Listen and Draw
This is a fun activity to help students experience early listening success. Present the directions below at a normal, conversational speaking rate. Use normal inflection. Repeat each instruction once. Pause after each instruction to give students time to complete the task before going on.
1. In the middle of your paper, draw a rectangle. It should be about 7 inches long and 3 inches high.
2. In the middle of your rectangle, draw a smaller rectangle. It should be about 2 inches long and 1½ inches high.
3. On both sides of the small rectangle, draw a circle. Each circle should be about 1½ inches in diameter.
4. Above each circle, draw 3 very small squares, about the size of a telephone push button.
5. Next, look at the top of the big rectangle. Draw a half-inch vertical line at each end of the rectangle.
6. Last, connect those two lines with one long, straight, horizontal line.
7. What did you draw?
Answer:
You've drawn a stereo! Congratulations!
Verbal Cue Examples
Many children don't take good notes simply because they don't recognize the verbal cues that the teacher gives. Below are many of the most common. We suggest that you practice with your child, letting him/her listen while you speak several sentences in a row. Then ask what the main point was. One sentence of each group should contain one of the cues below. Thus, children will get practice identifying the most important points.
Emphasis Cues are those that are given to focus attention on important information. Some examples are
You need to know/note |
This is basic |
You need to understand |
This is key |
You need to understand |
Listen carefully |
Let me emphasize |
You need to remember |
Let me repeat |
You need to underline |
Let me explain |
You need to think about |
Let me make clear |
This is important |
Why is it? |
Organizational Cues are those that are given to help the listener understand the order, sequence, or relationship of the information in the lecture. Some examples are
The topic is |
Then, |
To summarize |
Today we shall |
To review |
Main headings are |
To introduce |
First of all |
In conclusion |
Next, |
Second, third, etc. |
In the following order |
To recap |
As a result |
Let's go back over |
Mannerism Cues are used by a specific teacher, sometimes like a habit, and indicate something to be noted is coming up. Some examples are: When the teacher...
Repeats the words or phrases for emphasis |
Lists on the board, or reads a list, allowing time to take notes |
Uses a different voice tone |
Spells out important words |
Speaks more loudly |
Ask questions not meant to be answered by students |
Speaks more slowly |
Stresses certain words |
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Twelve Hints for Note Taking
| 1. |
Get yourself ready before the teacher starts class. Have your paper, pen, and eraser ready. Put everything you do not need out of the way. |
| 2. |
Keep your mind on what the teacher is saying without looking at or thinking of anything else. Listen to your teacher's voice. Louder words are often important to write down and remember. |
| 3. |
Write down the topic of the material as soon as the teacher says it. |
| 4. |
Listen for important ideas the teacher says. Then, write them in your own words. |
| 5. |
Is the information you are hearing new to you? If it is not new, you probably do not need to write it down. |
| 6. |
Do not write every word the teacher says. Write only a few important words or phrases to help you remember the information. |
| 7. |
You do not need to write unimportant words, such as the , a , and is . These words do not help you understand information better. |
| 8. |
Use abbreviations or codes to help you go faster. Here are some suggestions: |
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- e.g. for example approximately, around
- t/ and f/: to something from something:
- w/ with
- w/o without
- @ about, at
- b/c because
- b/t between
- = equals
- re: regarding, about
- etc. et cetera, and so forth
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| 9. |
Use outlining skills to take your notes. Remember, they do not have to be perfect. |
| 10. |
Rewrite your notes the same day you take them. Rewriting helps you organize better. It is also great for learning and remembering the information. As you review your notes, ask yourself questions about what you have read (eg., "What was the lecture about?" "What might the teacher ask on a test?") |
| 11. |
Listen for these and other key words from your teacher: "One factor," "Another thing," "There are three ways to do this," "Finally," "An important point is," "Remember," etc. |
| 12. |
Make listening to a lecture a three-dimensional process; use your eyes to watch the teacher, your ears to listen, and your mind to concentrate on what is being said. |
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