[senco-forum] Developing listening skills in secondary pupils

I know that may of the forum are on holiday but I am preparing my "helpful

Poor listening skills or poor auditory memory and/or working memory
overload? I agree with Olanys that further investigation into the cause is
necessary as 'blanket' advice might lull teachers into treating all 'poor
listeners' the same.

As a student, I'm a poor listener. I need visual back-up to support
information going in and time to assimilate meaning if the input is
leading to learning (rather than just statements for short-term audio
retention).

Teachers must allow time for thinking as well as listening!

Note-taking and doodling are also sometimes required for 'poor listeners'
as it helps them focus...the instruction 'put your pens down and LISTEN'
is good for flagging up that there's something important to listen to,
but, for some, passive eye-contact is no assurance they are actively
engaged in listening (ie retaining, processing, assimilating audio input).
Consider your behaviour when listening on the telephone...I can definately
'hear' better when I'm doodling or fidgetting with something!

How about suggesting that teachers discuss 'listening skills' with
students. Do they find eye-contact helps? What about doodling? How long
can they retain focus on pure audio? What factors improve/impair
listening, and how would they go about telling something in a manner that
increased listening ability of their audience? The answers would highlight
diversity within the class...help identify specific factors the teacher
can consider when designing delivery...give students opportunities to
develop ownership of their learning through practical participation.

Certainly, listening skills are enhanced by being aware of the topic under
discussion (clear expectation); familiarity with the terminology being
used
(a point often overlooked by teachers familiar with terms within their own
subject-specialism); clarity of purpose; reduction in working-memory
overload and last, but certainly not least, interest and relevance.

We must also consider what listening experience youngsters are familiar
with outside school. I doubt many will be avid radio 4 listeners, nor
required to sit through lengthy church sermons, granny's tales of the war
around the dining room table or struggle to decode the flickering tv
screen by straining to hear the crackling commentary...whilst we might
bemoan the modern style of the audio experience, we cannot expect
youngsters to have 'good listening skills' if they are not used to
applying them. I've heard that some schools have been piloting a
'competency-based' curriculum (rather than subject-based one)for year 7
pupils...I suspect listening skills would feature high on their list!

Best wishes,
Sally (Plymouth)

> I know that may of the forum are on holiday but I am preparing my "helpful
> hint" sheets for staff. From reading individual pupils reports many staff
> have said that certain kids have poor listening skills.
> Does anyone have any tips for developing listening skills in mainstream
> secondary classrooms?
>
> Thanks
>
> Lorraine
>
>