Chapter 7 Engaging Listening and NoteTaking in Class

Chapter 7: Engaging, Listening, and Note-Taking in Class Menu Options: Lecture/ Discussion Chapter Exercises Audio Chapter Summary Other © 2010 Wadsworth, Cengage Learning

You’re About to Discover… • • • How to get engaged in class How to listen with focus How to vary your listening styles according to lecture styles • • • How to ask questions in class How to take good notes How to use your notes to achieve the best results © 2010 Wadsworth, Cengage Learning

STEP 1 CHALLENGE FOCUS Challenge Case Challenge and Reaction Rachel White STEP 2 REACTION What Do YOU Think? p. 152 -153 © 2010 Wadsworth, Cengage Learning

Get Engaged in Class © 2010 Wadsworth, Cengage Learning “What actually correlates with success are not grades, but ‘engagement’—genuine involvement in courses and campus activities. Engagement leads to ‘deep learning, ’ or learning for understanding. That’s very different from just memorizing stuff for an exam, then forgetting it. ” John Merrow, reporter, USA Today

Dare to Prepare 1. Look ahead. 2. Do the assigned reading. 3. Show up physically. 4. Show up mentally. 5. Choose your seat strategically. 6. Bring your tools. 7. Don’t sit by your best friend. 8. Posture counts! 9. Maintain your health. 10. Focus. © 2010 Wadsworth, Cengage Learning

The Rules of Engagement 1. Be aware that gab is not a gift. In class, talking while others are speaking is inappropriate. 2. Control Your Hunger. Get in the habit of eating before or after class and not during. 3. Turn off your cell phone, please! Yes, we can hear your phone vibrating, too. And texting in class shows where your attention really is. 4. Better late than never? Arriving late and leaving early disturbs students and instructors. 5. Actively choose to engage, not disengage. You must make a conscious decision to become engaged. © 2010 Wadsworth, Cengage Learning “Politeness is the art of choosing among one’s real thoughts. ” Adlai Stevenson II, U. S. Presidential candidate

Listening with Focus Ø Calm yourself. Ø Be open. Ø Don’t make snap judgments. Ø Assume responsibility. Ø Watch for gestures that say “Here comes something important!” Ø Listen for speech patterns that subtly communicate “Make sure you include this in your notes!” Ø Uncover general themes or roadmaps for each lecture. Ø Appreciate your instructor’s prep time. “You cannot truly listen to anyone and do anything else at the same time. ” M. Scott Peck, American author © 2010 Wadsworth, Cengage Learning Chapter Exercise p. 166

Soft vs. Hard Listening SOFT Listening Skills: -- Used in emotionally charged situations. -- You must be accepting, sensitive, and nonjudgmental. -- You don’t have to assess, analyze, or conclude. HARD Listening Skills: -- Used in classroom/educational situations. -- Pay close attention and think critically. -- Evaluate, analyze, and make decisions about new information. © 2010 Wadsworth, Cengage Learning

How Full Is Your Plate? © 2010 Wadsworth, Cengage Learning p. 159

Adapt to a Variety of Lecture Styles The Rapid-Fire Lecturer The Slow-Go Lecturer The Review-the-Text Lecturer © 2010 Wadsworth, Cengage Learning The All-Over-the. Map Lecturer The Go-Beyond-the. Text Lecturer The Content. Intensive Lecturer The Active-Learning Lecturer Chapter Exercise p. 166

© 2010 Wadsworth, Cengage Learning p. 163+

Ask and You Shall Receive Have you ever decided NOT to ask a question in class because you thought: • I don’t want to look stupid. • I must be slow. Everyone else seems to be understanding. • • I’m too shy. I’ll get the answer later from the text. I don’t think my question is important. I don’t want to interrupt the lecture; the instructor’s on a roll. • I’m sure the instructor knows what he’s talking about. He must be right. © 2010 Wadsworth, Cengage Learning The next time you find yourself in a situation where you don’t understand something, consider these points: 1. Remember that you’re not in this alone. 2. Ask academically relevant questions when the time is right. 3. Save personally relevant questions for later. 4. Build on others’ questions.

Four Ways to Take Notes 1. The Cornell System: Uses a two column system. Take notes on the right, then fill in questions or keywords on the left for later review. 2. Mind Maps: Bridge the logical and creative sides of the brain. Use graphical representations to link concepts and ideas. © 2010 Wadsworth, Cengage Learning

Four Ways to Take Notes 3. Power. Point Miniatures: Some instructors may provide lecture notes or Power. Point minis. These can be very valuable tools, but it still helps you learn if you take your own notes. 4. Parallel Note-Taking: © 2010 Wadsworth, Cengage Learning Since many instructors provide esupport for lectures, it may be possible to have two separate sources for notes. Use provided material along with your own in-class notes to create a comprehensive record of the lecture.

Using Lecture Notes Manipulating involves working with your notes by typing them out later. Paraphrasing is the process of putting your notes into your own words. Summarizing is a process of writing a brief overview of all of your notes from one lecture. © 2010 Wadsworth, Cengage Learning Chapter Exercise p. 172

Insight and Action STEP 3 INSIGHT NOW What Do You Think? Rachel White STEP 4 ACTION Your Plans for Change p. 174 © 2010 Wadsworth, Cengage Learning

How Well Do You Listen? © 2010 Wadsworth, Cengage Learning Exercise 7. 2, p. 166

One-Way versus Two-Way Listening A C Z B X Figure 1 © 2010 Wadsworth, Cengage Learning Y Figure 2 Exercise 7. 1, p. 166

Note-Taking 4 -M © 2010 Wadsworth, Cengage Learning Exercise 7. 3, p. 172