Listening

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Listening

• Tonja L. Root, Ed.D.
• Early Childhood Reading Education
• Valdosta State University
• Valdosta, GA 31698

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Listening Process

• The process by which spoken language is
  converted to meaning in the mind (Lundsteen,
  1979, p.1).

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Listening Process Step 1 Receiving

• The listener receives the aural stimuli, or aural
  visual stimuli presented by the speaker.

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Listening Process Step 2 Attending

• Listener focuses on selected stimuli while
  ignoring distracting stimuli.
• Paying attention component
• Not necessarily related to physical behaviors

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Listening 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.

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Purposes 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

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Comprehensive 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.

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Comprehensive 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?"

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Comprehensive Listening Strategies Asking
Questions

• Students may ask the speaker questions to clarify
  meaning, deepen their understanding, and/or
  reduce/eliminate confusion.

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Comprehensive 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.

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Comprehensive 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

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Lesson Plan Guidelines

• General Information
• Title of Lesson Efferent Listening Note-taking
  during __________
• Primary Learning Outcome(s)
• Related GPS
• Materials
• Technology Connection

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Procedures 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.

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Procedures 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.

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Procedures 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?

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Procedures 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.

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Procedures 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.

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Procedures 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).

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Procedures 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.

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Procedures 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.

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Children'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.

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Children'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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