Transcript CC_FP_Chapter_6
Chapter 6: Engaging, Listening, and Note-Taking in Class Menu Options:
Other
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
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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
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
© 2010 Wadsworth, Cengage Learning
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.
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 Pangs.
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.
“Politeness is the art of choosing among one’s real thoughts.”
Adlai Stevenson II, U.S. Presidential candidate
© 2010 Wadsworth, Cengage Learning
Listening with Focus
Calm yourself.
Be open.
Don’t make snap judgments.
Assume responsibility.
Watch for gestures that say “Here comes something important!”
“It is the province of knowledge to speak and it is the privilege of wisdom to listen.”
Oliver Wendell Holmes, American writer
Listen for speech patterns that subtly communicate “Make sure you include this in your notes!” Uncover general themes or roadmaps for each lecture.
Appreciate your instructor’s prep time.
© 2010 Wadsworth, Cengage Learning
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
Adapt to a Variety of Lecture Styles
The Rapid-Fire Lecturer The Slow-Go Lecturer The All-Over-the Map Lecturer The Content Intensive Lecturer The Review-the-Text Lecturer The Go-Beyond-the Text Lecturer
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The Active-Learning Lecturer Chapter Exercise p. 139
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p. 137
Ask and You Shall Receive
Have you ever decided NOT to ask a question in class because you thought:
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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.
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 4.
questions for later. Build on others’ questions.
© 2010 Wadsworth, Cengage Learning
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. PowerPoint Miniatures:
Some instructors may provide lecture notes or PowerPoint minis. These can be very valuable tools, but it still helps you learn if you take your own notes.
4. Parallel Note-Taking:
Since many instructors provide e support 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.
© 2010 Wadsworth, Cengage Learning
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.
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V A R K
Activity
Exercise 6.4, p. 148
Chapter 6: Exercises and Activities
Chapter Exercise p. 140 How Well Do You Listen?
How Well Do You Listen?
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Exercise 6.2, p. 140
Note-Taking 4-M
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Exercise 6.3, p. 147
Insight Action
p. 131 p. 141 p. 145
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Chapter 6 Audio Summary
© 2010 Wadsworth, Cengage Learning
FOCUS on Community College Success
F CUSPoints
An Interactive Teaching Tool
FOCUS on COLLEGE SUCCESS CONCISE Edition
Chapter 6
Constance Staley and Aren Moore
© 2010 Wadsworth, Cengage Learning