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Determine Your Listening Style

Determine Your Listening Style - topic of a lecture or...

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Determine Your Listening Style Consider the following pairs of statements. Place a check next to the statement in each pair that more closely describes your style. 1a. When I’m listening in class, I lean back and get as comfortable as possible. 1b. When I’m listening in class, I sit upright and even lean forward a little. 2a. I let the instructor’s words wash over me, generally going with the flow of the lecture. 2b. I try to guess in advance what the instructor is going to say and what direction the lecture is taking. 3a. I regard each lecture as a separate event, not necessarily related to what the instructor has said before or will say the next time. 3b. As I listen, I regularly ask myself how this relates to what was said in previous classes. 4a. When I take notes, I try to reproduce the instructor’s words as closely as possible. 4b. When I take notes, I try to interpret and summarize the ideas behind the instructor’s words. 5a. I don’t usually question the importance of what the instructor is saying or why it’s the
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Unformatted text preview: topic of a lecture or discussion. 5b. I often ask why the content of the lecture is important enough for the instructor to be speaking about it. 6a. I rarely question the accuracy or logic of a presentation, assuming that the instructor knows t he topic better than I do. 6b. I often ask myself how the instructor knows something and find myself wondering how it could be proved. 7a. I just about never make eye contact with the instructor. 7b. I often make eye contact with the instructor. If you tended to prefer “a” statements in most pairs, you have a more passive listening style. If you preferred the “b” statements, you have a more active listening style. Based on your responses, consider ways that you can become a more active listener. To try it online, go to www.mhhe.com/power Feldman, Robert S. Power Learning, Strategies for Success in College and Life, Third Edition. New York, NY. McGraw Hill. 2007....
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