LISTENING What’s so important about such a simple thing?
so, $3,065 per course37½hoursin class per semester $82.00per lecture hourin 2008-09
“Spoon-fed” the information,not needing to listen hard The higher you go in higher education, the less you are going to be given all the right answers to be “regurgitated” later
YOUR 4 “VOCABULARIES” INPUT LISTENING 53% READING 17% SPEAKING 16% WRITING 14% OUTPUT
People remember:20% 0f what they hear75% of what they see90% of what they do
“I hear and I forget,I see and I remember,I do and I understand.”old Chinese proverb
HEARING is a spontaneous act that occurs independently of your will “Selective attention” when your name is called over a PA system at the airport. Or you hear yourself named across the room at a party
So, it takes concentration ACTIVE
Concentrationis focusing on one issue, accepting and rejecting ideas about it as you go: “The test of a first-rate intelligence is the ability to hold two opposed ideas in the mind at the same time.” - The Great Gatsby
AUDITORY LEARNERSYou will usually learn better when information comes through your ears - you need to HEAR information; you will probably do better in lecture situations than in those requiring a lot of reading.Recite aloud things you want to remember.
VISUAL LEARNERS You will usually learn better when you read or SEE information; your textbooks will be easier than straight lectures.Write down things you want to remember. Make the auditory visible
HAPTIC LEARNERSYou will usually learn better when you’re able to DO: experience, experiment, and move.Get active with things you want to remember Speak up
Teaching styles differ among professors and academic disciplines. Some professors only lecture Some professors lecture and then leave time for a Q and A at the end of class others prefer small class discussions and wander from group to group. Finally, some professors assign students to lead class lecture and discussion through much of the semester
Why PROFESSORS ChooseLECTURE vs. DISCUSSION • Their style preference, especially how much control they want to keep • Class size • Type of material to be taught • Type of learning that is to happen • e.g. they want their students to react to, evaluate, and critique the subject matter • vs. they want to present a base of factual information
Where professors find their test questions All taken from textbook All taken from lecture The continuum: everything in between • I can’t skip the reading • - Why am I going to class? • I can’t be absent • Why’d I buy those books?
Some professorsmostly lecture DURING CLASSTHE PROFESSOR:
It’s the give-and-take,the leading and following, of “dance partners”
Downwards (bad) spiral 1. Students stare ahead, slump, text message, doodle, sleep (!!) 2. Professor speaks louder, walks around the room, tries to generate enthusiasm and wonders why the students are enrolled… 3. Professor might try to get a response by asking questions: “Bueller? Anyone?” 4. Nobody - or just the usual suspects - responds. 5. Professor gives up, drones on and vows to make the next test a killer….
Upwards (good) spiral 5. The lecture is engaging and the audience and speaker are both enthusiastic 4. The professor really lights up because the students are engaged 3. Lecture becomes more lively and interesting, so the students really do sit up 2. Professor responds with more energy 1. Students put on a listening face
Mostly lectures Some lecturers are vast reservoirs of information, but they are not very exciting to listen to in class.
With monotonous lecturers, you are forced to be MORE inquisitive and attentive – to listen harder and better. • By doing more of the work, you’re more likely to get your $$$$ worth.
Things YOU can do • Come to class COMPLETELY prepared to get the most out of the monotony • Talk a lot in class both to liven things up and to get the professor’s interaction
Make a list of study questions you think are relevant and/or interesting and then use boring lecture to hunt for answers • Ask a lot of questions to try to capitalize on the “vast reservoir” – thought-provoking questions might spark up the lecture and arouse an exchange of ideas among students and professor
SITTINGfront and center: the best view and sound notice from the prof least distractions most incentive to stay alert
Bad LISTENING habits… • I faked attention. • I definitely enjoyed distractions(e.g. late student, books falling) more than the lecture. • I spent much of the lecture with a good daydream.
…Including your attitude, • I usually think of this class as boring, so I tuned out. • I didn't like the instructor's mannerisms (e.g. pacing, phrasing, cough, giggling), so I got turned off. • I was really angry about something the instructor said in class, so I shut down. • The subject for this class was way too difficult for me, so I gave up. • Some personal problems kept my mind busy during the lecture, so I got distracted.
Affect your class notes. • I tried to make notes on everything which was said in class. • I tried to write my notes in complete sentences. • I didn't waste paper in copying down information from the chalkboard or the overhead transparencies. • I didn't really understand the lecture but asking questions is not my thing.
How to know what’s important 1. pauses 2. repeats 3. voice volume 4. states as the major ideas (listen for transition words) 5. chalkboard 6. non-verbal clues- face - gestures - body language
CUA’s old Course Evaluation asked students to “grade” a professor: • Increased my interest in the course material • Speaks clearly and can be understood without difficulty • Lecture gives viewpoints and insights which the texts don’t have
Effective lecturing • Digressions – stories told for the sake of storytelling- are kept to a minimum • Distracting gestures or movements are kept to a minimum • If humor is used, it helps the listener’s concentration on the topic instead of detracting from it