Overview & Goals
- Enhanced listening and note taking strategies contribute to higher academic productivity and less stress.
- This seminar provides strategies to help process, retain and apply information to tests, papers and projects.
- Aids are provided to organize and integrate multiple and complex reading matter.
Listening: A Critical Component of Learning (pie chart)
- Listening 40%
- Talking 35%
- Reading 16%
- Writing 9%
Little formal training in listening skills, although listening is the primary method of communicating. In addition, we can think more rapidly than we can speak, leaving us a great deal of mental energy—frequently, then minds wander when others are speaking. This situation become particularly acute during a lecture where we are far from the speaker, there is little interaction or involvement and only mildly interested in the topic. After a 10-minute presentation the average listener may only remember 50% of spoken word. After 48 hours that drops another 50%.
- I can’t concentrate when I’m not interested.
- I listen in spurts; tending to tune in and out.
- I hear words, but don’t really absorb the ideas.
- I can’t listen and take useful notes simultaneously.
- I can’t paraphrase what others say.
- I seldom restate instructions or directions to ensure accuracy and completeness.
- I rarely preview or survey the text before the lecture.
- Stress or fatigue influences the effectiveness of my listening.
Levels of Listening (Covey, S.R.)
- Ignoring—not listening at all
- Pretending—using such responses as “Yeah, un-huh.”
- Selective listening-tuning in to parts of what is being said
- Attentive listening—paying attention only to the speaker’s words.
Benefits of Effective Listening
- More efficient and effective communication with instructional staff, advisors & peers
- Improved memory
- Better concentration
- Faster and better reading
- Less frustration and stress
- Enhanced academic performance
Barriers to Effective Listening
Rate Your Lecture Notes
Course 1: _________
Lectures: How Much Do I Learn?
- Ask, “How much information do I learn in lecture?
- Does it differ from one course to another?
- If not learning much, are you trying to teach yourself outside of class?
- How do studying lecture notes relate to completing assignments or taking tests?
Visual Learning Style
- Visual learners need to see an instructor’s body language and facial expression to fully understand the content. They prefer to sit in front.
- They think, learn, and remember best when creating or using pictures, diagrams, illustrations, videos, maps, and hand-outs.
- Often, they prefer to take detailed notes to absorb the information.
- They enhance memory by using puzzles, visual metaphors and analogies, & constructing models.
Reading and Note Taking
(Photo of open book and student taking notes on table)
Listening and Note Taking
Before you listen to a lecture:
- Review the topic
- Pose questions
- Use the syllabus
- Use the textbook table of contents
- Use the topics, titles or major heading of the reading assignments
- Decide on a note taking format
- Arrive early/relax
While you listen:
- Face the speaker
- Listen for the answers to questions
- Emphasize important points by printing or circling
- Listen for signal words: however, three reasons…
- Use abbreviations, diagrams & symbols
- Consider: Microsoft Office OneNote 2013
- Consider: a pen that records the lecture: Livescribe: www.livescribe.com/
After you listen:
- Review and edit: add, delete, check accuracy
- Type or rewrite if illegible
- Ask for clarification
- Summarize on diagrams/charts
- Develop questions
- Take a self-quiz
- Find a study buddy
- Schedule a review session
SQ4R Applied to Listening and Note Taking
___ S = SURVEY to identify main points
- Identify the topic of the lecture in advance
- Survey the assignment, previous lecture notes, and text material
- Survey study aids such as chapter objectives or introduction, illustrations, questions, summary
___ Q = QUESTION to identify a purpose for listening
- Ask questions based on the main ideas of the assignment or previous lectures
- Write questions to answer during the lecture in the margin of a note page or on sticky notes
- Attempt to answer the questions by using prior information.
- Check answers by skimming the text, table of contents and/or previous lectures
___ L = LISTEN to the lecture
- Stay alert. Face the speaker, review your questions, and be ready to process information
- Listen for the answers to your pre written questions
- Visualize or imagine the concepts or examples
- Bring print materials to aid the note taking
- Enlarge illustrations or diagrams to help find the details
- Take a mini break every 15 to 20 minutes
___ R = (w)Rite answers to questions
- Use key words, phrases, and abbreviations to answer questions
- Write answers in your own words to improve recall of ideas and facts
- Use charts, diagrams, and symbols to organize and summarize information
___ R = Recite the answers to questions in your own words
- Repeat, paraphrase, and summarize the information
- Elaborate about the main ideas and relationships between ideas
___ R = Review notes within 24- to 48 hours
- Use a white board or blank page to write answers to questions
- Check accuracy and completeness
- Relate current to precious lecture
- Write a summary of the main idea or concept
- Create multiple choice or short answer questions
Mind Mapping (http://www.tonybuzan.com/about/mind-mapping/)
- A system that uses images color, words, and numbers arranged in a connected, radiant, & hierarchical structure.
- Used for taking notes, brainstorming, analyzing, organizing, summarizing, integrating, and memorizing.
- A study aid for working with study partners.
- Results in handling complex volumes of information, managing time, increasing efficiency and reducing stress.
The Blank Page Exercise
- Classify and categorize
- Organize materials using charts or diagrams
Listening During Meetings/Discussions
- Plan ahead
- Go to a private, non distracting space
- Provide ample time
- Use visual aids and notetakers
- Be an active listener
- Send a follow up email
Skills That Work with Advisors and Instructors
- Restate to ensure:
- Accuracy of information
- Intent or underlying message
- Review to ensure:
- Appropriate follow up
- Request affirmation of intent
- Plan ahead and take your time
- Confront barriers: stop and take a break when you’re tired, overwhelmed or unclear
Targets For Change
- Identify one course
- Identify one goal
- Survey or learn definitions
- Write a summary
- Pose one question
- Review within 48 hours
- Create one multiple-choice or essay question
- Take action!