Module 2. Basic communication skills

Lesson 7

LISTENING AND NOTE-TAKING

7.1 Introduction

In this lesson, the students would be provided some kind of orientation vis-à-vis Listening and Note- taking, wherein the students of this course will be getting some basic ideas and approaches pertaining to these two afore-said skills which happen to be the integral components of Basic Communication Skills.

7.2 The Hearing-Listening Distinction

Hearing, which is only one part of the listening process, refers to the physical act of receiving sounds. It is a passive process that occurs when we are in sleep. Listening on the other hand is work. It means not only hearing but also paying attention and understanding.

7.3 Types of Listening

· ACTIVE Listening

· PASSIVE Listening

· APPRECIATIVE Listening (e.g. Musical/Cultural Programmes)

· CONVERSATIONAL Listening (It implies a constant exchange in the roles of SPEAKER & LISTENER)

· COURTEOUS Listening

· CRITICAL Listening (In the term of analysis and evaluation w.r.t. LOGIC, TRUTH, etc.)

· DISCRIMINATIVE Listening( e.g. Students taking NOTES in a class)

7.4 Stages of Listening Process

There are six stages of listening given as below:

7.4.1 Hearing

It refers to the response caused by sound waves stimulating the sensory receptors of the ear. Therefore, the reception of sound waves, which we know as hearing, does not mean that there is any conscious perception of what is being heard.

7.4.2 Attention

Our senses are constantly bombarded by countless stimuli from the world around us. However, your brain screens these stimuli and permits only a few to come into focus. This selective perception is known as attention.

7.4.3 Understanding

Hearing and perceiving a sound are not enough to enable meaningful messages to be received. The next step understands the symbols we have seen and heard. To do this, we must analyze the meaning of the stimuli we have perceived.

7.4.4 Remembering

Remembering is important to the listening process because it means that an individual has also added it to the mind’s storage bank.

7.4.5 Evaluating

It is at this point that the active listener weighs evidence, sort fact from opinion, and determines the presence or absence of bias or prejudice in a message.

7.4.6 Responding

This stage of the process requires that the receiver complete the process through verbal and/or nonverbal feedback.

7.5 (A) Factors Affecting Listening

· Environmental Setting

· The Message Source (vis-à-vis Speaker’s Image/Reputation/Credibility, etc.)

· The Message

· Channel

· The Listener: (a) Listener’s Attitude (b) Listener’s Needs (c) Listening Habits

7.6 (A) Tips for Effective Listening

· Look for Benefits/Opportunity from your point of view

· Judge the content(not the appearance or delivery-style of speaker)

· Avoid making a judgement until the message is complete

· Listen for Central Themes or Ideas

· Take fewer notes

· Work hard to Listen

· Resist Distractions

· Seek out difficult material rather than avoid it

· Keep an open mind when incorporating an emotional word with which you are comfortable

· Listen “between the lines” (by remembering that THOUGHT is FASTER than SPEECH!)

7 (B) NOTE-TAKING

Note-taking is the practice of recording information captured from a transient source, such as an oral discussion at a meeting, or a lecture. Notes of a meeting are usually called minutes. The format of the initial record may often be informal and/or unstructured. One common format for such notes is shorthand, which can allow large amounts of information to be put on paper very quickly. Note-taking is an important skill for students, especially at the college level. Many different formats are used to structure information and make it easier to find and to understand, later. There are a number of different ways to take notes, and it is desirable that you use the method you feel most at ease with.

7.1 (B) General Guidelines

· Use white space to separate major ideas.

· Try to limit your notes to one concept or section per page.

· Use abbreviations and/or symbols wherever possible to avoid long sentences.

· Write down the information in your own words.

7.2 (B) Methods of Note-Taking

The Cornell Method: The Cornell Method is based on two columns: one containing the keyword or concept, and the other containing the description or notes associated with the keyword or concept. This method can be used while listening to the lecturer. In the right hand column, you can list the main ideas or write a paragraph and then on the left hand side note the keyword or concept that relates to your section of notes. At the bottom of the page you should write paragraphs summarizing the information contained in the notes.

The Outlining Method: This method involves writing a series of topics and sub-topics, and identifying them by indenting the text, numbering the lines, or using a dash or bullet point.

Mind Mapping: A mind map is a diagram in which ideas, concepts and images are linked together around a central concept, keyword or idea. The sub-concepts may be organized into sub-groups or branches with more important concepts closer to the central core.

Charting Method: Charting is effectively a table of rows and columns. The top row normally classifies the concept with descriptions or keywords listed in the row below. This method enables you to quickly identify facts and their relationships with other information.

The Sentence Method: With this method, you simply write every new concept or topic on separate line. You can also number the information if you wish. It is recommended that you use some form of visual aid to group related points together.

7.3 (B) Note-Taking Tips for Students:

Taking notes in class is one of the most effective ways to understand the material being presented in class. Unless you have a photographic mind, you'll need to learn this important skill. Follow these general guidelines mentioned as below:

Come to class prepared: Always bring enough paper and a writing instrument of your choice to class.

Start a new page for each new class: Put the date on the top of the first page. This way, you will know where the notes for each class begin, which will help you keep the material organized. Consider keeping your notes organized in their own binder.

Don’t try to write down every word your teacher says: You will not be able to, even if you can write very fast. More importantly, in trying to do so, you will miss the overall point your teacher is trying to make.

Write down the big ideas: Listen for facts, connections, and main ideas. This may take a while to get used to, because you will need to divide your attention between listening to the teacher (or other students) and writing your notes. Don’t get frustrated. In time, this will become easier.

Use abbreviations for commonly occurring names and words: You can develop your own abbreviations, so long as you don’t forget what they stand for.

Leave lots of room on the page: When writing, leave ample space between ideas. This is like pausing before you begin a new sentence. Your notes will much easier to read, and you’ll have space to add information later on, if needed. Don’t try to cram everything onto one piece of paper.

Use diagrams and pictures wherever necessary: Sometimes it is helpful to draw pictures that illustrate the connections between ideas, sequences, or events. Don’t be afraid to draw pictures that will help you understand the material.

Write down corresponding page numbers from your textbook: Teachers often use the textbook to refer to ideas you’re learning in class. Recording the page number of corresponding ideas and homework assignments can come in handy later on.

Review your notes for accuracy: It’s a good idea to look over your notes sometime after class for accuracy and completeness. Consider doing this just before doing your homework to get yourself back in the mindset of the material.

Obtain notes for missed classes: Sometimes it’s unavoidable to miss class, but that shouldn’t stop you from getting notes for it. Consider forming a partnership with another student at the beginning of class on whom you can rely (and, who can rely on you too !) for notes when a class is missed. Your teacher may also be willing to share his or her notes with you.