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Teaching Listening
The document discusses different types of listening such as discriminative, aesthetic, efferent, and critical listening and provides examples of each. It also provides strategies for teaching listening skills to students, including reading aloud to students, using anticipation guides and note taking. The document emphasizes that teaching students critical listening skills is important to help them evaluate messages and identify persuasion techniques.
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Teaching Listening
- 1. Ch.7 Listening toLearn
- 2. Why do welisten? ā¢ We listen to obtain information. ā¢ We listen to understand. ā¢ We listen for enjoyment. ā¢ We listen to learn.
- 3. Types of Listening ļDiscriminative ļ Aesthetic ļ Efferent ļ Critical
- 4. Active Discussion vs.Postponing Questions ļ Some teachers prefer active discussion during read- aloud time, while others postpone questions until the end ļ Most believe that reading in segments following each section with questions that guide discussion are the best method to enhance comprehension
- 5. Discriminative Listening ļ Usedto distinguish sounds ļ Children use it to develop phonemic awareness ļ Children pick up on non-verbal messages and repetition to develop understanding of emphasis i.e. writing on the chalkboard or speaking loudly
- 6. Aesthetic Listening ļ AKAappreciative listening or listening for pleasure ļ The focus is the lived through experience and connection the listener makes to the story or piece ļ Examples: stories, poetry, songs, plays movies ļ Benefits-Interest in reading is stimulated, taste for quality literature is broadened, difficult books become accessible, background knowledge expands, reading role models
- 7. Teaching Listening ļ Ina study of 6th graders 62% of students said they enjoyed listening to the teacher read-aloud ļ Students listen better when they are involved as the teacher is reading as opposed to afterwards ļ Listening is a receptive process ļ Teachers must teach listening strategies-donāt take for granted students know how to listen. ļ Strategies: predicting, re-predicting, visualizing, and connecting (text-to-text, text-to-self, text-to world)
- 8. Choosing a Bookfor Interactive Read-Alouds 1)Pick- High quality 2)Preview- Practice reading, make notes 3)Introduce- set purpose for listening; activate prior knowledge 4)Read interactively- model fluent and expressive language; step 2 5)After Reading activities Participate in discussion and After reading activities.
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- 10. Re-Reading ļ Repetition allowsstudents to gain control over parts of the story, and connect those parts ļ Quality of responses improve ļ” With multiple readings the focus of responses changes from character based to detail and word base
- 11. Guidelines for UsingVideos in the Classroom ļ Those with limited background knowledge can benefit from viewing or listening aloud before reading; for others this may lessen interest ļ The steps are similar to choosing a book ļ” Preview, set purpose etc. ļ” Compare contrast; introduce narration, setting etc. (AMA) http://www.youtube.com/watch?v=DlBuNibrJHY
- 12. Characteristic: Is a typeof listening that most of us do everyday. It is a practical listening to understand a message, a story, or any type of conversation.
- 13. Techniques to improvestudentsā listening. Examples ā¢ Read aloud or listening center ā¢ Anticipation guides ā¢ Listen to oral reports ā¢ Clusters and graphic organizers ā¢ View informational videos ā¢ Listen to book talks ā¢ Participate in instructional conversations ā¢ Participate in writing groups ā¢ Do note taking/note making ā¢ Listen during mini-lessons ā¢ Listen to students share projects ā¢ Using Manipulatives
- 14. Strategies for EfferentListening ā¢ Organizing ā¢ Summarizing ā¢ Note Taking ā¢ Monitoring ā¢ Applying Fix-Up Strategies ā¢ Getting Clues from the Speaker
- 15. Teaching Efferent Listening ā¢Brainstorming Ideas ā¢ Anticipation Guides ā¢ Note Taking/Note Making ā¢ Reading Aloud Informational Books ā¢ Mini-lessons
- 16. Reading Aloud toStudents ā¢ Develops an appreciation of literature, model fluent reading, encourage interest in reading, and create a community of learners in the classroom.
- 17. Reading Aloud: Benefits ā¢Stimulates childrenās interest in reading ā¢ Develops childrenās taste for quality literature ā¢ Introduces children to sounds of written language ā¢ Expands their vocabulary and sentence patterns ā¢ Sharing books that are ātoo good to missā ā¢ Children listen to books that are āhard to get intoā ā¢ Expands childrenās background ā¢ Introduces children to concepts about written language, different genres, and elements of story structure ā¢ Provides a pleasurable, shared experience ā¢ Models to children that adults read and enjoy reading
- 18. Meeting the Needsof Every Student ā¢ 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.
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- 20. Critical listening Critical listeningis listening in order to evaluate, judge, and forming opinionabout what is being said
- 21. Critical listening critical listening occurs when you still want to understand what the other person is saying, but also have some reason orresponsibility to evaluate what is being said to you andhow it is being said
- 22. Critical listening need to become critical Listeners because theyāre exposed to persuasion And propaganda all around
- 23. Propaganda Propaganda is designed to influence peopleās beliefs and actions http://www.youtube.com/watch?v=g_lgAqprd0s
- 24. Propaganda People seeking toinfluence us often use words that evoke a variety of response
- 25. Persuasion There are three way to persuade people ļ±By reason From absolute facts or strong possibilities ļ±By appeal to character What another person recommends if we trust that person ļ±By appealing to peopleās emotions Emotional appeals can be as strong as intellectual appeals
- 26. Persuasion To persuade classmateto read a practical book A student might argue that classmates should read the book ļ¼ Itās written by favorite author (reason) ļ¼ Itās hilarious (emotion) ļ¼ Itās the most popular book in the seventh grade and everyone else is Reading it (character)
- 27. Critical listening Strategies The most important strategy for critical listening is evaluating because students need to judge the message
- 28. Critical listening Strategies Asstudents listen, they consider these questions: ļ Whatās the speakerās purpose? ļ Is there an intellectual appeal? a character appeal? an emotional appeal? ļ Are propaganda devices being used? ļ Are deceptive words or inflated language used?
- 29. Resources: http:www.ehow.com http:www.knowledgeloom.org http:www.mindtools.com