The Administration Mandated a 9-Week, Study Skills Class for All 6Th Graders

Identif y ing Supportingj Sequencing Identif y ing Details Material Main Ideas Discriminate Using Your Between Fact Planner and Opinion

Identif y ing Learning Purpose of Env ironment Speaker

Goal Setting Clustering

Learning Sty les Outlining

Putting it All Together Notes f rom Speakers

Listening Skills Taking Notes Planning Taking Control Your Time Notes f rom Written Material

Breaking Project into Using Your Parts Reading Texts Notes Long Term Study Skills Projects

Discov ering Using the the Author's Library Sy stem Computers

Library Skills Improv ing Your Using the Memory Checking Our Sy stem Your Book

Memory Finding Your "Tricks Book Time Management Taking Tests Sections of Dev eloping a our Library Sy stem of Regular Rev iew

Projects Study ing f or Tests

Tests Objectiv e Tests Homework True False Essay Tests Regular Tasks

Multiple Choice

Fill in the Blank

Matching NEEDS ASSESSMENT The administration mandated a 9-week, Study Skills Class for all 6th Graders entering Thayer Central Middle School. In order to set up the class to meet the needs of the district and, more importantly, the students, the following three sources were used:  Personal knowledge from working with incoming 6th graders  Interviews with 6th grade home room teachers  Advice from counselor

We developed the following nine (approximately week-long ) topics to be covered: 1. Taking Control 2. Listening Skills 3. Taking Notes 4. Reading Texts 5. Improving Your Memory 6. Taking Tests 7. Time Management 8. Library Skills 9. Long Term Projects

INSTRUCTIONAL GOAL To improve listening skills in class settings so students will be able to  Attend to directions  Follow lectures  Take notes (to be addressed in the note taking component) GOAL ANALYSIS

Instructional Goal: Improv ing Listening Skills

Identif y Main Identif y Place Ideas in Discriminate Identif y Ideas Supporting Correct Between Facts Speaker's 1.0 Ideas Sequence and Opinions Purpose 2.0 3.0 4.0 5.0

Classif y statements V V Identif y when according to speaker how they f it List steps giv en changes topic with main topics by speaker 1.2 2.1 3.2 Def ine f act and List possible opinion speakers' 4.1 purposes 5.1

Employ the Attend to what concepts of speaker is f irst, next, and say ing last 1.1 3.1 ENTRY LEVEL BEHAVIORS 1.1 Attend to speaker 2.1 Employ concepts of first, next, and last

TARGET POPULATION All Sixth Graders entering Thayer Central Middle School  Have previously worked with sequence  Have previously worked with fact and opinion  Have previously worked with identifying main ideas and supporting details  Are moving from self-contained classrooms to a situation in which they move from room to room and from teacher to teacher throughout the day  All ability levels

TERMINAL OBJECTIVE At the conclusion of this unit, the student will be able to demonstrate good listening skills by identifying speakers’ main ideas and supporting details, placing speakers topics in correct sequence, discriminating between facts and opinions, and identifying speakers’ purposes.

PERFORMANCE OBJECTIVES 1.2 While listening to a speaker, the student will be able to correctly signal when the speaker has changed topic at least 80% of the time. 1.0 After listening to sample exercises read by the teacher, the student will be able to state the main idea of the selection at least 80% of the time. 2.1 After listening to a selection, and given a list of main topics and supporting details, the student will be able to match each supporting detail with its corresponding main idea at least 80% of the time. 2.0 After listening to sample exercises read by the teacher, and given a title

expressing the main idea, the student will be able to list at least 3 of 5 supporting details. 3.2 After listening to a sample exercise read by the teacher involving chronological steps, the student will be able to list at least 3 of 5 steps. 3.0 After listening to sample exercises involving chronological material, and given a list of 5 of those events, students will be able to put at least 4 of them in correct sequence. 4.1 The student will be able to explain and/or give examples of the words “facts” and “opinions.” 4.0 Given a list of statements read orally, the student will be able to label them as fact or opinion with an 80% accuracy rate. 5.1 After completing the class exercises, the student will be able to list at least three purposes speakers might have. 5.0 Given a list of speakers’ purposes, students will listen to selections and correctly identify the speaker’s purpose at least 80% of the time. ASSESSMENTS Because this is a listening unit, most assessments will be read to the students by the teacher.

PRETEST The pretest will test the entry level behaviors 1.1 (attending to speaker) and 3.1 (employing concepts of first, next, and last) , and subordinate skills 1.2 (identifying when speaker changes topic), and 4.1 (defining fact and opinion). Item 1.1 will be rated on a simple checklist as the class watches and discusses the introductory PowerPoint Presentation (which is also the beginning of the instructional unit). At least one SPED aide will be in the room at all times and she will assist in filling out the checklist. To assess 1.1, each student will be observed no fewer than 5 times. A + will be entered in the chart if the student is attending to the speaker; a – will be entered in the chart if the student is not attending to the speaker. For mastery, the student should be attending to the discussion at least 4 out of 5 times. To assess 1.2, the teacher will read aloud from the latest issue of Time For Kids, switching from story to story with no comment. Before reading, students will be instructed to keep a list, on notebook paper, of how many topics were covered, and a word or two to describe each. At the conclusion of the reading, each student’s list will be checked to see if they were able to identify the number of main topics, and what they were. For mastery, the student should be able to identify the change of topic at least 80% of the time. To assess item 3.1, the students will be asked to draw, on the same piece of paper, the steps needed to brush one’s teeth, and to label the steps “first”, next,” and “last.” Although steps may be slightly different, all three labeling items should be correct for mastery. Finally, to assess item 5.1, students will be asked to list, on the same piece of paper, purposes they can think of that speakers might have for addressing them. For mastery level, students should be able to think of no fewer than three purposes.

For the chart below, the first column will be filled in by observation; the other three columns will be filled in according to students’ answers on their paper.

1.1 1.2 3.1 5.1 Attending to Recognizing First, Next, Speakers’ Speaker Topic Change Last Purposes

Student #1 Student #2 Student #3 Student #4 Etc. POSTTEST

The following will be read aloud to students. They will mark their answers on the answer sheet below.

#1. The Student Council is sponsoring a trip to an afternoon performance of the famous Lippizan Stallions. The show will be held in Pershing Auditorium, in Lincoln. The date for the trip is Tuesday, February 22, a Saturday. Buses will leave from the school parking lot at 10:00 A.M. and will return there about 6:00 P.M. Tickets for students are only $10.00, including bus fare. You will need to bring a sack lunch. Tickets will be on sale in the office before and after school, starting January 4. You must purchase your ticket by February 1. Some people have to travel thousands of miles to Europe to see these famous horses perform. All you have to do is take a two hour bus ride.

#2 Margaret Chase Smith, born in 1897, was the first woman ever to be elected to both houses of the US Congress. From 1941 until 1949, she served in the House of Representatives. Following that, she was elected to the Senate, where she held her seat for 24 years. She retired at the age of 74 and 18 years later was awarded the Presidential Medal of Freedom for making significant contributions to the quality of American life. She died in 1995.

#3 Vote for Arabella Alexander for student council. She has vowed to work to get the administration to lengthen longer the passing times between classes from 2 to 3 minutes. She will try to convince the kitchen workers to make every Friday “Pizza Day,” and she hopes to convince the Student Council to add one more Middle School dance to the schedule. She will be a super representative for you. Please give her your vote.

#4 All you need to make a bird feeder is a clean, one-quart, cardboard milk carton (empty, of course), and four six-inch lengths of twine – a kind that doesn’t fray easily. First, cut the carton down to a height of about three and a half inches. Then, cut a one inch slit at the top of each of the four corners and bend out the sides of the carton, above the slits, to make flaps for perches. Next, poke a small hole in each corner of the carton, about a half inch from the top. Knot one end of each length of twine and thread one through each of the corner holes, with the knots inside. Tie the unknotted ends of the twine together, and there’s your bird feeder. Before you fill the feeder, put a few pebbles in the bottom to weight it down. And remember to hang the feeder out of the reach of cats!

#5 As you do your work in Middle School, you will find that on many nights, you have homework. It helps to have a plan, in order to get your homework done on time. The following plan will help you complete your homework in just 90 minutes. First, spend 15 minutes looking for your assignment. Next, spend 11 minutes calling a friend to get the assignment that you could not find. Spend the next 23 minutes explaining to your parents, to your siblings, or even to your pet, why the teacher is mean and just does not like children. Following that, spend 8 minutes in the bathroom. You will probably be hungry by then, so spend the next 10 minutes getting a snack. Use the next 7 minutes checking the TV Guide so that you will know what to watch when you are done. Then spend the next 6 minutes telling your parents that the teacher never explained the assignment to you. If you are lucky, Mom or Dad will feel sorry for you and finish the assignment for you in the final 10 minutes of your allotted study time.

#6 One part of your dog’s body that does not require grooming, but should be watch at grooming time, is its eyes. Be sure to inspect those baby blues (or browns) for potential health problems. First, when you are washing your dog, protect his sensitive eyes from soap irritation. Purchase sterile ophthalmic ointment from a veterinarian and apply a dab to your dog’s eyes before bathing. If you accidentally get shampoo, flea dip, or cream rinse in the eyes, carefully rinse with saline eyewash, available at drug stores. If you clip your dog’s hair, be extremely careful when using scissors or clippers near your dog’s eyes. Keep scissors parallel to the eyes and not pointed toward them. It’s wise to use shears with blunt tips, and always be ready to stop trimming in case your dog suddenly moves its head. After grooming, gently rinse any hairs that get into the dog’s eyes. Use saline eyewash to rid the dog’s eyes of any cut hairs. If your dog has dried matter in the corner of its eye, remove it carefully with a cloth moistened with only water. Finally, in some dogs tears can cause copper colored stains beneath the eyes. You can minimize this by wiping the area daily with a diluted solution of hydrogen peroxide (10 parts distilled water to 1 part hydrogen peroxide). Using a cotton cloth, take care to work slowly and not get any of the solution into your dog’s eyes. Taking care of your dog’s eyes is a fairly simple, but necessary part of dog ownership.

#7 Listen to the following 10 statements. On your answer sheet, mark them as either “fact” or “opinion.” 1) Today is Monday (or whatever day it is). 2) Today is a beautiful day. 3) We will have a lot of fun in this class this year. 4) Our superintendent’s name is Mr. Jantzen. 5) This is the second year that the Middle School has been in Chester. 6) Having a Middle School here is a good idea. 7) Football is and exciting sport. 8) Our football team is awesome! 9) Ms. Edwards is a Cornhusker and a Dallas Cowboys fan. 10) Our President, George W. Bush, is doing a good job. ANSWER SHEET

#1. What was the main idea of the selection?______Which of the following was the speaker’s purpose? a. To entertain you b. To make an announcement c. To convince or persuade you of something d. To share knowledge e. To tell you how to do, or make, something

#2 What was the main idea of the selection?______Which of the following was the speaker’s purpose? a. To entertain you b. To make an announcement c. To convince or persuade you of something d. To share knowledge e. To tell you how to do, or make, something List, in the order they happened, five events from Smith’s life. 1.______2.______3.______4.______5.______

#5 What was the main idea of the selection?______Which of the following was the speaker’s purpose? a. To entertain you b. To make an announcement c. To convince or persuade you of something d. To share knowledge e. To tell you how to do, or make, something

#6 The main idea of this selection was “Taking Care of Your Dog’s Eyes.” Below list 5 supporting details. 1. ______2. ______3. ______4. ______5. ______

#7 Mark each of the statements read by your teacher as either Fact or Opinion 1) Fact Opinion 2) Fact Opinion 3) Fact Opinion 4) Fact Opinion 5) Fact Opinion 6) Fact Opinion 7) Fact Opinion 8) Fact Opinion 9) Fact Opinion 10) Fact Opinion SEQUENCE AND CLUSTERING This will be a week-long (5 day) unit. The material will be broken up as follows:

Day 1 – Pretest and Introduction Day 2 – Steps 1 and 2 and all related objectives Day 3 – Step 3 and all related objectives Day 4 – Steps 4 and 5 and all related objectives Day 5 – Posttest and Conclusion

MODE OF INSTRUCTION

PowerPoint presentations, worksheets, class discussion, practice exercises in class, small group activities

MATERIALS REQUIRED

Day 1 – Pretest Copy of current Time for Kids Power Point presentation (Listening for Success) Self-Rating Quiz Day 2 – PowerPoint presentation (Active Listening) Worksheet to accompany PowerPoint presentation Copy of current Time for Kids Day 3 – Six sentence strips, each with one of the 6 steps for making pudding Overhead projector Day 4 - Skein or ball of yarn Day 5 – Posttest One bag of Legos per child; all bags identical

FIVE DAY PLAN FOR LISTENING SKILLS UNIT

DAY 1 Day one addresses Preinstructional Activities. First, administer the Pretest. Second, use the PowerPoint presentation, Listening for Success, (below) as motivation and introduction. Allow class discussion during and after the presentation.

To view the PowerPoint presentation, right click on the picture below, and choose Presentation Object/Show from the menu that appears. Listening for Success

Third, hand out “Quick Self-Rating Listening Skills Quiz” Allow students to complete quiz on their own and, if time permits, discuss in class.

DAY 2 Day two addresses the following skills: 1.2 Identify when the speaker changes topic 1.0 Identify speaker’s main ideas 2.1 Classify statements according to how they fit with main topics 2.2 Identify supporting ideas

First, use the PowerPoint presentation, Active Listening.

To view the PowerPoint presentation, right click on the picture below, and choose Presentation Object/Show from the menu that appears Active Listening

Three Steps to Becoming a Better Listener

After slide 4, read the following selection:

As you watch the pro and college football games, you’ll notice something strange. Sportscasters, football players, and coaches speak their own language. You’ll hear about button-hooks, seams, clotheslines, clips, and split ends – none of which has anything to do with clothing or hair. You see, football has its own jargon, a specialized language that not only borrows words from English, but creates words that become part of English. Not surprisingly, given the sport’s reputation for violence, football has plundered quite a few words from the language of war: blitz, from the German word, blitzkrieg, a lightning fast attack, bullet, bomb, march, platoon, sack, and sudden death. Phrases such as “fire the ball,” “shoot the gap,” and “kill the clock,” also abound. But football also has taken words like audible, lateral, and encroachment from other areas of English. Audible usually means “able to be heard,” but in football it refers specifically to the quarterback’s changing of the signals at the line of scrimmage. Lateral, which means “coming from the side,” describes in football language any pass that is thrown sideways or backward – but not forward. And encroachment, or trespassing, is a penalty called when a defensive player jumps offside. Football has turned words over to English as well. Quarterback, for example, has passed into wider usage to refer to anyone who is leading a group. If a person really takes charge, he or she is said to “run with the ball.” And, oddly enough, no one seems quite sure if huddle was bumbled by football or was intercepted by it. In any case, huddle is now used to describe both the offensive team’s meeting between plays and any meeting in which people gather to plan a strategy. So if you want your vocabulary to become all-pro, huddle up with a few teammates, shoot the gaps of your knowledge, blitz the jargon of some activity – and sack it!

Now let’s go on to the next slide and you can check to see if you found the main ideas and the supporting details. Check your own worksheet.

After slide #7, read the following three articles. Stop after each and have the students paraphrase what was said in each article. Emphasize that paraphrasing involves getting the main idea of what was said.

A. The pollution of the earth’s waters from industrial wastes and sewage has been a problem for some time. A tragic accident in 1989 helped people realize just how severe the damage from oil spills could be. A huge oil tanker ran aground on a reef in Prince William Sound in Alaska, spilling enormous amounts of oil into the sea and onto the beaches. Unknown numbers of birds, sea otters, fish, and other animals died from absorbing and inhaling the oil.

B. Nuclear power plants are one alternative to fossil fuels that produce carbon dioxide. By 1990 nuclear reactors generated almost 20 percent of America’s electricity. However, storing the radioactive wastes created by the reactors has remained a problem for the United States and other countries. The possibility of a nuclear accident has also remained a problem. Such an accident happened at the town of Chernobyl in the Soviet Union, releasing a huge radioactive cloud that spread across northern Europe. This accident and other near accidents increased people’s awareness of the need to construct safe nuclear reactors.

C. Handling the products of technology continued to pose increasingly complex problems. Inventions intended to make life easier sometimes had unexpected results. For example, chemists had invented chlorofluorocarbons in the late 1920’s. Since then these chemicals have been used in dozens of products including hair sprays and other aerosols, automobile air conditioners, and foam packaging. In the late 1970’s, scientists learned that these chemicals release chlorine molecules that destroy the earth’s ozone layer – part of the upper atmosphere about 15 miles above the earth’s surface. This layer shields the earth from harmful ultraviolet rays. In the late 1980’s, the United States, the Soviet Union, and 22 other nations agreed to reduce the production of these chemicals by 50 percent.

Now let’s go on to the next slide and see if you paraphrased these three articles correctly. Check your own work. After slide 13, read the following selection. Have them fill in the worksheet as you read. One of the most interesting early civilizations was built by the Indians who migrated to live in the Andes Mountains of South America about 11,000 years ago. We know these people as the Inca. By the time of Columbus, they ruled the whole Andes region. One of their great accomplishments was their system of roads. The two main roads were wide enough in most places for eight people to walk side by side. The roads were smoothly paved with stone. Suspension bridges, made of braided and twisted fibers, crossed canyons and rivers. Another interesting thing about the Inca was their system of government. The government provided food, clothing, and shelter to anyone who needed it. The government also saw that rules were obeyed. There were rules for everything. Inca life was highly organized. The government collected taxes, often paid in labor, to provide all of these services. The Inca grew lima beans, cotton, corn, pumpkins, tomatoes, peanuts, and other crops. Their main crop was potatoes. They developed methods of irrigating their crops with a system of canals and aqueducts. Their meat came mainly from llamas and guinea pigs. Those who lived along the coast ate fish and shellfish, especially shrimp. Red pepper and salt added spice to the food. The most popular drink was mulberry juice. Furthermore, they were skillful workers in gold, silver, copper, and tin. They made pottery and wove beautiful textiles. Some workers were stonemasons who built the roads and buildings. Still other workers were engineers and architects. At the height of their civilization, in about 1525, there were 10 million people in their empire.

Now let’s go to the next slide and see if you were able to identify the main idea and the supporting details.

After completing the PowerPoint presentation, if time permits, read from current issue of Time for Kids. Students will listen to each article and try to identify the main idea and the supporting details.

Day 3 Day 3 addresses the following skills: 3.2 List steps given by the speaker 3.0 Place ideas in correct sequence First, read the following directions: To make instant pudding you must Pour 2 cups of cold milk into a bowl Add the pudding mix Beat for two minutes Pour into bowls Refrigerate for at least an hour Eat it Hand out 6 sentence strips to students, each with one of the above steps written on it. Have the students stand in several different orders and read their strips so the directions are not in sequence. Review the word “sequence” and discuss its importance. Next, with help of students, develop a list of words (write list on overhead) that signal sequential material. (Words like first, next, second, after that, before, at the same time, finally, etc.) Although there will be a note-taking component of this class later, discuss

how these words help you when taking notes about sequential material. Instruct the students to take out a piece of paper and take notes while you read the following article. They should note the important events, so they will remember the correct order.

Mount St. Helens is a very old volcano that first erupted over 2000 years ago. Over the centuries it has erupted about once every 100 years. In the nineteenth century, it erupted in 1857. Between 1857 and 1980 many small towns had developed near the mountain. Then, in March of 1980, the mountain began to rumble. Some of the residents in the area’s small towns moved away. On March 27, 1980, there was an eruption. Ash and steam were thrown four miles into the air. Although that is a fairly small eruption, as volcanoes go, several more people began to leave the area. A few other curious individuals come to see what was happening. The mountain continued to rumble and smoke. On May 18, 1980, there was another eruption. This time hot gas and ash blew over eleven miles into the atmosphere. When it was over, rocks and ash covered and area of 150 square miles and Mount St. Helens had lost 1,300 feet off its top.

Now have students compare their notes. First, ask, What was the main idea of this selection? (Eruptions of Mt. St. Helens) The notes should look something like this: 1st erupted over 2000 years ago Erupted about every 100 years Erupted 1857 Towns developed at foot of the mountain Began to threaten March 1980 Some people left the area March 27 – small eruption May 18 – large eruption

Discuss the fact that sequence often plays a part in history lessons. It also becomes important in following many directions. Divide students into groups of about 3 students each. Instruct each group to write one set of directions for doing something they all know how to do (brushing your teeth, starting your lawnmower, turning on your computer, etc.). Their directions should have at least 5 steps. After they have had time to write their directions, they will present their directions to the class. They will tell WHAT the directions are for but they will mix up the steps. They will then see if the rest of the class can put the steps in the correct order.

NOTE: This lesson may seem to be more about actual sequencing than using sequences in listening skills but a fairly large proportion of students at this level are still a little unsure of the concept of sequencing. Hopefully, they will be practicing both skills today.

Day 4 Day 4 addresses the following skills: 4.1 Define fact and opinion 4.0 Discriminate between facts and opinions 5.1 List possible speakers’ purposes 5.0 Identify speaker’s purpose

First, review the terms “fact” and “opinion.” This is a review for all students and should be a fairly simple concept for them. Have students form a circle. Hold a skein of yarn. While holding the yarn make a statement. Students have to decide whether it is a fact or an opinion. Then throw the yarn to another person. That person makes a statement. Students decide whether it is a fact or an opinion. Continue until everyone has had a chance to make a statement. Note the web in the middle. Make the analogy that people’s speech is often like the web; woven into it are both facts and opinions and we often have to listen carefully to tell which is which.

Next, have students discuss the reasons why people might speak to us. Lead them, if necessary, to come up with the following reasons: To make an announcement To share knowledge To entertain To tell you how to do, or make, something To convince or persuade you Discuss which of these are more likely to have only facts, and which are more likely to have opinions. Then read and discuss the following examples:

Example 1: Students wishing to play in the basketball tournaments in the mornings before school starts should sign up in the office either before or after school. The deadline for joining a team is October 1. This will be a lot of fun so be sure and sign up. Which of the reasons for speaking does this exemplify? What are the facts? What are the opinions?

Example 2: The people of Kush lived at a crossroads of Africa. The Nile River served as a water highway. The river valley is very beautiful in this area. This river connected the center of Africa with the southern shore of the Mediterranean Sea. Despite the cataracts, or waterfalls, many people used this waterway, carrying with them goods and ideas. Which of the reasons for speaking does this exemplify? What are the facts? What are the opinions?

Example 3: When I was about six, I got my very first bike for Christmas. The weather was nice and I wanted to learn to ride it immediately. We lived in the country so there wasn’t much traffic so my dad would walk up and down the road with me for about a block, steadying the bike so I wouldn’t fall off. He was a very patient man but after a couple of days he finally told me he was tired of it so I would have to figure out how to ride it by myself. He thought the road was not a very safe place, so he took me behind the granary and left me to my own devices. After a couple of tries, I found myself riding across the yard. The only problem was that nobody had shown me how to stop. After my glorious ride, the only way I could stop was by crashing into the corn crib. Luckily, the only thing hurt was my pride. Which of the reasons for speaking does this exemplify? What are the facts? What are the opinions?

Example 4: To make a jack-o-lantern, first cut a large hole in the top of the pumpkin. Scoop out all of the seeds inside. You can save them and roast them. Roasted pumpkin seeds are really good to eat. Once the inside is cleaned out, you can start cutting the face. You can make the eyes and nose any shape you want, but triangles look best. Sometimes it helps to draw the features on first and then do the cutting. Use a sharp knife and be very careful. When you add the mouth make lots of jagged teeth. When you are finished, clean up your mess. Then put a candle inside the jack-o-lantern and you are ready for Halloween. Which of the reasons for speaking does this exemplify? What are the facts? What are the opinions?

Example 5 Everyone should use Blanco toothpaste. Scientific studies have shown that brushing your teeth regularly helps prevent cavities, reduces bad breath, and helps keep your teeth whiter. Blanco toothpaste has a delicious cinnamon taste that you’ll love. To have beautiful teeth, use Blanco. Which of the reasons for speaking does this exemplify? What are the facts? What are the opinions?

Finally, if time permits, divide the class into five groups. Assign each group one of the reasons for speaking. Each group should think of, or find an example, that illustrates that reason to share with the class. Each example can be analyzed, as were the examples above.

Day 5 Day 5 includes review, the Posttest, and a concluding activity

First, briefly review the five steps studied this week. Identifying main ideas Identifying supporting details Placing ideas in correct sequence Discriminating between facts and opinions Identify speaker’s purpose

Next, administer the Posttest.

Finally, as a concluding activity, discuss the idea that giving directions and listening are both skills that take practice. Divide the group into pairs. Give each student a bag of about 10 Legos. All bags will be identical. Each pair of students is to sit back to back. One student of each pair builds something with his bag of Legos. He then gives directions to his partner, who by listening carefully, will try to duplicate the first student’s figure. Once the second student is done, they will look at each other’s figure and compare the two figures. If directions were given well, and they were good listeners, the two figures should be identical. Additional Resources

Teen Topics, Volume One manual and video tapes Skills of Studying, Inc. 1995

How To Be a Successful Student, Donald Martin, Martin Press 1991

Sequencing Instructional Fair

The Study Skills Handbook Jay Amberg, GoodYear Books 1993 HOW ARE YOUR LISTENING SKILLS? A QUICK SELF-RATING SKILL

The following quz is designed to show you what skills are necessary to be a good listener. Answer these questions by grading your Listening Behaviors. Read the question and think about whether the statements are true of you. If the statement is always true of you, mark your answer in the “A” column. If the statement is not always true of you, then choose “S” for sometimes. If you almost never listen that way, mark “R” for rarely.

Listening Behavior A S N 1. I allow speakers to complete sentences before I ask questions 2. I am sure I understand the other person’s point of view before I respond 3. I listen for the speaker’s important points 4. I try to understand the speaker’s purpose for telling me this. 5. I attempt to visualize my response before I speak. 6. I picture the solution before speaking. 7. I am in control, relaxed, and calm when listening. 8. I use listening gestures such as nodding my head. 9. I take notes when I need to remember what is said 10. I listen with an open mind. 11. I listen even if the other person is not interesting. 12. I listen even if the other person is a moron. 13. I look directly at the person speaking. 14. I am patient when I listen 15. I ask questions to be sure I understand the speaker. 16. I do not allow distractions to bother me when I listen.

RATE YOURSELF

If you have mostly Always (14 to 16) you are an excellent listener. If you marked 11 to 13 statements as Always you are a good listener but could use some help in a few areas. If you marked Always for 4 to 6 statements, you are a poor listener. Less than 4 indicates an extremely poor listener. No matter what your score was, remember, listening is a skill and skills can be improved. Our purpose this week is to give you some techniques to do just that; improve your listening skills. Worksheet to Accompany Active Listening Power Point Presentation

Exercise #1

MAIN POINT ______

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SUPPORTING POINTS:

1.)______

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2.)______

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3.)______

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Exercise #2

A.______

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B. ______

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C. ______

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Exercise #3

Main Idea ______

______Supporting Idea 1 ______

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Supporting Idea 2 ______

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Supporting Idea 3 ______

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