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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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