© 2010 Wadsworth, Cengage Learning Menu Options: Chapter 6: Engaging, Listening, and Note-Taking in Class Lecture/ Discussion Chapter Exercises Audio Chapter Summary Chapter Summary Other © 2010 Wadsworth, Cengage Learning

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

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

© 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 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 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!”  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. Chapter Exercise Chapter Exercise p. 140 p. 140 “It is the province of knowledge to speak “It is the province of knowledge to speak and it is the privilege of wisdom to listen.” and it is the privilege of wisdom to listen.” Oliver Wendell Holmes, American writer Oliver Wendell Holmes, American writer

© 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. HARD Listening Skills: -- Used in classroom/educational situations. -- Pay close attention and think critically. -- Pay close attention and think critically. -- Evaluate, analyze, and make decisions -- Evaluate, analyze, and make decisions about new information. about new information.

© 2010 Wadsworth, Cengage Learning Adapt to a Variety of Lecture Styles The Rapid-Fire Lecturer The All-Over-the- Map Lecturer The Content- Intensive Lecturer The Go-Beyond-the- Text Lecturer The Active-Learning Lecturer The Slow-Go Lecturer Chapter Exercise Chapter Exercise p. 139 p. 139 The Review-the-Text Lecturer

© 2010 Wadsworth, Cengage Learning p. 137

© 2010 Wadsworth, Cengage Learning 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. 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. 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. 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.

© 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. Chapter Exercise Chapter Exercise p. 147 p. 147

© 2010 Wadsworth, Cengage Learning VARK Activity Exercise 6.4, p. 148 © 2010 Wadsworth, Cengage Learning

Chapter 6: Exercises and Activities How Well Do You Listen? One-Way versus Two-Way Listening Note-Taking 4-M Audio Summary of Chapter 6 © 2010 Wadsworth, Cengage Learning Chapter Exercise Chapter Exercise p. 139 p. 139 Chapter Exercise Chapter Exercise p. 140 p. 140 Chapter Exercise Chapter Exercise p. 147 p. 147 Audio Chapter Summary Chapter Summary Back to Menu Back to Menu Insight  Action

© 2010 Wadsworth, Cengage Learning How Well Do You Listen? Exercise 6.2, p. 140

© 2010 Wadsworth, Cengage Learning Note-Taking 4-M Exercise 6.3, p. 147

© 2010 Wadsworth, Cengage Learning Insight  Action p. 131 p. 141 p. 145

© 2010 Wadsworth, Cengage Learning Chapter 6 Audio Summary

© 2010 Wadsworth, Cengage Learning FOCUS on Community College Success An Interactive Teaching Tool FOCUS on COLLEGE SUCCESS CONCISE Edition Chapter 6 Constance Staley and Aren Moore F CUSPoints