Оглавление
Monica Brady-Myerov. Listen Wise
Table of Contents
List of Illustrations
Guide
Pages
LISTEN WISE. Teach Students to Be Better Listeners
Acknowledgments
Introduction
HOW THIS BOOK IS ORGANIZED
Reference
Chapter 1 My Love of Audio Storytelling
WHAT AUDIO JOURNALISM TAUGHT ME ABOUT LISTENING
THE INTIMACY OF AUDIO
Class Activity: Listening to Emotion
WRITING FOR LISTENING
Class Activity: Writing Style—Audio versus Print
AUDIO AND LEARNING A LANGUAGE
PODCAST REVOLUTION
CREATING LISTENWISE
REFLECTION AND PLANNING
Audio Resources
References
Chapter 2 Listening Is a Skill
WHY LISTENING MATTERS
Recommended Podcasts for Adults
Recommended Podcasts for Kids to Get Them Interested in Listening. For ages 5–12:
For ages 13–18:
Class Activity: Nonverbal Sound
“The Secret Language of Plants”
“Fish Sounds”
The Sound of Silence
Whale Sounds
LISTENING MATTERS IN K–12 INSTRUCTION
TESTING LISTENING
Class Activity: Listening to Background Knowledge
EFFECTIVE LISTENING IN COLLEGE
VALUED LISTENING AT WORK
LISTENWISE CORE VALUES
PERSONAL RELATIONSHIPS ARE STRENGTHENED BY LISTENING
REFLECTION AND PLANNING
Audio Resources
References
Chapter 3 This Is Your Brain on Listening
TRANSPORTING: HOW HEARING/LISTENING WORKS
Sensory Experience
Listening to Stories
Class Activity: Sensory Listening
TRANSFIXING: LISTENING AND MEMORY
Class Activity: Audio Immersive Experiences
TRANSFORMING: LISTENING AND EMOTIONS
Class Activity: Practicing Prosody
Empathy
REFLECTION AND PLANNING
Audio Resources
References
Chapter 4 How to Teach Listening
BUILD AWARENESS
Class Activity: Building Your Listening Profile
TYPES OF LISTENING
Discriminative Listening
Class Practice
Precise Listening
Class Practice
Strategic Listening
Class Practice
Critical Listening
Class Practice
Appreciative Listening
Class Practice
MODELING GOOD LISTENING
APPLYING LISTENING PRACTICE
Class Activity: Evaluating Listening Comprehension
Listening Comprehension Questions
Discussion Themes
Guidelines for Teaching Listening. Before Listening. Set a Goal
Build Background
Prepare the Environment
Introduce Listening Strategies
During Listening. Note-Taking Strategies
Problem-Solving Strategies
After Listening. Reflect on the Audio Story
Class Activity: Using Clues to Make an Inference
THE MENTAL PROCESS OF LISTENING: METACOGNITIVE SKILLS
WHERE TO LISTEN
REFLECTION AND PLANNING
Audio Resources
References
Chapter 5 The Intersection Between Listening and Reading
BETTER LISTENERS = BETTER READERS
SUPPORTS FOR LISTENING LITERACY
The Missing Piece of The Literacy Puzzle
Clear Relationship Between Listening and Reading
Listening Is Not Cheating!
How to Apply This in Your Classroom
Class Activity: Using the Interactive Transcript
Building Vocabulary and Reading Fluency
Class Activity: Identifying Main Idea
REFLECTION AND PLANNING
Audio Resources
References
Chapter 6 English Learners and Listening
LANGUAGE LEARNING AND LISTENING
Five Key Practices to Help English Learners Use Listening
Before Listening
During Listening
After Listening
BEFORE LISTENING
Preteaching Vocabulary
Class Activity: Building Vocabulary Comprehension with Close Listening Practice
Derivation Chart
Class Activity: Developing BICS and CALPS
Tier 2 Vocabulary
Tier 2 Vocabulary
Tier 3 Vocabulary (Discipline-specific)
Tier 3 Vocabulary (Collocations and Idioms)
Activating Prior Knowledge and Building Background Knowledge
Class Activity: Activating Prior Knowledge
Teaching Language and Content Together
DURING LISTENING
Scaffolding Instruction for Listening
AUDIO TRANSCRIPT
SLOWED AUDIO
CLOSE LISTENING
Class Activity: Close Listening Guide
Listening Organizers
Class Activity: Guided Note-Taking
AFTER LISTENING
Encouraging Speaking Practice to Deepen Listening Comprehension
Class Activity: Stronger and Clearer Each Time22
LISTENING IS THE EQUALIZER
REFLECTION AND PLANNING
Audio Resources
References
Chapter 7 Assessing Listening
STANDARDIZING LISTENING TESTS
Types of Reading Tests
TESTING LISTENING WITH ELs
CREATING FORMATIVE LISTENING TESTS
Eight Key Listening Comprehension Skills Assessed through Listenwise Quizzes
Theory of Impact
DEVELOPING A LISTENING SCALE
THE FUTURE OF LISTENING
References
Chapter 8 Creating Podcasts
PODCASTING IN EDUCATION
THE PODCAST EXPLOSION
PODCAST CREATION DEEPENS LEARNING
Podcasting in Remote Learning
Class Activity: Steal the Form
Background
Basic Sequence of Lesson
Instructions
Making Podcasts
Five Steps to Begin a Podcasting Project. 1. Listen to Podcasts as Mentor Texts
2. Set a Purpose
3. Select a Genre
4. Choose a Production Format
5. Group Students
Standards
RECORDING AND EDITING TOOLS
Free Recording Tools
Free Editing Tools. Audacity
Anchor
Paid Editing Tools. Soundtrap
Garage Band
REFLECTION AND PLANNING
References
Index
WILEY END USER LICENSE AGREEMENT
Отрывок из книги
Monica Brady-Myerov
I want to thank many people for helping me with this book. Thank you to my sister Liz Witherspoon for editing as I wrote and being so supportive. Thanks to Aja Frost, a former intern and friend, for helping me first get the ideas on paper. I want to thank Alistair Van Moere, the Director of Product for MetaMetrics, for co-writing the chapter on assessing listening. Also thanks to Heather Koons of MetaMetrics for her contributions to the listening and reading chapter. Christin Wheeler, a reading specialist, shared valuable insights with me. Rachel Kramer Theodorou, a professor at Brandeis University, contributed her expertise with English learners. My team at Listenwise has been a huge help and inspiration. I could never have done this without Karen Gage, my business partner and friend. Dr. Marielle Palombo, Director of Curriculum, provided valuable insights and many, many edits to the book. Without team members Adam Buchbinder, Chelsea Murphy, Erica Petersen, Matt Pini, and Vicki Krupp I never would have learned so much about listening as we grew the company together. Thank you to the many teachers who have provided their insights and stories for this book, especially Jim Bentley and Scott Petri.
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Writing in an audio story is as critical as the sound. In the gorilla story, I used words to describe the scene, explain the silence, and enhance what audio I had. Simple, direct sentences work best in audio storytelling. Good writing for audio is active and succinct. Later, I would learn how critical this is for students to learn, too, as they develop their own writing skills. Audio journalism can teach them valuable lessons about active voice, descriptive writing, and perspective.
Now a word about video. At this point you might be thinking, what about a video clip of the gorillas or someone crying or shouting in anger? The next time you see an emotional scene on TV, mute the audio. What happens? You lose connection with the scene unfolding. Hearing stimulates emotions. Additionally, seeing a video can turn you into a bit of a lazy listener. For example, if you're shown a picture of a crying mother, you see her grief as only hers, rather than forming a mental picture of what she might look like using a composite of things familiar in your life. I explore in more detail how audio engages the mind later in the book.
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