LISTENING TO LEARN

Chapter 7

4 Types of Listening (Figure 7-1 – p. 214)

DiscriminativeDistinguish among sounds and develop a

sensitivity to nonverbal communicationAesthetic

Listen for pleasure or enjoyment Efferent

Listening to learn and acquire information Critical

Evaluate messages to counteract persuasion and propaganda

Aesthetic Listening

Interactive Read-Alouds – Step by Step – p. 216

Choosing books– Choose books you like and think will

appeal to studentsRereading

– Children benefit from repeated readings

Benefits of Reading Aloud

Stimulates interestBroadens interests and taste for quality

literature Introduces students to sounds of

written language, genres, and elements of text structure

Benefits of Reading Aloud

Expands vocabulary, sentence patterns, and background knowledge

Students listen to books that are above their reading level

Teachers model what good readers do

Students are more likely to become lifelong readers

Responding to Stories

Five types of responses– Dramatizing – act out story– Talking back – to characters to give

advice, criticize, or compliment– Critiquing control – suggest alternative

plots, characters, or settings– Inserting – inserts self or friends in story– Taking over- take over text to manipulate it

in own way

Aesthetic Listening

Listening and Viewing– Students can

make comparisons between book and video version

examine conventions used in video productions

Guidelines for Using Videos

1. Preview the video.

2. Plan how to use the video.

3. Set the purpose.

4. Use the pause function.

5. Re-view the video.

6. Vary the procedures used to show videos.

7. Compare the author’s and camera’s views.

8. Respond to the video.

Teaching Aesthetic Listening

Strategies– Predicting – what will happen next– Visualizing – create image or picture in

mind– Connecting

Text-to-textText-to-selfText-to-world

Provide minilessons

Assessing Aesthetic Listening

Judge predictions students make Listen to comments as students talk about

stories Read entries in students’ reading logs Check that students transfer use of listening

strategies to reading and viewing

Efferent Listening

Techniques to improve students’ listening– Activating background knowledge

Anticipation Guide – Step by Step – p. 225

– Setting purpose– Using manipulatives

objects, pictures, photos, word cards, etc.

– Creating graphic organizers– Students take notes

Reading Aloud Informational Books

Choose high-quality books Actively involve children in the reading

experience Point out features of informational books Teach efferent listening strategies Use graphic organizers Plan oral performances

Reading Aloud Informational Books

After reading– Talk about the book– Complete graphic organizer– Write in reading log– Create projects – posters, oral reports,

found poems, informational quilts (like story quilts)

Teaching Efferent Listening

Strategies– Organizing

T-chart, Venn diagram, cluster diagram, etc.

– Summarizing– Getting clues from speaker– Monitoring

Assessing Efferent Listening

Objective testsHave students reflect on and talk about

the listening strategies they used

Critical Listening

Persuasion and Propaganda – Propaganda devices – Figure 7-7 – p. 235

Strategies– Ask

what is speaker’s/author’s purposeis there intellectual, character, or emotional

appealif propaganda devices are usedif deceptive language or inflated language are

used

Teaching Critical Listening

Have students– View commercials– Create commercials / advertisements - Step

by Step – p. 236– Collect, display, and examine advertisements– Listen to read-alouds of trade books– Participate in minilessons

Assessing Critical Listening

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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” componentNot necessarily related to physical

behaviors

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Listening Process Step 3: Assigning Meaning

Listener understands the speaker’s message.

Uses assimilation & accommodation to fit the message into their existing cognitive structures or to create new structures.

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Comprehensive Listening Strategies:Forming pictures or mental images/ Imagery Visualizing 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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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.