Diane Ankenmann's List: audio/listening activities

• Speaking & Listening Standards
• Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.
• I created these advertising resource web pages
• the marketing messages that Hollywood producers use to promote Oscar-worthy films.
• start first with print ads, taken from magazines or newspapers
• how an ad was constructed;
   • for what audience(s);
   • using which techniques; and
   • who benefits from the message and its placement.
• Challenge students to create a log of all the ads they come into contact with during a typical day. Where did they see the ads? What do they recall? Are they influenced by ads? (Just ask them to explain the logos on their clothes.)
• After your students have gained experience at analyzing ads, you should consider giving them opportunities to create ads.
• Using VoiceThread
• I discovered a middle grades teacher who was using Voicethread to engage her students in ad analysis and deconstruction.
• Writing ad scripts
• One strategy might be to introduce the simple one-page commercial script format. My Scriptwriting In The Classroom web site offers many resources in this regard, including sample ad scripts.

10 more annotations...

• importance of providing verbal and written instructions to English Language Learners, and this classroom practice works well for all learners.
• After you give instructions, teachers actually demonstrating them can go a long way towards students understanding of what they are supposed to do
• Providing explicit lessons on the importance of listening is another way to help students improve their skills
• Additionally, only say it once. Not twice. Once. After that, don't get mad if the students need a little training time to believe you mean it.
• visual note-taking is a great activity to build up those listening muscles. Read them a passage, excerpt, etc...then time them as they sketch every detail they recall. When time is up, slowly remind them of the itemized list of details they may or may not have heard. If they sketched it, they get points.
• . Tell students WHAT to listen for before you talk.
   2. Give clear expectations of how to listen
   3. Immediate, meaningful, appropriate follow-up accountability activity.
   4. Be brief!
   5. Integrate authentic listening with ongoing classroom activity
   6. Model good listening to your students
   7. Don't repeat what you say
• If the students are language learners, they will need instructions repeated, as they may not process the first time. If they are asking for re-wording, you need to rethink the vocabulary of your instructions, and scaffold potentially unknown words;

5 more annotations...

• Pay attention! How to actively teach listening skills
• Begin with being explicit with students as to what they are listening for. This can be accomplished through writing and sharing explicit language objectives. Language objectives focused on listening may include a number of skills, such as focusing on specific vocabulary words and how they are used in context, on determining the sequence of events in a story
• be as succinct as possible
• Use materials that get to the point without lots of extra content, and in your delivery, be as succinct as you can to make your point comprehensible
• model listening skills for students
• have students discuss the concepts they just heard
• use strategies such as visual note-taking. In these strategies, students pause after a chunk of information (often determined by the teacher as a scaffold) and sketch what they have heard and learned
• It is helpful if students have the opportunity to immediately apply the information they are listening to or for.
• • Especially important for FSL students with LD issues. Remember to PUT IT IN WRITING as well as saying it.
• Students benefit from having directions shared in writing as well as shared orally. While it seems like extra work to write out directions of academic tasks, it can save time by having a visual representation for students to refer back to when completing the task
• Written directions do not necessarily need every detail in them, preventing the need for listening to the oral explanation. However, they serve as a reminder to students of what step comes next when needed.
• Having students summarize, as mentioned earlier, is effective in listening to directions as well. Have students turn to a partner and explain the task at hand.

10 more annotations...