module 6- assignment 2 bonsall

8/7/2019 Module 6- Assignment 2 Bonsall

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LTEC 3010.020

Module 6: Listening, Note Taking, and Memory

1

Alecia Jill (Royal) Bonsall

LTEC 3010.020

Module 6: Listening,

Note Taking, and

MemoryEssay Questions


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Essay Questions

1. Discuss the four different listening stages and blocks that can occur at each. Give

examples of ways to overcome listening deficiencies.

1. Listening Stages

2. Compare and contrast three different memory techniques. What are their strengths

and weaknesses? What kind of information goes with each technique?

2. Memory Techniques

3. Discuss the Cornell system of note taking and compare it to the Think Link. For a

given task, is one better than the other for you? In what way? In what classes

would you use one instead of the other? Why?

3. Note Taking Techniques: Compare and Contrast


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1. Listening Stages

Our auditory skills, or hearing, are described in the textbook, Keys to Success (Carter, Bishop,

Kravits, 2009), as sensing spoken messages from their source. The book goes on to describe the act of

listening as a learned skill with four stages: sensation, interpretation, evaluation, and reaction. The fourstages build on one another.

The first stage, sensation, is the result of sound waves being picked up by your ears (hearing);

then transmitted to the brain. For optimal reception, the listener should try to avoid distractions.

Distractions come in the form of internal, such as thoughts of chores or other assignments, or external,

such as interruptions from children playing or loud noises. A good technique for avoiding or dealing

with distractions during class is to sit in the front, choose to sit away from known talkers, and turn off

your cell phone or PDA. In order for the desired sound waves to reach their goal your ears, you must

be listening.

Once the ears have picked up the sound waves the information must be processed. You may

have heard the old saying: it goes in one ear and out the other. In reality, the next stage in listening is

called interpretation. This is where you link what is said to what you already know or attach meaning to

what you are hearing. An obstacle that can be encountered during this stage is called a lapse. When

you realize that you do not recognize the information, or you can not interpret the information you are

sensing, there is a lapse. When you experience a lapse, the tendency is to refocus your thoughts on why

you dont recall the knowledge that you are sensing. A tool for dealing with an interruption of this type

is to make a note that you can come back to later, let it go and reattach yourself to what is currently

being said.

This brings us to the evaluation stage where you relate what you are hearing and interpreting to

your needs and values. Do you need to store this information for future needs? Do you agree with the

information? Does it fit in with your values? A potential road block with this stage is when you disagree

with what you have heard. It is very easy to stop the listening process at this point because you become

focused on what and why the information is not in agreement with either your needs or values. When

this happens, it is important to continue listening to make sure that you have all of the facts. You can

always return to this information later but you may not hear pertinent information because you have

stopped listening.

In the fourth stage of listening, we give direct feedback to the speaker through our reaction.

This is when we have the opportunity to reinforce what we have heard, assure the speaker that we

heard them, and/or raise questions that we have regarding the context of the information that we have


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received. The blocks that may come with this stage are not responding or not clarifying the information

that we may be confused about. It is important to make sure that we complete the cycle of active

listening by responding. An additional response to listening is to continue to listen. There are times

when no response is the best one. If you dont have a question and you dont have a comment, the best

way to show respect for the speaker is to continue to listen.1

1Carter, C., Bishop, J., & Kravits, S. L. Keys to success: Building analytical, creative, and practical

skills (6th ed.). Upper Saddle River, New Jersey, United States of America: Pearson

Education, Inc.


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2. Memory TechniquesImproving our memory techniques during college is one of the most important

study techniques that we can enhance. Our textbook suggests ten strategies and four

mnemonics for improving our memory skills. There are three memory techniques that

are intertwined: 1) recite, rehearse, and write (RRW); 2) limit and organize the items you

are processing (ORG); and 3) use flash cards (FLSH). See Figure 1

1) RRW suggests that you identify points to remember (limit and organize

items), write them down (use flash cards) and rehearse them.

2) ORG is a tool that identifies three activities. These activities as quoted

directly from the text are:

Separate main points from unimportant details. Divide material into manageable sections. Use organizational tools. (Tools refers to note taking techniques or

flash cards.)

3) FLSH is a tool where you write key information on cards and use them to test

your recall on the subject. The cards can have key concepts, vocabulary words or ideas

on one side and the related information on the opposite side. This is a very good system

because you are able to test your knowledge of the information in many different ways.Some of the ways to change the information is to rearrange the order of the cards,

study one side and then the other. Another great quality that using flash cards has is

that they are portable. You can take them with you and study them from almost

anywhere.

All three systems use the flash cards as part of the process; they also suggest

that you rehearse the information. The major difference between them is the scope.

The FLSH is a task specific tool. The other two (RRW and ORG) are processes. The

difference in the description of RRW and ORG is also the scope. RRW is a system that

encompasses more information, while the ORG is in itself a tool that helps you break


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down and focus on smaller pieces of information. They are all very good systems for

studying.2

Figure 1



Education, Inc.

Recite,Rehearse, &

Write

Use FlashCards

Limit &Organize theItems You Are

Processing


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3. Note Taking Techniques: Compare and ContrastThere are many styles for taking notes in class and from the text. In Keys to

Success (Carter, Bishop, Kravits, 2009)3, great detail is put into the description of Cornell

note-taking system, or T-note system. This system is a great way to organize your note

taking during lectures. Using ordinary notepaper, draw a line horizontally across the

page approximately two inches from the bottom. Then draw a vertical line about two

and a half inches from the left edge of the paper from the top to the horizontal line.

This should form a T. Always remember to date and number the pages. The largest

section on the right is where you make the notes from the lecture or chapter. Keeping

the information spaced well and identifying the change in topic is helpful for rereading

the notes later. In the left section, or cue column, the textbook suggests that you leave

this blank while note taking. This section is there to give you space to make comments

or notes as you reread the original notes. Other ideas for this space are to place

questions, key words or link ideas. The bottom section is for summarizing. Give a brief

overview of what the notes say on this page. This is an excellent idea when flipping

through your notes later when studying for a test or looking for references.

Another very helpful note taking technique is the Think Link. This tool is also

called the mind map or word web. The premise of this system is to start in the center of

the paper with the topic, draw a circle around it, then draw lines to other key concepts

and circle or draw boxes around them depending on how you keep track of different

ideas and concepts. This is a way of connecting thoughts and concepts.

I will use both systems. I feel that they compliment each other. For example, in

a class that I am taking, I take notes from the chapter, the professor posts PowerPoint

slides and I have been typing the notes up and leaving a column on the right to cut and

tape the corresponding slides to the notes from the text. What I will now do is to leave

space at the bottom of the page to summarize. When I take notes from the chapters

from any of my classes, I take hand written notes, and then type them up. I will now

begin to use the T-note system for the handwritten stage in my note taking. For the



Education, Inc.


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class that I mentioned before as well as another class that involves taking notes on the

chapter, I will use the think link to put together the key concepts. This will be a good

way to build on information as well. In other words, classes that build on the concepts

from the first chapter, it will be a great idea to create a mind map for the course. I will

use this system for each chapter and for the entire course. I have built an example of

the mind map for Principles of Training and Development. See Figure 2

Figure 24(Noe, 2008)

4Noe, R. A. (2008). Employee Training & Development. New York: McGraw-Hill/Irwin.

What isTraining?

StratgicTraining

NeedsAssessment

LearningTheories

&ProgramDesign

Transfer ofTraining

TrainingEvaluation

TraditionalTrainingMethods

Technology inTraining

EmployeeDevelopmet

Special Issuesin T&D

Career &Career

Management

SpecialChallenges in

CareerManagement

TheFuture of

T & D

module 6- assignment 2 bonsall

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