LISTENING SKILLS - DME 1115 2024 2.pptx

LISTENING SKILLS - DME 1115 2024 2.pptx

1. LISTENING SKILLS

2. OBJECTIVES Students should be able: To understand the theory of listening To describe Active listening To understand Critical thinking Identify barriers to listening Understanding and participating in lecturers How to participate in tutorials Understanding instructions Note taking.

3. What is Listening Skills? Listening is one four main tools of communication apart from speaking, reading and writing. Used to gather information from a patient. Listening complement speech It is an active form of silence sometimes appreciated as being another form of speech without expression of words for example: I have understood, and appreciate what you would like to say.

4. Listening is an active process and helps in responding. It helps in decision making and it is a skill that coordinates the ears and the brain. The skill encourages interaction between the speaker and the listener as such the speaker is likely to measure concentration through the feedback. Listening skill is the major contributor to learning process.

5. Three basic levels of listening skills are: Listening to the patient: involves; Actual words(content of what is said) Factual information (facts of the story) Underlying messages (explicit and implicit meaning) Feelings and mood ( expressed positively or negatively) Distortions and gaps (things avoided, omitted or misrepresented) Listening to the patient`s non verbal behavior: involves; Bodily behavior e.g. body movements, posture and gestures Facial expressions e.g. twisted lips, frowns, twinkles, smile Voice tone, e.g. pitch, voice level and intensity, pauses, fluency

6. Listening to oneself: involves; listening to oneself in terms of understanding of feelings towards the patient and aspect of what is being said.

7. Listening is a complex skill that involves many processes. When listening, learners try to recall their background knowledge (schemata) along with their linguistic knowledge in order to comprehend what is being said. Listening is referred as the field of schema theory. What do you understand by theory of listening? Listening involves focusing completely on: what is being said how it is being said to understand the speaker. Listening is important and without it leads to misinformation, and poor or loss of communication.

8. Stage 1 Receiving: It is the intentional focus on hearing a speaker’s message, which happens as selective attention is done. During this stage, we are still hearing the message. The stage is represented by the ear because it is the primary tool involved with this stage of the listening process.

9. Stage 2. Understanding: In this stage, attempts are made to learn the meaning of the message which is not always easy. The stages two, three, and four are represented by the brain because it is the primary tool involved with these stages of the listening process.

10. Stage 3 Remembering: Remembering begins with listening. I f you can’t remember something that was said, you might not have been listening effectively. The most common reason for not remembering a message after the fact is because it wasn’t really learned in the first place. Memory of a message can be improved by processing it meaningfully. For example, by applying it in ways that are meaningful to you.

11. Stage 4: Evaluating The fourth stage in the listening process is evaluating or thinking critically about the message. We might think, “This makes sense” or conversely, “This is very odd.” Because everyone embodies biases and perspectives learned from widely diverse sets of life experiences, evaluations of the same message can vary widely from one listener to another. People are more likely to evaluate a message positively if the speaker speaks clearly, presents ideas logically, and gives reasons to support the points made.

12. Stage 5 Responding: Feedback-response to the message is the fifth and final stage of the listening process. Making eye contact and nodding your head when a classmate or instructor is speaking are examples of positive nonverbal feedback. During the responding stage of listening, listeners can provide speakers with formative or summative feedback.  Formative feedback is given while the speaker is engaged in the act of communicating. Summative feedback is given when the communicator has concluded the message.

13. Listening theory Listening is closely related to Schema theory. The word schema (plural form is schemata or schemas) was first introduced by Immanuel Kant in 1781, who was a philosopher of Germany. Schema refers to new concepts, information and new ideas that have meaning only when they were related to the things that individuals already knew. For example: If an individual read unfamiliar topic, he would modify to an original version he previously had knowledge of such a story.

14. The schema theory began to be used in psychological language process comprehension by 1970s and R. C. Anderson, an educational psychologist, consolidated the schema theory. Anderson proposed in the theory of schema that organized knowledge, representing ones’ understanding of the world, was an elaborate network of abstract mental structures. The main principles of schema theory were;

15. Teach general knowledge and broad concepts. Build on the knowledge (schema) and make connections between ideas. Prior knowledge is necessary for new knowledge. Schema will change as new information is acquired. Schema is organized in a meaningful way. (Anderson, 1977)

16. Listening skills are based on schema theory as: Top down skill Bottom up skill Interactive skills

17. Top down strategy refers to utilizing schemata (background knowledge and understanding to the world) to derive meaning from the patient and interpret the message. This is a listener based on a strategy in which the listener taps into background knowledge of the topic, and co-text, in other words, what came before and after. the situation or context, for example, the context of chatting to a friend in a casual environment itself narrows down the range of possible topics. T he type of input, and the language. Bottom up strategy refers to deriving the meaning of the message based on : incoming language data, from sounds to words, to grammatical relationships, to meaningful units.

18. Interactive skill I nvolves: actively engaging in a conversation, demonstrating that you are present, attentiveness, and Being responsive to the speaker

19. A Listener`s stereotypical knowledge is based experiences, predisposes to makeup expectations in terms of seven areas such as: Speaker, listener, place, time, genre(type either style of literature or art), topic and context.

20. Active listening: is being actively concentrating on what is being said and unlike passive hearing of what is being said. It involves giving complete attention to the speaker and responding accordingly. Patients appreciate and respond to health practitioners who listen carefully. Active listening involves giving your complete attention to the speaker. It also involves conveying an interest in what the patient is saying using both verbal and non-verbal cues such as maintaining eye contact, nodding your head and smiling, agreeing by saying “Yes” or “Mmm”. These encourage the patient to continue.

21. The key factors to active listening are: Gathering and retaining information accurately Understanding the implication for the patient of what is being said Responding to verbal and non verbal cues Demonstrating that you are paying attention and trying to understand. Withhold judgment. Active listening requires an open mind be open to new ideas, new perspectives, and new possibilities. Hold any criticisms, and avoid arguing or selling their point right away.

22. As medical practitioner, positive reinforcements for patients are also in the form summarizing, seeking clarifications and questions. Active listening is also giving the patients time to finish their thought and avoiding interruption. Offer your opinions and comments and questions at the end of the speech, not while they are speaking.

23. Developing active and empathetic listening also helps build and maintain healthy personal relationships. Empathetic listening: This is the ability to truly connect with the individual who is being listened and to see the world, situation, subject or opinion as they do, through their eyes and provides them with an emotional connection to the speaker. It involve skills such as: a deeper level of listening, the individual at hand must possess a certain level of emotional intelligence. This provides the listener with alternative perspectives which can help to analyse and define their decision making.   

24. Consequences of mistakes in listening against patients are: There is no autonomy for the patient to express himself or herself The inability of the patient to talk or utter his feelings The patient feels disregarded, neglected and not taken seriously.

25. Active listening provides critical thinkers with what is needed to organize the information they; Hear Understand its context or major concern Recognise unstated assumptions Make logical connections between ideas Draw conclusions

26. CRITICAL THINKING It is the objective analysis and evaluation of an issue in order to form a judgment. It involves the mental process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and evaluating information to reach an answer or conclusion. Principles of Critical Thinking Knowledge is acquired only through thinking, reasoning, and questioning based on facts such as: Belief is not knowledge. Beliefs are opinions acted upon as if they were facts. Opinions are not based on facts, knowledge, or reasoning.

27. Critical thinking is an active process based on applying analysis, the synthesis of data, and your ability to assess the information being received. It is only from learning how to think that you learn what to think. The unquestioning acceptance of what another says as fact is not learning nor is it part of the skill of thinking critically. It, in fact, inhibits any learning from taking place Learning how to think does not involve just memorization. To become educated you need to learn how to gather, analyze, synthesize, assess, and apply data for yourself.

28. Critical thinking is an organized and systematic process used to judge the effectiveness of an argument in that: It is void of emotional constrictions and is, consequently, unbiased. In order to be most effective as a critical thinker you must have data and facts available for a rebuttal of an argument. Effective argumentation is based on empirical evidence. Critical thinking is a search for meaning. The meaning is for yourself in what an author or speaker says, implies, and insinuates. It is a way of making sense out of what you are reading or

29. hearing in order to find the validity of the data being presented. Critical thinking is a skill that can be learned that: It is based on active, logical reasoning, on facts and evidence. and a desire to learn. Your attitude toward learning is all-important in being a critical thinker. It is important that a high value be placed on learning in order for learning to be useful. The skill of critical thinking is learned by doing and by an interchange of information and ideas with others who are assessing the same things. In this way one's ideas and arguments can be presented and evaluated.

30. You must be actively involved in exchanging thoughts and ideas in order to become a critical thinker. Relationship Between Listening and Critical Thinking Critical thinking occurs whenever people figure out what to believe or what to do, and do so in a reasonable, reflective way. The concepts and principles of critical thinking can be applied to any context or case, but only by reflecting upon the nature of that application. Expressed in most general terms, critical thinking is "a way of taking up the problems of life. "

31. Listening requires the listener to give a feed back from what he hears to the speaker, to confirm what he has heard and moreover, to confirm the understanding of both parties. As such listening can be done critically or uncritically insofar as core critical thinking skills can be applied to it. Therefore, critical thinkers must engage in highly active listening to further their critical thinking skills. People can use critical thinking skills to understand, interpret, and assess what they hear in order to formulate appropriate reactions or responses.

32. Conversely, engaging in focused, effective listening also lets people collect information in a way that best promotes critical thinking and, ultimately, successful communication. There is a strong positive and significant correlation between critical thinking ability and listening comprehension ability. It implies that learners who think more critically develop better listening comprehension ability. Learners with higher level of critical thinking ability have better listening comprehension ability.

33. Consciously raising questions Being aware of gaps in information Distinguishing between observation & inference; fact and conjecture Recognizing that words are symbols for ideas, and not ideas themselves. Probing for assumptions Appropriately drawing inferences from data Performing hypothetical-deductive reasoning Discriminating between inductive and deductive reasoning

34. Testing one’s own line of reasoning Being aware of one’s own reasoning Identifying key definitions Identifying ambiguity Identifying variables Formulating questions Defining issue or problem Classifying information Sequencing information Recognizing patterns Determining credibility

35. Distinguishing fact from opinion Identifying assumptions Identifying values Noting missing evidence Identifying relationships Comparing & contrasting

36. BARRIES TO LISTENING Physical distractions/ environmental These are distractions in the physical environment such as the sound of an air conditioner , or an overheated room. It can interfere with the listening process to a great extent. They could also be in the form of information overload. For example, if you are in meeting with your patient and the phone rings and your mobile beeps at the same time to let you know that you have the message. It is very hard to listen carefully to what is being said.

37. Getting Over- stimulated Listening efficiency drops to zero when the listeners react so strongly to one part of the presentation that they miss what follows. Psychological Noise Psychological noise consists of distractions to a speaker’s message caused by a receiver’s internal thoughts. For example, if you are preoccupied with personal problems, it is difficult to give your full attention to understanding the meanings of a message.

38. Listening Only For Facts Underrating of facts that has been given and most of the important facts are left out. Trying To Outline Everything The outline should not be more than a half or a third of all speeches which has been delivered.

39. Faking Attention Presenting a false gaze that one is listening to the speaker while concentrating on something else. Tolerating Distraction Poor listeners are easily distracted and may even create disturbances that interfere with their own listening efficiency

40. and that of others such as: Squirming in talks, shuffling papers. Choosing Only What's Easy Poor listeners shun listening to serious presentations on radio or television. They choose to listen to easy presentations of their own interest.