![]() We start by emphasizing to students that they are constantly employing these skills in their daily lives and that they probably use many of them in their native languages automatically. To foster this awareness, we set up listening practice sessions where students have an opportunity to learn, use and evaluate different metacognitive listening strategies. Students who are learning English will make more progress if they are aware of how listening processes work and how those processes apply to their own experiences. ![]() We also use clips from the Movie Trailers section, though they do not include closed captioning. In our classroom, we usually show videos from the Science, Sports and Op-Docs sections because they are short and engaging for adolescents. ![]() You can also change the speed of the videos there so that the words are spoken at a slightly slower speed. ((When the videos on The Times site do not have closed captioning, you can often find them on The New York Times YouTube Channel. Many of the more recent ones now also have closed captioning, which makes them accessible to E.L.L.s. This page has a huge selection of short films on various topics. (The Learning Network also has a lesson plan on teaching with this podcast: Experimenting With Sound and Story: Teaching and Learning With ‘The Daily’ Podcast.) The example embedded above, which can also be found here, is from March 5, 2018. Though a transcript is not available, the host and guests generally speak slowly and clearly enough for English Language Learners to understand. We typically use short segments of this 20-minute podcast about the day’s news, new editions of which post every Monday through Friday. However, here are three places where my teaching and writing partner, Katie Hull-Sypnieski, and I find especially useful material. The Times has a wealth of resources that can be used in all the ideas suggested in this post. In this lesson, we suggest some ways for students to become aware of their own listening processes and strategies, then consciously use them to learn - all with the help of New York Times resources. How much emphasis do you put on the skill of listening in your classroom? What strategies do you use? Let us know in the comments. It helps you gain information, be more empathetic, cultivate trust, build relationships, manage conflicts and come up with creative solutions to problems.Īnd, of course, listening - along with speaking, reading and writing - is one of four key domains in learning any language, and one of the central skills in the Common Core State Standards. Research shows that being a good listener can make you more influential and a better leader. The richness of life doesn’t lie in the loudness and the beat, but in the timbres and the variations that you can discern if you simply pay attention. … “You never listen” is not just the complaint of a problematic relationship, it has also become an epidemic in a world that is exchanging convenience for content, speed for meaning. Because listening tunes our brain to the patterns of our environment faster than any other sense, and paying attention to the nonvisual parts of our world feeds into everything from our intellectual sharpness to our dance skills. Horowitz in “ The Science and Art of Listening.” He continues:Īnd yet we dare not lose it. ![]() Therapist Aid has obtained permission to post the copyright protected works of other professionals in the community and has recognized the contributions from each author.Listening is a skill that we’re in danger of losing in a world of digital distraction and information overload, writes Seth S. For more information about how our resources may or may not be used, see our help page. Anyone who violates the exclusive rights of the copyright owner is an infringer of the copyrights in violation of the US Copyright Act. Therapist Aid has the exclusive right to reproduce their original works, prepare derivative works, distribute copies of the works, and in the case of videos/sound recordings perform or display the work publicly. These tools are intended to supplement treatment, and are not a replacement for appropriate training.Ĭopyright Notice: Therapist Aid LLC is the owner of the copyright for this website and all original materials/works that are included. Professionals who use the tools available on this website should not practice outside of their own areas of competency. ![]() Disclaimer: The resources available on Therapist Aid do not replace therapy, and are intended to be used by qualified professionals. ![]()
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