Listening to teach, reteach, or reciprocal teaching is the key to active listening. "Class, I Want You Listening at the Oustanding Level, I Want You to Understand the Lesson at the level You Can Reteach the Concept Fully to Your Peers!" This is one of the anchor statement I use with my students!
- We can read 100-250 words per minute
- We can speak 150-225 words per minute
- We can listen to 400-600 words per minute
- Our minds fill in the gaps when we listen, usually with biasses and distractions!
ACTIVE AND PERCEPTIVE LISTENING: The most fundamental skill taught in school today is academic listening and questioning, the ability to make connections with others ideas, feelings, opinions and interests are the key to students that thrive and can meet mighty academic goals. Remember, there is no point in teaching if your students can’t or won’t listen carefully to the content!
Active/attentive listening is an essential communication skill that is central to all academic learning.
The process of informational listening focuses on the ability of an individual to understand a speaker's message. It is a huge part of everyday life, and failing to understand the concept of informational listening can be very detrimental to one's quality of life and to their contribution to society. Much of the listening people engage in on a regular basis falls under the blanket of listening for information. In the office, people listen to their superiors for instructions about what they are to do. At school, students listen to teachers for information that they are expected to understand for quizzes and tests. In all areas of life, informational listening plays a huge role in human communication. wiki[PDF]How To Teach Listening. - Eric - U.S. Department of Education
Comprehension; *Listening Skills; Second Language. Instruction; Secondary ... C. Students should learn strategies for effective listening. 15. 1.
[PDF]Active Listening - Digital Promise
A well-researched, six-part active listening model can be applied to different ... During an activity, students engage in and demonstrate the six listening ... http://changingminds.org/techniques/listening/all_types_listening.htm for ... https://s3.amazonaws.com/Listen_Current_Research/Understanding-Auditory-Learning.pdf.
[PDF]Teaching speaking and listening: a toolkit for ... - Canisius College
help a wide range of key skills and Skills for Life practitioners through a programme of .... and listening such as non-verbal communication, active listening and.
(PDF) Learning to Listen: Teaching an Active Listening Strategy to ...
PDF | The importance of parent–teacher communication has been widely recognized; however, there is only limited research on teaching effective listening skills ...
(PDF) Teaching Listening Skills - ResearchGate
This chapter is devoted to teaching listening skill which is called as a ... It is maintained that listening is not a passive skill but an active process of ...
[PDF]Strategies for teaching listening - The Open University
Successful listening skills are acquired over time and with lots of practice. ... When students are doing a listening activity in the classroom, there should ...... Active listening activities: http://www.teachingenglish.org.uk/activities/active-listening-activities ... http://www.ncert.nic.in/rightside/links/pdf/framework/english/nf2005.pdf ...
Improve Your Listening Skills” as the reading material for this lesson. Methods of ... Attention: To be effective parents, workers, citizens, or students we must.
Leading group discussions/conversations require effective listening as well. ... Reflective listening can be grouped into two skill clusters: • Attending skills- the skills of non-verbally communicating that you are empathetic with the other. This skill ...
Reflective listening is a communication strategy involving two key steps: seeking to understand a speaker's idea, then offering the idea back to the speaker, to confirm the idea has been understood correctly. Empathy is at the center of Rogers' approach. Dalmar Fisher, an Associate Professor at Boston College, developed a model for Reflective Listening that includes the following elements:
- Focusing upon the conversation by reducing or eliminating any kind of distraction.
- Genuinely embracing the speaker’s perspective without necessarily agreeing with it. By engaging in a non-judgmental and empathetic approach, listeners encourage the others to speak freely.
- Mirroring the mood of the speaker, reflecting the emotional state with words and nonverbal communication. This requires the listener to quiet his mind and focus fully upon the mood of the speaker. This mood will become apparent not just in the words used but in the tone of voice, posture and other nonverbal cues given by the speaker. The listener will look for congruence between words and mood.
- Summarizing what the speaker said, using the listener’s own words rather than merely paraphrasing words and phrases, thereby mirroring the essential concept of the speaker. A reflective listener recaps the message using his/her own words.
- Responding to the speaker's specific point, without digressing to other subjects.
- Repeating the procedure for each subject, and switching the roles of speaker and listener, if necessary.
- During the reflective listening approach, both client and therapist embrace the technique of thoughtful silence, rather than to engage in idle chatter
6. Make the knowledge you own by reteaching your peers
- LISTEN ATTENTIVELY and ACTIVELY TO TEACHER AND PEERS
- PRAISE YOUR PARTNERS AND PEERS
- REPEAT thoughtfully AND REPHRASE courteously
- INTERPRET and REFLECT ON KEY DETAILS MENTALLY
- PRAISE YOUR STUDENTS PUBLICLY!
- MODEL, MODEL, AND MODEL ACTIVE LISTENING AND PERCEPTIVE LISTENING!
- Lean in, be polite, be patient, and attentively focus on the speaker
- Prepare your mind to learn and connect with the speakers ideas, eliminate distraction! No fake listening, half listening or zombie listening!
- Acknowledge the speaker with eye contact, nod, and use gestures to show you’re interested and engaged with the speaker.
- Take a real interest in their ideas, view points, feelings, and or opinions.
- Make connections mentally to the big ideas not just the small details.
- Praise and complement the speaker for sharing their ideas
- Paraphrase what the speaker said and ask for clarifications if any
- Take time and actively reflect on what you learned. TEACHERS NEED TO EXPLICITLY GIVE WAIT TIME TO REFLECT ON LEARNING.