influence people’s beliefs

and actions

http://www.youtube.com/watch?v=g_lgAqprd0s

Propaganda

People seeking to influence us often use words that evoke a variety of response

improved More

Natural50%

better

New

Fresh

Tasty

Delicious

Persuasion

There are three way to persuade peopleBy reasonFrom absolute facts or strong possibilitiesBy appeal to characterWhat another person recommends if we trust that personBy appealing to people’s emotionsEmotional appeals can be as strong as intellectual appeals

Persuasion To persuade classmate to read a practical bookA student might argue that classmates should read the book

It’s written by favorite author (reason) It’s hilarious (emotion) It’s the most popular book in the seventh grade and everyone else is Reading it (character)

Critical listening Strategies

The most important strategy for critical listening is evaluating because

students need to judge the message

Critical listening Strategies

As students listen, they consider these questions:What’s the speaker’s purpose? Is there an intellectual appeal? a character appeal? an emotional appeal?Are propaganda devices being used?Are deceptive words or inflatedlanguage used?

Resources:

http:www.ehow.comhttp:www.knowledgeloom.org

http:www.mindtools.com