Listening and Taking notes in class.
Why do we need to know this? We have ears! We know how to listen! But do you know how to listen
ACTIVELY? Listening well is the FIRST step in taking notes well.
Passive listening - casual listening, not engaged
Active listening - concentration on what is being said, taking steps to remember the information.
Listening/remembering is worthwhile (good grade on test, information for conversations/discussions)
Opening exercise:
1. Have students say the word "SPOT" along with you 5 times. Then ask, "What do you do at a green light?"
Most students will say STOP. Answer is GO at a GREEN light.
2. What does R-O-A-S-T spell? What does C-O-A-S-T spell? What do you put in a toaster?
Most students will say TOAST. Answer is BREAD.
3. If you take 2 apples from 3 apples, how many do you have?
Most student will say 1 apple. Answer is 2 apples - the 2 you took. (By the third question, students
tend to catch on)
By paying attention to the details, you will have more complete information and less likelihood of
misunderstanding. These skills are not only necessary in the classroom, but can also be used in the
workplace and interpersonal conversations.
Communication process – what can go wrong?
"Borrowed" this lesson from Long Beach Community College:
http://www.youtube.com/watch?v=Y9LBUf1NzU0&list=TLPwHeVD6hK_Y
3 Common Problems in Concentrating/Listening
1. Pseudo-Listening (Passive Listening) - False or Fake. Going on a "mental vacation," "spacing out," "staring
into space," "checking out". How long are you "gone"? Shorten length of vacation.
2. Selective Listening - Most think this means only "hearing" what you want to hear, tune out the rest.
Another way to look at it is choosing to listen other noises in the room: DISTRATCTIONS - pen clicks, chewing
gum, paper shuffling, chair squeaking.
3. Critical Listening - means to criticize, not analyze. This means being too stuck on something that bothers
you rather than paying attention to what is being said. Could be something the instructor said that you
disagree with or offended you. Could be being distracted by clothing someone wears (wondering if they
wore it last class or focusing on how they don't match/fit right).
6 Solutions to Minimize or Eliminate Listening Issues
1. Awareness - Must like the habit of biting your nails, you do it unconsciously. Putting on the polish that
tastes nasty makes you AWARE you are doing it. Once you are conscious of the problem, you can take steps
to stop. When you realize you are going "on vacation", you can change tactics and pull yourself back.
2. Be physically and mentally prepared to listen - Get enough sleep, eat, prep papers for notes. If you
notice you are getting sleepy, don't feel bad about standing up in the back of class. Check your "problems"
at the door. Worrying during class is distracting. Tell yourself they don't exist within the four walls for that
hour of class; pick them back up when you leave.
3. Set a goal - why are you in class? What is keeping your B*TT in the chair at this moment? What do you
want to get out of the next hour and 15 minutes? By reading the chapter ahead of time (preparing), you'll
know what the topic is about. Make sure all your questions are answered, even if it isn't interesting to you.
4. Sit where you can focus - FRONT and CENTER is usually best.
Why do students sit in the back? (Afraid to be called on, teacher won't see other activities you are
doing.) People in the BACK get called on most!! Students in front can see and hear better.
Are you nosey? If so, you may be more focused on what the people in front of you are
doing/wearing than the instructor.
Are you shy? If you are called on, the ENTIRE class will turn to look at you if you are in back, making
you feel self-conscious. In the front, you won't notice who is looking at you.
5. Pretend to be Fascinated - do not expect to be entertained. Information may not be interesting, but may
be necessary. Positive attitude, positive body language. Slouchy posture sends signals to brain to chill out,
go on "vacation", look around class, lecture is not important. Sitting up, slightly forward, facing the
instructor signals the brain to pay attention, info is important. (Do not confuse with Pseudo-listening)
6. Practice!! Dictation Activity:
Instructor reads sentences one at a time. Students are to write sentences EXACTLY word-for-word, but
cannot begin writing until the instructor finishes reading the sentence. Sentences will not be repeated.
Students must be absolutely silent to maintain concentration. Sentences will get gradually longer.
1. Everyone at the game wore a red shirt.
2. The power went out due to a big storm last Monday morning.
3. He usually eats two soft tacos and a burrito whenever he goes to Taco Bell.
(This is where students start to lose it and huff or makes other noises after the sentence is read - remind
students to remain silent)
4. The four children spent the whole afternoon playing on the swings and slides at the local park.
5. After running four miles on the beach, the young woman walked another mile to cool down and
then went home.
Go over the sentences with students. The point is not to take the instructor's lecture down word-for-word.
Students cannot expect the instructor to pause while they write down what was just said. Rather this
expands the student's ability to mentally hold information while they take notes. This is harder than it
seems. Encourage students to practice this activity later on to expand mental capacity and write down what
was said ACCURATELY.
Taking Notes:
Why take notes? So you don't have to rely on memory alone. Also assists with different learning styles:
visual (see or read infos), kinesthetic (physical act of writing keeps you engaged), auditory (read notes out
loud).
Show YouTube Video: http://www.youtube.com/watch?v=UAhRf3U50lM (5 mins)
Other note taking strategies: Do what works for you.
 Chronological
 Outline
 Abbreviate - develop a key before class (because students will READ and know what the topic is
about!!) Reconstruction after civil war? R=reconstruction. Second Law of Thermodynamics? = T2
 Cornell - demonstrate layout; refer to page 125
 Ask students what strategies they commonly use.
Reading and Annotating
 Take notes, either in your book or on separate paper, as you read. Jot down questions to ask
instructor during class. Note unfamiliar vocabulary terms.
 Check comprehension with questions at the end of chapter. Often, instructors use these as test
questions.
 Time management - remember backtiming? If you have a LONG reading assignment, break it up
into several sessions BEFORE your next class meeting.
 Skim and Scan - if you MUST. Better than not reading the text at all.
 Material outside of the textbook - assess reliability, credibility, accuracy. (will discuss further in
information literacy)
HOMEWORK:
Students are to complete Pearson modules Listening and Taking Notes in Class and Reading and
Annotating by Saturday, September 14th, 11:59 pm.