Name: Jodi Marie A.

Maculada Date: November 29, 2022

Course, Year & Section: BEED 3-C

Given the importance of listening well to maximize success in and out of school, you
might wonder if there are any guidelines for teaching it. In this article, we will review the
research on listening comprehension that has developed seven guidelines for teaching
listening instruction.
Teaching Listening Steps
Step One: Pre-Listening 
1. Set a goal.
According to Funk and Funk (1989), it’s important to have a goal or purpose for every
listening activity. First, begin by stating a purpose. This will give students guidance to
know where to focus, enabling them to achieve success.
2. Build Background.
Next, help students connect what they already know with what they will hear in the
audio story by asking questions about their personal experiences with the topic. Explain
what students need to understand before listening, preview vocabulary words. Invite
them to think about relevant prior knowledge, anticipate the subject of the story, or
otherwise engage actively in preparing for the story.
3. Prepare the Environment.
If playing the story out loud to the whole class, limit distraction by making the
environment at home or in school as quiet as possible. For instance, use headphones
for listening if appropriate.
4. Introduce Listening Strategies
Next, introduce tools and strategies for successful listening (see below).
Step Two: Teaching During Listening 
5. Scaffold Note-Taking.
Students can use a listening organizer to help them focus on important ideas and
details while listening to the story, which can help to deepen their understanding. For
example, listening organizers might include T-charts, Venn diagrams, or a blank page to
keep track of a character’s actions in the story. Such organizers can guide students in
taking notes to help them focus their listening and teach them strategies to support
comprehension in other contexts.
6. Explain Problem-Solving Strategies.
If students do not understand a word or idea, they can use clues from the story to make
a guess. If they are listening independently, they can stop the audio and think or listen
again as needed. They can be “problem-solving listeners”. These strategies should be
taught before students begin listening with reminders provided as needed.
Step Three: Post-Listening 
7. Reflect on the Audio Story.
Finally, engage students in synthesizing what they learned from listening to the story
with a focus on key understanding goals. For example, ask students to respond to
listening comprehension questions in writing and then share their responses. This could
either be with a partner, small group, or in front of the whole class. Discuss key themes
in the story and encourage students to make connections to other texts or experiences.
Students can respond to questions about the story through writing, speaking in
conversation, recording themselves speaking, or a combination.

Efficient Ways to Improve Student Writing

Strategies, Ideas, and Recommendations from the faculty Development Literature

General Strategies

View the improvement of students’ writing as your responsibility.

Teaching writing is not only the job of the English department alone. Writing is an
essential tool for learning a discipline and helping students improve their writing skills is
a responsibility for all faculty.
Let students know that you value good writing.
Stress the importance of clear, thoughtful writing. Faculty who tell students that good
writing will be rewarded and poor writing will be penalized receive better essays than
instructors who don't make such demands. In the syllabus, on the first day, and
throughout the term, remind students that they must make their best effort in expressing
themselves on paper. Back up your statements with comments on early assignments
that show you really mean it, and your students will respond.
Regularly assign brief writing exercises in your classes.
To vary the pace of a lecture course, ask students to write a few minutes during class.
Some mixture of in-class writing, outside writing assignments, and exams with open-
ended questions will give students the practice they need to improve their skills.
Provide guidance throughout the writing process.
After you have made the assignment, discuss the value of outlines and notes, explain
how to select and narrow a topic, and critique the first draft, define plagiarism as well.
Don't feel as though you have to read and grade every piece of your students' writing.
Ask students to analyze each other's work during class, or ask them to critique their
work in small groups. Students will learn that they are writing in order to think more
clearly, not obtain a grade. Keep in mind, you can collect students' papers and skim
their work.
Find other faculty members who are trying to use writing more effectively in their
courses.
Pool ideas about ways in which writing can help students learn more about the subject
matter. See if there is sufficient interest in your discipline to warrant drawing up
guidelines. Students welcome handouts that give them specific instructions on how to
write papers for a particular course or in a particular subject area.
Teaching Writing When You Are Not an English Teacher

Remind students that writing is a process that helps us clarify ideas.

Tell students that writing is a way of learning, not an end in itself. Also let them know
that writing is a complicated, messy, nonlinear process filled with false starts. Help them
to identify the writer's key activities:
Developing ideas
Finding a focus and a thesis
Composing a draft
Getting feedback and comments from others
Revising the draft by expanding ideas, clarifying meaning, reorganizing
Editing
Presenting the finished work to readers
Explain that writing is hard work.
Share with your class your own struggles in grappling with difficult topics. If they know
that writing takes effort, they won't be discouraged by their own pace or progress. One
faculty member shared with students their notebook that contained the chronology of
one of his published articles: first ideas, successive drafts, submitted manuscript,
reviewers' suggested changes, revised version, galley proofs, and published article.
Give students opportunities to talk about their writing.
Students need to talk about papers in progress so that they can formulate their
thoughts, generate ideas, and focus their topics. Take five or ten minutes of class time
for students to read their writing to each other in small groups or pairs. It's important for
students to hear what their peers have written.
Encourage students to revise their work.
Provide formal steps for revision by asking students to submit first drafts of papers for
your review or for peer critique. You can also give your students the option of revising
and rewriting one assignment during the semester for a higher grade. Faculty report that
10 to 40 percent of the students take advantage of this option.
Explain thesis statements.
A thesis statement makes an assertion about some issue. A common student problem
is to write papers that present overviews of facts with no thesis statement or that have a
diffuse thesis statement.
Stress clarity and specificity.
The more the abstract and difficult the topic, the more concrete the student's language
should be. Inflated language and academic jargon camouflage rather than clarify their
point.
Explain the importance of grammar and sentence structure, as well as content.
Students shouldn't think that English teachers are the only judges of grammar and style.
Tell your students that you will be looking at both quality of their writing and the content.
Distribute bibliographies and tip sheets on good writing practices.
Check with your English department or writing center to identify materials that can be
easily distributed to students. Consider giving your students a bibliography of writing
guides, for example:
Crews, F.C. Random House Handbook. (6th ed.) New York: McGraw-Hill, 1992.

Ask a composition instructor to give a presentation to your students.

Invite a guest speaker from the composition department or student learning center to
talk to your students about effective writing and common writing problems. Faculty who
have invited these experts report that such presentations reinforce the values of the
importance of writing.
Let students know about available tutoring services.
Individual or group tutoring in writing is available on most campuses. Ask someone from
the tutoring center to give a demonstration in your class.
Use computers to help students write better.
Locally developed and commercially available software are now being used by faculty to
help students plan, write, and revise their written work. Some software available allows
instructors to monitor students' work in progress and lets students collaborate with their
classmates.
Assigning In-Class Writing Activities

Ask students to write what they know about a topic before you discuss it.
Ask your students to write a brief summary of what they already know or what opinions
they hold regarding the subject you are about to discuss. The purpose of this is to focus
the students' attention, there is no need to collect the summaries.
Ask students to respond in writing to questions you pose during class.
Prior to class starting, list two or three short-answer questions on the board and ask
your students to write down their responses. Your questions might call for a review of
material you have already discussed or recalling information from assigned readings.
Ask students to write from a pro or con position.
When presenting an argument, stop and ask your students to write down all the reasons
and evidence they can think of that supports one side or the other. These statements
can be used as the basis for discussion.
During class, pause for a three-minute write.
Periodically ask students to write freely for three minutes on a specific question or topic.
They should write whatever pops into their mind without worrying about grammar,
spelling, phrasing, or organization. This kind of free writing, according to writing experts,
helps students synthesize diverse ideas and identify points they may not understand.
There is no need to collect these exercises.
Have students write a brief summary at the end of class.
At the end of the class period, give your students index cards to jot down the key
themes, major points, or general principles of the day's discussion. You can easily
collect the index cards and review them to see whether the class understood the
discussion.
Have one student keep minutes to be read at the next class meeting.
By taking minutes, students get a chance to develop their listening, synthesizing, and
writing skills. Boris (1983) suggests the following:
Prepare your students by having everyone take careful notes for the class period, go
home and rework them into minutes, and hand them in for comments. It can be the
students' discretion whether the minutes are in outline or narrative form.
Decide on one to two good models to read or distribute to the class.
At the beginning of each of the following classes, assign one student to take minutes for
the period.
Give a piece of carbon paper to the student who is taking minutes so that you can have
a rough copy. The student then takes the original home and revises it in time to read it
aloud at the next class meeting.
After the student has read their minutes, ask other students to comment on their
accuracy and quality. If necessary, the student will revise the minutes and turn in two
copies, one for grading and one for your files.
Structure small group discussion around a writing task.
For example, have your students pick three words that are of major importance to the
day's session. Ask your class to write freely for two to three minutes on just one of the
words. Next, give the students five to ten minutes to meet in groups to share what they
have written and generate questions to ask in class.
Use peer response groups.
Divide your class into groups of three or four, no larger. Ask your students to bring to
class enough copies of a rough draft of a paper for each person in their group. Give
your students guidelines for critiquing the drafts. In any response task, the most
important step is for the reader to note the part of the paper that is the strongest and
describe to the writer why it worked so well. The following instructions can also be given
to the reader:
State the main point of the paper in a single sentence
List the major subtopics
Identify confusing sections of the paper
Decide whether each section of the paper has enough detail, evidence, and information
Indicate whether the paper's points follow one another in sequence
Judge the appropriateness of the opening and concluding paragraphs
Identify the strengths of the paper
Written critiques done as homework are likely to be more thoughtful, but critiques may
also be done during the class period.
Use read-around groups.
Read-around groups are a technique used with short assignments (two to four pages)
which allows everyone to read everyone else's paper. Divide the class into groups no
larger than four students and divide the papers (coded for anonymity) into as many sets
as there are groups. Give each group a set and ask the students to read each paper
silently and decide on the best paper in the set. Each group should discuss their
choices and come to a consensus on the best paper. The paper's code number is
recorded by the group, and the same process is repeated with a new set of papers.
After all the groups have read all the sets of papers, someone from each group writes
on the board the code number from the best paper in each set. The recurring numbers
are circled. Generally, one to three papers stand out.
Ask students to identify the characteristics of effective writing.
After completing the read-around activity, ask your students to reconsider those papers
which were voted as excellent by the entire class and to write down features that made
each paper outstanding. Write their comments on the board, asking for elaboration and
probing vague generalities. In pairs, the students discuss the comments on the board
and try to put them into categories such as organization, awareness of audience,
thoroughness of detail, etc. You might need to help your students arrange the
characteristics into meaningful categories