DYNED
: LISTENING
LESSON 1
“The most basic and powerful way to connect to
another person is to listen. Just listen. Perhaps the
most important thing we ever give each other is our
attention.”
Rachel Naomi Remen .
LEARNING OBJECTIVES
 Define listening and active listening
 Identify the five stages of the listening process
 Illustrate the relationship between critical thinking
and listening
 Give examples of the four main barriers to effective
listening
 Explain the stages of listening
LISTENING
 Listening is an active process by which we
make sense of, assess, and respond to what
we hear.
 Listening is the ability to accurately receive and
interpret messages in the communication
process.
 Listening is key to all effective communication,
without the ability to listen effectively
messages are easily misunderstood.
ACTIVE LISTENING
 Active listening is a particular communication
technique that requires the listener to provide
feedback on what he or she hears to the speaker.
DEGREES OF ACTIVE LISTENING
STAGES OF THE LISTENING
5 STAGES OF THE LISTENING PROCESS
1. RECEIVING is the intentional focus on hearing a
speaker’s message.
2. UNDERSTANDING is the attempt to learn the
meaning of the message.
3. REMEMBERING is the recollection of the message.
 Remembering begins with effective listening.
Process the message meaningfully
4. EVALUATING is judging the value of the message.
5. RESPONDING is also referred to as feedback. A
stage where the listener indicates his or her
involvement.
LISTENING AND CRITICAL THINKING
 Critical thinking skills are essential and connected
to the ability to listen effectively and process the
information that one hears.
 Critical thinking occurs whenever people figure
out what to believe or what to do, and do so in a
reasonable, reflective way.
 People can use critical thinking skills to
understand, interpret, and assess what they
hear in order to formulate appropriate reactions
or responses.
 Critical thinking skills include observation,
interpretation, analysis, inference, evaluation,
explanation, and metacognition.
FALLACIES ABOUT LISTENING
1. Listening Is Not My Problem!
2. Listening and Hearing Are the Same!
3. Good Readers Are Good Listeners!
4. Smarter People Are Better Listeners!
5. Listening Skills Are Difficult to Learn!
6. It is passive process!
COMMON BARRIERS TO EFFECTIVE
LISTENING
1. Low concentration
2. Lack of prioritization
3. Poor judgement
4. Focusing on style, not substance
1. LOW CONCENTRATION
 not paying close attention to the speaker
 psychological or physical situations
a. visual or auditory distractions
b. Physical discomfort
c. Inadequate volume
d. Lack of interest in the subject material
e. Stress
f. Personal bias
2. LACK OF PRIORITIZATION
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  Listeners need to be able to pick-up on social cues
and prioritize the information they hear to identify
the most important points within the context of the
conversation.

3. POOR JUDGEMENT
 Listeners often engage in confirmation bias, which is
the tendency to isolate aspects of a conversation to
support one’s own preexisting beliefs and values

4. FOCUSING ON STYLE, NOT SUBSTANCE

 Distracting elements in a speech or presentation can
deflect attention away from the most important
information in the conversation or presentation and
can also influence the listener’s opinion.

TIPS TO BECOMING A GOOD LISTENER

1. Give your full attention on the person who is
speaking.
2. Make sure your mind is focused, too.
3. Let the speaker finish before you begin to talk.
4. Ask questions.
5. Give feedback.

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 DYNED
: TYPES OF D. SUPPORTIVE
LISTENING
LESSON 2  Reassure, pacify or comfort
TYPES OF LISTENING  Ex. “If there is any way I can help…”
 APPRECIATIVE
 DISCRIMINATIVE E. QUESTIONING
 COMPREHENSIVE  Probes, clarifies, inquires or seeks more info
 CRITICAL  Ex. “What makes you think that?” “Where were you?”
 ACTIVE  OPEN QUESTIONS – require more than a yes or
no answer
A. APPRECIATIVE  CLOSED QUESTIONS – can be answered with yes
 An individualized form of listening that obtain or no
enjoyment through the words or experiences of
others; like listening to one’s favourite music or USING RESPONSE STYLES
watching tv…  80% of your feedback will use 1 of 5 styles

B. DISCRIMINATIVE A. DIRECTING / JUDGEMENTAL

 Happens when people try to distinguish one sound
from everything else; like stopping work to hear if the
phone is ringing
C. COMPREHENSIVE
 Happens when people listen for understanding.
Involves trying hard to remember what the person is
saying and to interpret the meaning as precisely as
possible.
 Doesn’t help unless sender asks for advice
B. INTERPRETING
 Works best when your intention is to offer insight into
the problem’s causes
C. SUPPORTING
 Works best when the sender has determined the
problem and needs encouragement

D. CRITICAL D. QUESTIONING
 Help the listener sift through what he/she has heard  When your need for additional info is genuine
and make a decision
E. PARAPHRASING
E. ACTIVE  This reveals a desire to understand the sender’s
 Also called empathic listening, involves more than thoughts and feelings
just paying attention or listening carefully. It also
entails empathic and supportive behaviours that tell BECOMING AN ACTIVE LISTENER
the speaker “I understand. Please go on”  Listen for total meaning
 Respond to feelings
LISTENING RESPONSE MODES  Note all cues
 DIRECTING / JUDGEMENTAL  Take time to listen
 ADVISING / SOLVING  Be attentive
 INTERPRETING  Employ only three kinds of verbal
 SUPPORTIVE  reactions: encouraging sounds such as “uhhuh”;
 QUESTIONING restating what has been said; and silence with a nod of
 EMPATHIC / ACTIVE head
 Avoid probing for additional facts
A. DIRECTING/ JUDGEMENTAL  Always give positive feedback
 say what is right or wrong, good or bad, passes
judgment
 Ex. “That was stupid!” “That’s right!”

B. ADVISING/SOLVING
 shares advice/offers a solution
 Ex. “If I were you I would…” “Why don’t you…”

C. INTERPRETING
 Analyze, explain or teach the sender about the cause
 Ex. “She probably did this because…”
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 DYNED
: PROCESS OF
LISTENING
LESSON 3

LISTENING
 Listening is the process of using our eyes, minds and
ears to understand meanings and feelings.
 Listening also includes the ability to correctly
interpret the genuine content of a message.
 An executive spends 9% of time in writing, 16% in
reading, 30% in speaking and 45% in listening.

STEPS IN LISTENING
1. HEARING
2. INTERPRETATION
3. EVALUATION
4. RESPONSE

1. HEARING
 In hearing, the listener simply attends to the speaker
to hear the message.
 Listening is more than reaction to sounds

2. INTERPRETATION
 Interpretation depends on the listener’s vocabulary,
knowledge, experience and so on

3. EVALUATION
 In evaluation step, the listener decides what to do
with the received information. View nothing in
isolation

4. RESPONSE
 The response lets the speaker know whether the
listener got the message and what his/her reaction is
Feedback
 Listening is a positive and intellectual activity which
involves not only understanding the content of the
message but also the feeling of the speaker.
 The tone of voice, gestures, expressions and even
silences have meaning

 Understanding the feeling is called EMPATHIC OR

ACTIVE LISTENING. You have to train yourself to
be a good listener
 Interaction with others depends for success on
your ability to listen. Skilled and sympathetic
listening is the effective tool in working with
people. Unless instructions are carefully listened
to, understood and remembered, one cannot
carry out the assigned work.
 Inefficient listening affects interpersonal
relations as well as decision-making and
employee relations.

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 DYNED
: INTRODUCTION TO NOTE
TAKING  A dedicated box is assigned for each section of notes
LESSON 4
which cuts down the time needed for reading and
OBJECTIVES reviewing.
 Define note taking  Example of Boxing Method
 Understand the methods of Note taking
 Identify the 4 methods and 5 R’s of note taking 4.
 Identify the Different Strategies in note taking

WHAT IS NOTE TAKING?

 Note taking is the practice of writing down or
otherwise recording key points of information.

4 METHODS OF NOTE TAKING

THE CHARTING METHOD
1. THE OUTLINE METHOD
 As the name suggests, this method requires you to
structure your notes in form of an outline by using
bullet points to represent different topics and their
subtopics.
 Start writing main topics on the far left of the page
and add related subtopic in bullet points below using
indents.
 Example of Outline Method
 It is an ideal method for notes that involve a lot of
information in the form of facts and statistics, that
need to be learned by heart.
 The information will be organized in several columns,
similar to a table or spreadsheet.
 Each column represents a unique category which
makes the rows easily comparable.
 Example of Charting Method

2. THE CORNELL METHOD THE 5 R’S OF NOTE TAKING

 What differentiates it from other methods is the page
layout.
 The page is divided into three or four sections
starting from one row at the top for title and date
(optional) and one at the bottom along with two
columns in the center.
 30% of width should be kept in the left column while
the remaining 70% for the right column.
 Example of Cornell Method
A. RECORD
 During the lecture, write all meaningful information
legibly.
 After the lecture, write a summary of the ideas and
facts using key words as cue words.
B. SUMMARIZING as you study helps to:
 Clarify meanings and relationships of ideas
 Reinforce continuity
 Strengthen memory retention
 Prepare for exams in advance

C. RECITE
 To study properly, you must recite all the information
in your own words without looking at our notes or the
text.

D. REFLECT
3. THE BOXING METHOD  Think about your own opinions and ideas as you read
 All notes that are related to each other are grouped over your notes.
together in a box.  Raise questions, then try to answer them creatively.
 Record original ideas in your notebook and review
them regularly.
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  Use your creative ideas when answering exam
questions, in classroom discussions, and when writing
papers.

E. REVIEW
 Before reading or studying new material, take ten
minutes to quickly review your older notes.
 Skim over the main ideas and details.
 Review enhances your retention of old material while
adding new material to your memory.

EFFECTIVE STRATEGIES OF NOTE TAKING

TAKING NOTES FROM A TEXTBOOK

 Some ways that could help you identify and retain
important details from a textbook.

 First, read only a section of a chapter in

your textbook at a time.
 Read only a considerable portion to understand
the material easily. Do not take notes just
comprehend/understand the material.
 Second, review the material
1. Locate the main ideas and important sub-points.
2. Set the book aside
3. Paraphrase the information
 Third, write the paraphrased ideas as your
notes.
1. Do not copy information from the text book.
2. Add only details enough to be understood.

 Taking down notes of what your teachers are telling

the class. Teachers will talk about topics relevant to
your studies through this notes, you can recall
information which are important especially when you
are taking the exams.
1.Concentrate on the lecture or reading material.
2.Take notes consistently.
3.Take notes selectively. Do not write word by
word.
4.Translate ideas into your own words.
5.Organize notes in logical form.
a) Chronological Order
b) Comparison and contrast
c) Cause and effect
6. Be brief
7. Write legibly
8. Don’t be concerned with spelling and
grammar.

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 DYNED
: TYPES OF SPEECHES
 Try to end with a memorable punch line or positive
LESSON 5
statement
OBJECTIVES
 To clear things up for the First Grading Period PURPOSE OF AN INFORMATIVE WRITING
 Lackings (quizzes, activities, and performances)  The main purpose of writing an informative essay is
 Announcement of scores for the to provide reliable information to your reader on
 performances any subject matter.
 Other things for the first grading period.
 Discussion about the Types of Speech FORMAT OF AN INFORMATIVE ESSAY
I. INTRODUCTION
DISCUSSION ABOUT THE TYPES OF SPEECH  The introductory part of an academic essay serves as
the orientation for the essential elements in the rest
ACCORDING TO PURPOSE of the text.
A. Informative
B. Demonstrative  Opening section serves following tasks for
C. Persuasive an essay:
D. Entertaining o Identifies the subject and usually sets the
scene.
A. INFORMATIVE SPEECH o Establishes the significance and the purpose.
 This speech serves to provide interesting and useful o Identifies scope of the essay.
information to your audience. o States the central or thesis.
o Sets the tone and style.
THE MAIN ELEMENTS IN WRITING AN
INFORMATIVE SPEECH  Parts of an Introduction
1. KNOWLEDGE a) Hook
 Establish credibility by demonstrating expertise and – The hook is an introduction that catches the
knowledge of the subject reader's attention.
 conveying information, presenting ideas, facts – Argumentative essays can start with facts,
and statistics to adequately inform the statistics, quotes, or anecdotes that reference
audience about the subject the topic of the essay.
2. KEY POINTS b) Brief information about the topic
 Repeat all the Key points to ensure maximum – a brief detail about the topic to be discussed.
knowledge retention. c) Thesis Statement
3. INTEREST – A thesis statement is a sentence that explains
 Conveying the subject with enthusiasm and including what you are trying to prove and provides an
unusual facts or anecdotes about the subject. overview of the arguments you will make in
your body paragraphs.
THE STRUCTURE AND OUTLINE OF AN – The thesis acts as a roadmap for the rest of your
INFORMATIVE SPEECH paper. Do not worry about going into too much
1. OPENER arguments detail about will be; instead, writing
 the opening, ice-breaker or attention grabber a clear, concise statement what your focus on
2. INTRODUCTION that hints at the topics you plan to discuss.
 Tell them what the speech is about and what your
main points will be. II. THE BODY
 This is the part where explanations, definitions,
3. KNOWLEDGE descriptions, discussions, and the connection are made
 Establish credibility by demonstrating expertise and with the reader.
knowledge of the subject  It narrates, describes, summarizes, explains, argues,
 conveying information, presenting ideas, facts and defines comments, reflects, classifies, and examines all
statistics to adequately inform the audience about the of the possible aspects.
subject
4. CONFIRMATION III. CONCLUSION
 Confirm and repeat the key points  Everything gets wrapped up in the concluding part of the
essay.
5. CONCLUSION  It also reminds the readers and reasserts the main point.
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 It often provides an answer to the question of what it all
really meant.
 It shouldn’t introduce any new point or aspect and
should rather lead to the conclusion.
 The ideal length for the conclusion is same as the
introduction.
B. DEMONSTRATIVE SPEECH
 A Demonstrative speech is written to explain and
show people how to do something.
 This might involve using various types of visual aids,
or handout to ensure the effectiveness of the
instructions.
THE MAIN ELEMENTS IN WRITING A
DEMONSTRATION SPEECH
1. INSTRUCTIONS
 Providing clear and concise instructions on how to
complete a task
2. TASK BREAKDOWN
 The task must be broken down in a logical format,
step by step
3. KEY POINTS
 Key points must be emphasized including any safety
issues
THE STRUCTURE AND OUTLINE OF A
DEMONSTRATION SPEECH
1. OPENER
 the opening, ice-breaker or attention grabber
2. INTRODUCTION
 Tell them what the speech is about and what your
objective is and what the audience will be able to do
following your demonstration speech.
3. BENEFITS
 Why the audience will benefit from learning how to
complete the task
4. TASK BREAKDOWN
 The task must be broken down in a logical format,
step by step -- do not leave out any crucial points
 Use Visual aids or props to help you to explain the
process
5. KEY POINTS
 Key points must be repeated, including any safety
issues, to ensure maximum knowledge retention
6. HANDOUT
 Prepare an informative handout to give out to your
audience
7. CONCLUSION
 Try to 'Go out with a Bang' or end with a memorable
punch line or positive statement
C. PERSUASIVE SPEECH
 A persuasive speech is written to persuade, or
convince the listeners, of the validity of the speaker's
argument.
 This might involve persuading someone to change
their opinion or at the very least take into account
some elements that have not really been considered
before.
THE MAIN ELEMENTS IN WRITING
A PERSUASIVE SPEECH
1. CREDIBILITY
 Establish credibility by demonstrating expertise,
evidence and knowledge of the subject - presenting
facts, statistics or quotes together with any
personal experiences to make the audience believe
in what you are saying
2. PASSION
 Conveying the subject with enthusiasm, passion
and conviction to appeal to the emotions of the
audience
THE STRUCTURE AND OUTLINE OF A
PERSUASIVE SPEECH
1. OPENER
 the opening, ice-breaker or attention grabber
2. INTRODUCTION
 Tell them what the speech is about and what your
objective is and what your main points will be.
3. CREDIBILITY
 Establish your credibility by demonstrating expertise,
evidence and knowledge of the subject - presenting
facts, statistics or quotes together with any personal
experiences to make the audience believe in what you
are saying
4. CONFIRMATION
 Confirm and repeat the main arguments for the
subject
5. ALTERNATIVES
 Discuss the alternatives to strengthen your claim
further
6. CONCLUSION
 Try to 'Go out with a Bang' or end with a memorable
punch line or positive statement
D. ENTERTAINING SPEECH
 An entertaining speech is one whose sole purpose is
to have the audience enjoy the presentation.
 The purpose of an entertaining speech is
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not to educate, inform or inspire … it is to make the
audience smile, relax, enjoy and maybe even laugh their
heads off.
HOW DO YOU MAKE A SPEECH ENTERTAINING?
• tell jokes
• tell funny stories
• dramatize an anecdote
• tell a scary story

GUIDELINES IN CREATING AN ENTERTAINING

SPEECH

1. CHOOSE AN APPROPRIATE TOPIC

– You don’t want the topic to be too dense,
complicated or heavy. Remember, you’re not
trying to give your audience a greater
understanding of anything. You’re there to help
them have a good time.
2. ENJOY YOURSELF
– Believe it or not, it is hard for an audience to
enjoy your presentation if it looks like you are not
enjoying presenting it!
3. KEEP IT SIMPLE:
– Your presentation should be easy to follow. Don’t
make it hard for your audience to keep up with
you mentally … or in any other way.
4. MAKE IT VISCERAL
– Use vivid word pictures. This is not the type of
presentation where you can be lazy in your
descriptions.
– Make your words pop with strong images that pop
in their minds.

5. SAY IT LIKE A ROLLER COASTER, BABY!

– Add unexpected twists and turns to your
presentation.
– When you surprise your audience with where
your story is going, that adds to the entertainment
factor.

D Y N E D 9 | BS19
 DYNED
: SPEAKER’S PURPOSE
LESSON 6
OBJECTIVES
 Deduce the speaker’s purpose
 Identify the speaker’s tone
INTRODUCTION
 Communication, both spoken and written, is always
addressed to an audience, a set of listeners or readers
you are intending to convey information to or have
some effect upon.
 A public speaker has some purpose, something they
are trying to accomplish or set in motion.
TYPES OF SPEECH ACCORDING TO PURPOSE
A. TO INFORM
B. TO PERSUADE
C. TO ENTERTAIN
A. TO INFORM
 This is about helping audience members acquire
information that they do not already possess.
 Audience members can then use this information
to understand something or to perform a new
task or improve their skills.
THE MOST IMPORTANT CHARACTERISTIC OF
INFORMATIVE TOPICS
 The goal is to gain knowledge
 Notice that the goal is not to encourage people
to use that knowledge in any specific way.
 When a speaker starts encouraging people to
use knowledge in a specific way, he or she is no
longer informing but is persuading.
 Knowledge Sharing
 It is the process of delivering information,
skills, or expertise in some form to people who
could benefit from it.
B. TO PERSUADE
 When we speak to persuade, we attempt to get
listeners to embrace a point of view or to adopt a
behavior that they would not have done
otherwise.
 A Persuasive speech can be distinguished from an
informative speech by the fact that it includes a
call for action for the audience to make some
changes in their behavior or thinking
2 MAIN CATEGORIES OF PERSUASION
1. Pure Persuasion
2. Manipulative Persuasion
1. PURE PERSUASION
 Occurs when a speaker urges listeners to engage
in a specific behavior or change a point of view
because the speaker truly believes that the
change is in the best interest of the audience
members.
2. MANIPULATIVE PERSUASION
 It is the intent to fool, control or contrive the
person on the other side of the conversation
into doing something, believing something that
leaves them either harmed or without benefit.
C. TO ENTERTAIN
 Entertainment Speaking is focused on the
theme and occasion of the speech.
 An Entertaining speech can either be
informative or persuasive in its roots, but the
context of the theme of the speech requires
speakers to think about the speech primarily in
terms of the audience enjoyment.
WHY WE ENTERTAIN?
 The fundamental goal of an entertaining speech is
audience enjoyment.
 Entertaining speeches are not designed to give an
audience a deep understanding of life but instead to
function as a way to divert an audience from their
day-to-day lives for a short period of time.
SPEAKER’S TONE
WHAT IS TONE?
 It is the author’s attitude towards the audience, the
subject, or the character.
 You can recognize the tone/ attitude by the
language/ word choices the author uses. His
language will reveal his perspective/ opinion (that is
whether it positive/negative) about the subject.
 SUBJECTIVE TONE
 A subjective tone is employed in any writing that
uses emotions, personal opinions, and/or
evaluative judgments to reflect upon a topic or
construct an argument.
 In a subjective essay, a writer makes a claim or
assertion about a topic and expresses their feelings
about the topic.
 Examples of Subjective Sentences:
• The book we are reading for this class is
boring and no one likes it.
• I think the new restaurant by the pier is
absolutely atrocious.
• Unfortunately, California’s current drought
has led to an increase in water restrictions.
SUBJECTIVE WRITING GENERAL GUIDELINES:
 The language used in subjective writing typically
employs active voice. Using an active voice
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 expresses a particular stance towards a subject and
makes an author’s presence felt.
 Subjective writing uses first person pronouns.
 It is mostly employed in non-scientific/social
science disciplines.
 Subjective writing allows for a writer’s presence and
opinions to be expressed within the language.

 OBJECTIVE TONE
 An objective tone uses language that does not
express a biased view towards the subject.
 Using an objective tone allows us to support our
thesis using only evidence, facts, and ideas as
they are.
 When writing objectively, opinionated claims
about the topic must be avoided.
 Examples of Objective Sentences
 Historians and literary scholars have had
numerous debates concerning the morality
and ethics involved in Mary Shelly’s
Frankenstein.
 The methodology used for this lab is based
upon the strategies that havebeen
implemented by other researchers.
 The recent drought has had a notable effect
on California’s water supply and has impacted
the state’s water regulations.

OBJECTIVE WRITING GENERAL GUIDELINES:

 Objective writing presents an argument based
around evidence not personal views/feelings/bias.
 The language used in objective writing shows caution
about one’s views and allows room for others to
disagree.
 When writing in the Science and Social Science fields,
you are often required to write in an objective
manner.
 Objective writing primarily consists of passive voice
and distances one’s opinion from the provided
evidence.

D Y N E D 11 | BS19