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Faculty of Education University of Windsor

Education 203 J/I Methodology Simulation 1

Listening Skills: Following irections


by J. C. Powell Ph.D., D.B.A.
o J. C. Powell 1 967

education ZOO

Listening Skids

Oimulation 1

Following Directions

Rationale Much of the instruction which is conducted in the typical classroom involves one person listening to the prepared talk of another. Other aspects of listening, such as sound discrimination, music appreciation, attending to a dramatic performance, empathic listening interpersonally and the like are also important listening experiences and should also be included in the schooling program. Learners listen for information, to follow directions and for enjoyment. Each of these uses of listening involve special skills which are not always learned without direct instruction and explicit practice. Repetitive skills can often be learned best when presented in a game context. Objectives Cognitive 1. The learners will improve their ability to follow oral instructions. 2. The learners will increase their ability to recognize and use the direction conventions used in map making. 3. The learners will increase their ability to recognize and use coordinate systems as used in mapping and graphing.

Affective

1. The learners will increase their appreciation of the value of listening as an activity. 2. The learners will increase their sense of selfworth by directly observing immediate increases in their listening skills.

Psycho/motor 1. The learners will increase their ability to respond with line drawing in response to orally presented instructions.

Procedure Supply every participant with at least two copies of an "x" grid like the one shown below: xxxxxxxxxxxxxxx xxxxxxxxxxxxxxx xxxxxxxxxxxxxxx xxxxxxxxxxxxxxx xxxxxxxxxxxxxxx xxxxxxxxxxxxxxx xxxxxxxxxxxxxxx xxxxxxxxxxxxxxx xxxxxxxxxxxxxxx xxxxxxxxxxxxxxx xxxxxxxxxxxxxxx X X X XX X X X x x XX X XX X XX X X X X X x x XX X XX xxxxxxxxxxxxxxx X XX X XX XX X X X XX x 2

Give the following explanation: a) Introduction: This activity is a listening game designed to help learners to remember strings of oral instructions and to follow them precisely.

-le

Everyone should have at least two copies of the grid. There are three parts to this Game. First; We need to know how to find the

starting location.
Second; We need to know the moves involved in the game. Third; We need to try out the game by following oral instnictions to produce a diagram. b) Starting Locations; The to left-hand corner of the "x" grid is South Zero (SO), East Zero (EO). Put your finger on this location. (Check to see that this instruction is done correctly.) c) Moves; There are ten possible moves in this game. The first two -- PEN UP and PEN DOWN are used to tell you whether of not the next move will produce a line on the grid. No line is produced in PEN UP moves, trace the path with your finger in this case..

direction

The remaining moves have two parts -and distance. Direction -- The first part tells you which way to go from the "x" on which you are now located. Distance -- The second part tells you how many "x's" you draw to from the "x" on which you are now located.

d) Practice -- Let'% try a couple of examples. Start at EO,SO (top left-hand corner). PEN UP East Two (E2) South One (S1) You now be at should be at: Figure 1
74-141 X XX

X X X X

(Check to see that they have understood and are situated as shown.) The eight directions which will be used in this version of this game are the main points of a compass:
N; NE; E; SE; S; SW; W and NW.

With a distance attached Figure 2 illustrates some of these moves:


Figure 2
X X X X X X X X X X X X X X X X XX x X XXX X

SW2

Start at the circle and move in the direction of the arrow. Do not draw the circles or the arrowheads when following the instructions. REMEMBER; Each move involves moving from you are on now in the direction give across the number of spaces given by the distance. When you have completed this joining, this new location becomes your new starting point d) Game -- One In its simplest form, the players are given only one instruction at a time, with a long pause between each instruction. Let's try this one: Start at EO,SO PEN UP El PEN DOWN 5

You will now produce your first drawing. El SE1 S1 SW1 W1 NW1 N1 NE1 PEN UP Your finished diagram should look like thisFigure 3

Game Two Let's try another one. We will make this one more difficult by giving you two instructions at once. Start at EO,S8. PEN DOWN El, NE1 N1, El Sl, SE1 El, S1 Wl, SW1 Sl, W1 N1, NW1 Wl, N1 PEN UP 6

Your finished drawing should look like this: Figure 4

(You will find that many have not been successful with this second drawing. You may wish to review the instructions so that they can see the nature of the errors they made.

Game Three (If time permits)


This time let's try three instructions at a time: Start at Ell, SO E3, SE1, S1 Wi, NW1, W1 SW1, S3, SEI El, NEI., El Sl, SW1, W3 NW1, N5, NE1

The finished drawing should look like this:


Figure 5
x
X X

X X X X X X X X X

Conclusions

This game is an excellent free time activity for almost any age level above 9 years. Precocious younger ones will also succeed at it It is an excellent introduction to LOGO turtle graphics.
If you put the "zero" point into the center of the grid, you can use it to teach Cartesian coordinates. Putting the points on the grid closer together can make more angles possible. A screen grid can lead to very complex drawings.

By having the students work in pairs, one can make a drawing and then try to communicate it to the other. If the listener gets it correct, s/he gets a point If not, the leader gets the point. If the leader misreads the instructions, the player gets the point. Then the roles are reversed. The winner is the person who gets to five points first Miller suggests that seven plus or minus two is the limit of capacity of short-term memory, so this can become a memory stretching game as well. Adaptations are as varied as you students' imaginations. The game can be converted to map reading, orienteering and seeking patterns in any table, chart or graph. Once as a teacher, we know that our students can follow directions of this sort accurately, we can use this skill in many ways, including following and giving directions accurately in many other contexts. For this latter reason, these skills of giving and following oral instructions should be considered as being content independent A limited number of content independent skills of this sort can become powerful tools for opening the doors to learning. 8

REFERENCES
Theory Related Programs Observation Procedures

(These latter elements will be presented in the finished document for each of the 32 learner activities included in the book. This activity for "Listening" is the first.)
Listening Skills Checklist
by

J. C Powell PhD.

THE LISTENER: 1. Looks at the person who is speaking. 2 Remains attentive during speech 3. Carries out (number of) directions given orally 4. Repeats main idea of statement given by previous speaker yn Yn Yn yn

(There are twenty items on this checklist. They can each be an aid to planning a listening program. Either the teacher or the learners can use this list to track their progress in listening skills. They may wish to add to this list, delete from it or otherwise change it to suit their needs. Skills programs like this are not commonly parts of curriculum outlines. They become an essential part of teaching in an "Inside-out" approach to teaching.)

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