The Listening Activities

7/29/2019 The Listening Activities

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The Listening Process

Listening is a highly complex, interactive processby which spoken language is converted tomeaning in the mind (Lundsteen, 1979, p. 1).

Hearing is not listening! Listening entails, receiving, attending, and

assigning meaning (Wolvinand Coakley, 1979).

Assimilation and accomodationhelp in assigningmeaning.


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Purposes for Listening

Discriminative (tapes of animal sounds, and othernoises)

Comprehensive listening (required in instructional

activities) Critical listening (to evaluate messages-propaganda)

Appreciative Listening (speakers, readers,classmates)

Therapeutic Listening (sympathetic listening)

Is there need for systematic instruction?


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Comprehensive ListeningStrategies (elementary)

1. Forming a picture (image + write about it)2. Putting information into groups (categories,

Chunking)

3. Asking questions: Why am I listening to this

message?, do I know what ------means?, Does thisinformation make sense to me?

4. Discovering the Plan (description, sequence,Comparison, cause and effect, problem/solution)

5. Note taking (Demonstrate by taking notes with thechildren)

6. Getting clues from the speaker (visual & verbal)


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Critical Listening

Help children to recognize, persuasion andpropaganda, deceptive language loadedwords). Propaganda devices

Step- Introduce commercials, explaindeceptive language, analyze it, reviewconcepts, provide practice, create

commercialsSame procedure applies to advertisements


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Appreciative Listening

Important for reading aloud to students, repeatedreadings, oral presentations

Teaching appreciative Listening

Before reading: activate prior knowledge,background, set purpose for reading

During reading: Use Directed Reading ThinkingActivity (DRTA)-predictions, Reasoning &further predictions, proving

After: share their log and relate to their lives.

Enjoyment is reason enough to read aloud tochildren.


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Authentic Listening Activities

1. Acting out a story from one that is read.2. Making or doing something by following oral directions

3. Participating in class or group discussions

4. Getting information by listening to an announcement

5. Working on group projects

6. Critiquing a peers draft of a story after listening to it

7. Enjoying good literature that is well presented orally

8. Evaluating an issue that is being debated9. Evaluating products advertised in commercials

10. Evaluating candidates from their campaign speeches


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Strategies for Teaching Listening

1. Directed Listening Activity (DL-TA) Before Listening

Listening during the story

After Listening

2. The Structured Listening Activity (SLA) Concept Building

Listening purpose

Reading Aloud Questioning

Reciting


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Conti

3. InQuest Read the story

Role-Playing a news conference

Evaluating the interview

4. Listening-Reading Transfer Strategy Establish purpose

Reading the selection

Developing the skill Letting students read

Group sharing


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Developmentally AppropriatePractices

1. Provide for all areas of development..2. Broad range of content across disciplines that is socially relevant,

stimulating and personally meaningful to children3. Build on what children already know4. Integrate content (themes)

5. Develop knowledge and understanding (not memorization),dispositions to use and apply skills6. Intellectual integrity and authenticity (natural explorations,

experiments, writing, role playing, etc..7. Support home culture and language while developing all the abilities

8. Curriculum goals and objectives are age appropriate9. Integrate technology physically and philosophically


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Speaking: Talk in the Classroom

Talk is the primary expressive language mode(Stewig,1983a) Most children are fluent in oral language when

they come to school, however, teachers need to

emphasize both listening/speaking How can Quiet classrooms develop listening

and speaking? Three types of talk: Informal conversations and

discussions; more formal debates, oral reports, andinterviews; and drama, including dramatic play,role-playing


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Informal talk Activities

Conversations, exchange ideas, information, opinions, feelings, things events.(can be planned may be a list of topics!)- it makes the students feel important.

Group activities enhance conversations.. Show and tell - children share things. (Follow the rules) Discussions (Wilen, 1986) suggests:

Ask carefully planned questions

Single clearly phrased questions Sequential order Start with factual to higher order thinking Ask questions to follow up childrens responses Give sufficient time to think Encourage wide participation drawing in non-volunteers, seating students in a

circle Have students create questions

Discussions about literature-provide opportunities to share Content area discussions- e.g. polution.


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Formal-Interpretive Talk

Storytelling-teachers as well as students Choose a story that you really like

Not necessary to memorize (get a feel for the

sequence and major events in the story

Plan interesting phrases or repeated phrases

Plan simple props /gestures (increases interest)

Prepare a brief introduction an organizer

Practice telling your story before hand!!


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Readers Theater

A formalized dramatic presentation of ascript by a group of readers

Students do not have to memorize their parts,

no props Children can prepare their scripts


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More Formal Talk Activities

Oral reports Research reports (research skills +

communication)

Book talks

Interviews

Debates


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Dramatic Activities

Very powerful way of knowing-makebelieve

House keeping

Shop 9

+Role playing - puppets and other props

Skit puppets

Play scripts


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Classroom activities

The Telephone Yankee dooddle, etc

Documents

The Listening Activities