ListeningListening ProcessListening Process Step 1: ReceivingListening Process Step 2: AttendingListening Process Step 3: Assigning MeaningPurposes for ListeningComprehensive Listening Strategies: Forming pictures or mental images/ Imagery strategyComprehensive Listening Strategies: MonitoringComprehensive Listening Strategies: Asking QuestionsComprehensive Listening Strategies: Discovering the PlanSlide 11Lesson Plan GuidelinesProcedures: Step One: Introduction Comprehensive/Efferent ListeningProcedures: Step Two: Teaching- 1. Content Comprehensive/Efferent ListeningProcedures: Step Two: 2. Check understanding Comprehensive/Efferent ListeningProcedures: Step Two: 3a. Practice & Feedback Comprehensive/Efferent ListeningSlide 17Procedures: Step Two: 3b. Practice & Feedback Comprehensive/Efferent ListeningProcedures: Step Three: Closure Comprehensive/Efferent ListeningProcedures: Step Four: Assessing Comprehensive/Efferent ListeningChildren's Literature Related to ListeningChildren's Literature Related to Listening (cont.)Slide 23ListeningListeningTonja L. Root, Ed.D.Tonja L. Root, Ed.D.Early Childhood & Reading EducationEarly Childhood & Reading EducationValdosta State UniversityValdosta State UniversityValdosta, GA 31698Valdosta, GA 31698Root, VSU 2Listening 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, VSU 3Listening 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, VSU 4Listening 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, VSU 5Listening Process Step 3: Listening Process Step 3: Assigning MeaningAssigning MeaningListener understands the speaker’s Listener understands the speaker’s message.message.Uses assimilation & accomo-Uses assimilation & accomo-dation to fit the message into their dation to fit the message into their existing cognitive structures or to existing cognitive structures or to create new structures.create new structures.Root, VSU 6Purposes 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 languageRoot, VSU 7Comprehensive 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, VSU 8Comprehensive 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, VSU 9Comprehensive 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, VSU 10Comprehensive 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, VSU 11Comprehensive 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 & solutionRoot, VSU 12Lesson 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 ConnectionRoot, VSU 13Procedures: 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). List questions. Let them know that they will be using the strategy while they are listening during this lesson.Root, VSU 14Procedures: 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, VSU 15Procedures: