Exploration Of Listening Instruction Slideshare
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Transcript of Exploration Of Listening Instruction Slideshare
An Exploration of Listening Instruction in the K-12 Curriculum
Joanne E. Hopper Doctoral Student
Central Michigan University
April 2006
Administrators’ Support of Listening
Dependent Upon:• Understanding the importance of
listening• Its connection with other language
skills• Instructional resources available • Effective ways to teach listening
Listening Defined“A receptive skill comprising both a physical
and an interpretive, analytical process.” Mead & Rubin, 1984 ¶ 4
“The process of receiving, constructing meaning from, and responding to spoken and/or nonverbal messages.”
International Listening Association, 2005
Communication
• A two-way process
True communication does not occur “unless there is understanding of what those who send messages intend.”
(Gilbert, 2004, p. 8)
Importance of Listening
• Important interpersonal skill– Success in the world and the job market – Critical to managerial success
• 45% of day listening • 60% of salary listening
Raudsepp, n.d., ¶ 4
Importance of Listening– Critical to a child’s success in school
“Early literacy development and long-term school success hinge on a child’s acquisition of speaking and listening skills.”
Dickinson, McCabe, and Sprague, 2003;
Bridgman, Lane, et. Al., 1999
High Scope Preschool CurriculumProblem-Solving Approach to Conflict Resolution
– Approach calmly, stopping any hurtful actions.
– Acknowledge children’s feelings. – Gather information. – Restate the problem. – Ask for solutions and choose one together. – Be prepared to give follow-up support.
http://www.highscope.org/
The New Standards Project
– Research-based early childhood standards for speaking and listening
– Preschool through third grade– Developed by National Center on
Education and the Economy
Dickinson, McCabe, and Sprague, 2003;
Michigan K-12 Standards for Teaching Listening
• Michigan Essential Goals and Objectives for Speaking and Listening (1992)
• Michigan Curriculum Framework (1996)• Michigan Grade Level Content
Expectations (2004) • Michigan English Language Proficiency
Standards for K-12 Schools (2004)
Michigan’s K-12 Standards for Teaching Listening
• Michigan Essential Goals and Objectives for Speaking and Listening (1992)– Six listening sub skills addressed:
• Perceiving and discriminating• Attending• Assigning• Evaluating • Responding• Remembering
Michigan’s K-12 Standards for Teaching Listening
• Michigan Curriculum Framework (1996)– Four specific standards focusing on listening– Covers four grade spans: early elementary,
later elementary, middle school, high school– Six of 55 (11%) of ELA benchmarks
Michigan’s K-12 Standards for Teaching Listening
• Michigan Curriculum Framework (1996)– Standards 1, 2, 3 - Meaning and Communication: “The essence of the English language arts is
communication – exchanging and exploring information and insights…Only when we understand or when we are understood are we communicating.” (emphasis added) (Michigan Curriculum Framework, 1996, p. 4)
• Michigan Curriculum Framework (1996)– Standard 3, Benchmark 2 – the two-way
process of effective communication: “Consistently uses strategies to regulate the
effects of variables on the communication process. An example is designing a communication environment for maximum impact on the receiver.” (p. 10)
Michigan’s K-12 Standards for Teaching Listening
Michigan’s K-12 Standards for Teaching Listening
• Michigan Curriculum Framework (1996)– Standard 3, Benchmark 4:
“Consistently uses effective listening strategies (e.g. discriminating, assigning meaning, evaluating, and remembering) and elements of effective speaking (e.g. message content, language choices, and audience analysis).” (p. 10).
Michigan’s K-12 Standards for Teaching Listening
• Michigan Curriculum Framework (1996)– Standard 7, Benchmark 2:
“Monitor their progress while using a variety of strategies to overcome difficulties when constructing and conveying meaning, and demonstrate flexible use of strategies across a wide range of situations.” (p. 15)
K-12 Standards for Teaching Listening
• Michigan Curriculum Framework (1996)– Teaching and Learning Standards -
Substantive Conversation “Students engage in extended conversational exchanges with the teacher and/or peers about subject matter in such a way that builds an improved and shared understanding of ideas or topics.”
(p. 2)
Michigan’s K-12 Standards for Teaching Listening
• Michigan Grade Level Content Expectations (2004) – Listening and Viewing – Second Grade
• Conventions - “Give, restate, and follow three- and four-step directions.” (L.CN.02.01, GLCE, pg. 9) NASL
• Response – “Listen to or view and discuss a variety of genres.” (L.RP.02.01, GLCE, pg. 9) NASLNASL means Not Assessed at State Level
– While listening standards exist, the majority are not assessed by state-level assessments.
Michigan’s K-12 Standards for Teaching Listening
• Michigan Grade Level Content Expectations (2004) – Listening and Viewing – Eighth Grade
• Conventions - “Demonstrate the appropriate social skills of audience behavior (e.g. eye contact, quiet and still, attentive, supportive) during speeches and presentations.” (L.CN.07.02, GLCE, pg. 38) NASL
• Response – “Identify, state, and react to a speaker’s point of view and bias.” (L.RP.07.01, GLCE, pg. 9) NASL
Listening and Viewing Grade Level Content Expectations
0 10 20 30 40 50 60 70 80 90 100
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
All Expectations
Response
Conventions
Listening / Viewing
Listening Content Expectations in Michigan
Michigan’s K-12 Standards for Teaching Listening
• Michigan English Language Proficiency Standards for K-12 Schools (2004)
• Based upon the TESOL (pg. 5)• Developed for English Language learners
“To realize their personal, social, and long-term career goals, individuals will need to be able to communicate with others skillfully, appropriately, and effectively.” (p. 3)
Michigan English Language
Proficiency Standards • Clarify classroom assignments with teacher
and/or peers (L.1.4a)• Respond to messages by asking questions,
challenging statements or offering examples that affirm the message (L.2.4b)
• Interpret speaker’s messages, purposes, and perspectives (L.5.3.a)
Implementing Standards
in the Classroom • Where can teachers find resources to
support listening instruction?• Internet Resources – Starting with
Google– 100 websites
• 18% K-12 Education (5% actual lessons)• 78% Adult Learners
GOOGLE "LISTENING" SEARCH
0
5
10
15
20
25
1
Type of Sites Found
Nu
mb
er o
f S
ites
Fo
un
d
AssociationSites
Business
Collegiate
ESL
Interpersonal
Language ArtsResources
ParentingSkills
Sales
Student Study Skills
Teacher Lessons
Tests
Website Links
Table 1 Google “Listening Skills” Search
Source: Google search retrieved March 5, 2005, from http://www.google.com
Table 1WebQuests – LANGUAGE ARTS -- Listening Skills in Language Arts WebQuests
Type K-2 3-5 6-8 9-12
Top - Quality Total ViewedRe: Listening
60
270
440
620
Mid - Quality Total ViewedRe: Listening
60
170
230
170
New Total ViewedRe: Listening
310
1080
1560
1380
TotalViewed = 635
Total ViewedRe: Listening
430
1520
2230
2170
Source: Dodge, B. WebQuest website. San Diego State University. www.webquest.org
A variety of sites emphasize the importance of listening.
There were sites offering parents tips to help their child become a better listener.
The State of Texas Department of Human Resources recognizes the importance of effective listening skills.
Conclusions: • A gap exists between educational and
real-world expectations and:– A student’s K-12 experience– Instructional resources for teachers
• Improvement will not occur by accident
A Plan to Address the Problem is Needed:
• Increase Administrators’ Knowledge/Awareness of: – Importance of listening– Gaps in written/taught/tested curriculum– Research on best practice
• Modeling and practice (Goulden, 1998)• Ready to Learn curriculum (2003)• Discovery Listening (Wilson, 2003)• Models from music instruction (Cavner & Gould, 2003)
Written
Taught Tested
Plan to Address the Problem:
• Provide professional development focused on: – The skills of effective communication –
Process Communication Model (Kahler) – Strategies to improve communication effectiveness
as a building/district• Support administrators in leading the way as
effective communicators themselves– Model/practice effective communication
• Interpersonal Communication • Meetings • Disciplinary situations