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GROUP - 5- MACRO SKILLS: LISTENING. pptx
- 1. Listening GROUP 5 PRESENTATION JeymsAlkani Lyka Besoyo Dhanzelle Grace Barrun Annalorraine Coroña Jenny Dupok Reca Magbanua Jesica Sonoron Hazel Ann Villagracia
- 2. • Listening refersto the ability to comprehend and interpret the spoken language to facilitate effective communication. • Listening is one of the most important communication skills, yet it is often overlooked or undervalued. • Effective listening means hearing what someone is saying, understanding their perspective, and responding thoughtfully and appropriately.
- 3. Effective listening iskey to building strong, meaningful relationships based on mutual respect and understanding. English dominates the digital and technological world. Many online resources, tutorials and technology documentation are in English. Why listening skills are important? Builds relationship: Technological Advancement Enhance problem- solving skills: Good listeners take time to actively listen to the situation and gain a deeper understanding of the problem, leading to effective solutions.
- 4. Feeling heard and understoodempowers people to feel more confident, share their thoughts and ideas, and be more productive. English dominates the digital and technological world. Many online resources, tutorials and technology documentation are in English. Why listening skills are important? Increases confidence: Technological Advancement Avoid Miscommunication: Effective listening helps to avoid misunderstandings, which can lead to wasting time and cost.
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- 6. Appreciative Listening Appreciative listeningmeans we are listening for pleasure. Examples include when we are tuning our attention into a song we like, a poetry reading, actors in a play, or sitcom antics on television. Relational Listening Relational listening happens when we are listening to a friend or family member, building our relationship with another by offering support and showing empathy for their feelings in the situation they are discussing. We are engaged with them at the moment and listening.
- 7. Empathetic or TherapeuticListening Therapists, counselors, and conflict mediators are trained in different listening levels. One important aspect of their job is to listen closely to help the client. Critical Listening We engage in this type of listening when we are at a political event, attending a debate, or enduring a salesperson touting the benefits of various brands of a product. We are required to be attentive to key points that influence or confirm our judgments.
- 8. Informational Listening The focusis to gain and remember information during informational listening. We do this kind of listening often when we are in a classroom setting or a workplace meeting
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- 10. External Listening Barriers Noise Anyexternal noise can be a barrier, like the sound of vehicles, phones ringing, or other people having conversations. Visual Distractions Visual distractions can be as simple as the scene outside a window or the goings-on just beyond the glass walls of a nearby office.
- 11. Physical Setting An uncomfortabletemperature, poor or nonexistent seating, bad odors, or distance between the listener and speaker can be an issue. Objects Items like pens, cellphones, and jewelry are often fidgeted with while listening.
- 12. The Person Speaking Theperson listening may become distracted by the other person’s personal appearance, mannerisms, voice, or gestures.
- 13. Internal Listening Barriers Anxiety Anxietycan take place from competing personal worries and concerns. Self-centeredness This causes the listener to focus on his or her own thoughts rather than the speaker’s words. Mental Laziness Laziness creates an unwillingness to listen to complex or detailed information.
- 14. Boredom Boredom stems froma lack of interest in the speaker’s subject matter. Sense of Superiority A sense of superiority leads the listener to believe they have nothing to learn from the speaker. Cognitive Dissonance The listener hears only what he or she expects or molds the speaker’s message to conform to their own beliefs.
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- 16. When using theterm ‘bottom-up,’ the idea is building meaning based on words, sounds, and structures—from the ground up, sometimes without context. Bottom-Up Approach
- 17. When we say‘top-down,’ we mean in essence, that the meaning is caught rather than decoded. Listeners gather the overall meaning of what they hear based on context and respond appropriately. Top-Down Approach
- 18. Active Listening Approach –process which an individual secures information from another individual or group. For Students: • Active listening students can better understand complex concepts, follow instructions accurately, andcompute assignments with orecision.
- 19. Strategies 1. Incorporating Interactiveactivities and Discussions: Engage students in interactive activities that requires active listening such as group projects, debates, and presentation 2. Providing clear instructions and expectation: Ensure instruction are clear, concise, and well structured. Use visual aids, gestures, and examples,to support verbal instruction.
- 20. Strategies 3. Encouraging activeparticipation and reflection: Create classroom culture that values active participation and reflection.
- 21. Analytical Listening Aproach – refersto one's ability to analyze carefully and properly what was listened to. For Students: • Better academic performance: Perform better to school and have better understanding. • It allows listeners to understand a situation objectively and make better decisions
- 22. Strategies 1. Teach childrenhow to analyze information. 2. To practice critical thinking is through games, especially board games that involves strategy.
- 23. Pre-, During, andPost-Listening Activities Pre-Listening: Activate prior knowledge, introduce key vocabulary, and set the context for listening. Examples: Brainstorming sessions Vocabulary cards Contextual background
- 24. During-Listening: Provide guidanceand support as learners listen, such as pausing the audio for note- taking or asking comprehension questions. Examples: Pausing for Reflection Note-taking Literal and Inferential questions Listening clues
- 25. Post-Listening: Engage learnersin discussions, summarizing, or creative tasks related to the listening content. Examples: Role-playing Graphic organizer Retelling Art projects Writing activities
- 26. Interactive Listening Activities GroupActivities: 1. Role-Playing: - Scenario: Divide students into groups and assign each group a different character from a story they’ve listened to. Have each group brainstorm how their character would react in a specific situation from the story. Then, have each group perform their scene for the class.
- 27. Interactive Listening Activities 2.Storytelling: - Collaborative Story: Have students work in pairs or small groups to create a collaborative story. One student starts the story, then another student adds a sentence, and so on. This encourages active listening and creative thinking.
- 28. Interactive Listening Activities 3.Information Sharing: - Expert Groups: After listening to a non-fiction text or audio, divide students into groups based on specific topics covered in the listening material. Each group becomes an “expert” on their topic and prepares a short presentation for the class. This encourages students to listen for specific information and synthesize it for others.
- 29. - It’s Improvingstudents word recognition through intensive exposure to authentic spoken texts. Reconstruction Discovery: The word reconstruction refres to the process of analyzing and interpreting texts, while the discovery pertaines to the recovering of new insights or interpretations of literature. Discovery Learning
- 30. - is acollaborative listening activity where students listen to a short text aloud and then work together to reconstruct it from memory. Dictation and Reconstruction: it is teaching method that involves two main steps. After listening, they take notes on key ideas and phrases, then discuss and peice together their version of the text. Dictogloss
- 31. Have learners listento the text, reconstruct it based on their notes, and the compare their version to the original. This helps them identify their listenng challenges and develop strategies for improvement.
- 32. Visual support: use visuals,such as picture, diagrams or charts, to support listening comprehension especially for learners who are visual learners. Visual organization: introduce visual organizers, like mind maps or concept maps, to help learners who are visual learners organize and remember information they hear. Visual Cues and Organization
- 33. Varying Levels ofDifficulty: provide listening activities at different levels of difficulty to cater to the diverse needs of learners. Multiple Learning Style: Employ a variety of activities and approaches to engage learners with different learning styles. Differentiated Instruction
- 34. - Present ashort passage, have learners listen and take notes, and then work together to reconstruct the passage. This fouces on both listening comprehension and language accuracy.
- 35. Remember, the mosteffective approach is to combine various strategies and techniques to create a dynamic and engaging learning experience for your student.
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