The following is a post by Dr. Scott Petri who will be our guest host tonight as I am traveling home from ISTE2016 today. I can't say how much I appreciate my PLN for not only participating but also contributing to the conversations we have. I enjoy seeing others ideas and passions for education and continue to invite you to let me know the topics you are interested in and we can create questions together if you desire and allow for you to host a session of #sstlap. This chat is not mine but ours. If it wasn't for all of you it would be me asking questions to myself which I do enough of. Please consider taking the opportunity to host a chat. Thanks and enjoy the chat. I will try to jump in if I am able.
Thanks again to Scott and all of you! Writing Assignments That Teach Students to Listen #TeachWriting June 11, 2016 Hosted by @scottmpetri Are we losing our listening abilities? https://www.youtube.com/watch?v=cSohjlYQI2A How can teachers use Julian Treasure’s 5 ways to listen better? https://www.youtube.com/watch?v=eIho2S0ZahI Q1 What prevents our students from being good listeners? Listening barriers for students are: listening mainly for details, becoming distracted and lack of interest in the subject (Golen, 1990). http://www.skillsyouneed.com/ips/ineffective-listening.html Q2 What are common misconceptions our students have about listening? http://www.skillsyouneed.com/ips/listening-misconceptions.html Q3 How can you incorporate audio into your classroom so that it increases literacy? Q4 What listening objectives are most frequently used in your class/discipline? Photo-Card w/ Mead (1978) 1. to recall significant details; 2. to comprehend main ideas; 3. to draw inferences about information; 4. to make judgments concerning the speaker (e.g.,attitude, intent, bias, credibility); 5. to make judgments about the information (e.g., type, evidence, logic, arguments) Q5 What types of listening activities help students improve their writing skills? Believers & Doubters Game (Fletcher) Q6 What strategies/games can teachers use so that students actively listen to their classmates’ presentations? Q7 How do you teach students to improve their writing by listening to songs & speeches? http://www.nwp.org/cs/public/print/resource/148 http://www.americanrhetoric.com/top100speechesall.html Promo Tweets Research shows that students can listen 2-3 grade levels above what they can read. Listening while reading helps people have successful reading events, where they read with enjoyment and accuracy. #TeachWriting Listening while reading has been shown to help with decoding, a fundamental part of reading. #TeachWriting The average person talks at a rate of about 125 – 175 words per minute, while we listen at up to 450 words per minute (Carver, Johnson, & Friedman, 1970). On average, viewers who just watched and listened to the evening news can only recall 17.2% of the content Listening has been identified as one of the top skills employers seek in entry-level employees as well as those being promoted. Even though most of us spend the majority of our day listening, it is the communication activity that receives the least instruction in school (Coakley & Wolvin, 1997). Listening is critical to academic success. An entire freshman class of over 400 students was given a listening test at the beginning of their first semester. After their first year of studies, 49% of students scoring low on the listening test were on academic probation, while only 4.42% of those scoring high on the listening test were on academic probation. Conversely, 68.5% of those scoring high on the listening test were considered Honors Students after the first year, while only 4.17% of those scoring low attained the same success (Conaway, 1982). Students do not have a clear concept of listening as an active process that they can control. Students find it easier to criticize the speaker as opposed to the speaker’s message (Imhof, 1998). Students report greater listening comprehension when they use the metacognitive strategies of asking pre-questions, interest management, and elaboration strategies (Imhof, 2001). Listening and nonverbal communication training significantly influences multicultural sensitivity (Timm & Schroeder, 2000). When students engage in purposeful listening how do they know what to attend to? How do you teach them what to respond to? How to respond? Or When to respond? Resources http://www.listen.org/WhitePaper http://www.skillsyouneed.com/ips/listening-skills.html http://d1025403.site.myhosting.com/files.listen.org/Facts.htm http://www.csun.edu/~hcpas003/effective.html http://www.americanrhetoric.com/ http://www2c.cdc.gov/podcasts/AudioScriptWritingGuide.pdf http://bsideradio.org/learn/writing-a-radio-script/ https://15minutehistory.org/podcast-index/ Listening Assignment Ideas Student Created Podcasts Informative/Persuasive Speeches Interviews: 9/11, StoryCorps, Vietnam Vets http://historyrewriter.com/2015/05/18/vietnam-veteran-interview-project/ http://www.newseum.org/2015/09/04/911-front-page-history-books/ https://storycorps.org/blog/tag/the-great-thanksgiving-listen/ @listencurrent has curated some research on the importance of listening skills. https://listencurrent.com/research 1st Person Story Voice Over Theater Measures of Effective Listening Research shows that students can listen 2-3 grade levels above what they can read. Listening while reading helps people have successful reading events, where they read with enjoyment and accuracy. Listening while reading has been shown to help with decoding, a fundamental part of reading. The average person talks at a rate of about 125 to 175 words per minute, while we listen and comprehend up to 450 words per minute (Carver, Johnson, & Friedman, 1970). Listening has been identified as one of the top skills employers seek in entry-level employees as well as those being promoted. Even though most of us spend the majority of our day listening, it is the communication activity that receives the least instruction in school (Coakley & Wolvin, 1997). On average, viewers who just watched and listened to the evening news can only recall 17.2% of the content. Listening is critical to academic success. Conaway (1982) examined an entire freshman class of over 400 students. They were given a listening test at the beginning of their first semester. After their first year of college, 49% of students scoring low on the listening test were on academic probation, while only 4.42% of those scoring high on the listening test were on academic probation. On the other hand, 68.5% of those scoring high on the listening test were considered Honors Students after the first year, while only 4.17% of those scoring low attained the same success. Students do not have a clear concept of listening as an active process that they can control. Students find it easier to criticize the speaker as opposed to the speaker’s message (Imhof, 1998). Students report greater listening comprehension when they use the metacognitive strategies of asking pre-questions, interest management, and elaboration strategies (Imhof, 2001). Listening and nonverbal communication training significantly influences multicultural sensitivity (Timm & Schroeder, 2000). Understanding is the goal of listening. Our friend Erik Palmer suggests before students engage in purposeful listening, their teachers should tell them what to attend to. We need to teach students what to respond to, how to respond, and when to respond. For example, today we are going to listen to five speeches. For each speech, we are only listening for LIFE. After each speaker finishes, clap, then take a minute to evaluate the level of passion they put into their speech. After that write down three suggestions on how they could increase the amount of LIFE in their speech. Instead of emphasizing: you stole my red hat, try stressing, you stole my red hat. A classroom teacher who reads Powers (1984) College Board study will understand that speaking, listening, reading and writing are all tightly correlated. Empirically measuring oral communication skills requires many hours of assessment on small populations. It is the opposite of what we experience in public schools where it is not practical for us to separately measure each skill. The important takeaway here is for teachers to prepare their students to actively listen, avoid distractions, and take advantage of the reciprocal relationship between speaking and listening by training student listeners to evaluate how well various speaking functions are accomplished by their classmates. While there are reliability issues with classroom peer review models, the benefits of “learning by evaluation” far outweigh the negatives.
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