Listening + Note-Taking

Location: CB01.05.25 Telephone: 9514 9733 Email: helps@uts.edu.au Website: www.helps.uts.edu.au Contact us

David Sotir - Advisor

WORKSHOP OBJECTIVES

• To develop active listening and note-taking skills by learning about intelligence and the theory of ‘multiple intelligences’

• Recognise non-verbal signals that indicate when information is important

• Use numbered lists to organise information

Discussion Look at these pictures.

• What sorts of skills are these children learning from their various activities?

• How will each of those skills help them in their adult lives?

• Which children appear more intelligent? Why?

Information in this workshop is adapted from: Frazier, F. & Leeming, S. 2007. Lecture Ready 3, Oxford University Press, New York.

READ BEFORE YOUR LECTURE

Before the practice lecture begins, read the article entitled Intelligence Tests which presents some of the controversy around intelligence assessment for children.

UNDERSTAND • What is a bell curve? How do intelligence

tests follow the bell curve? • What abilities are IQ tests designed to

measure? • What are some criticisms of IQ tests?

EXPAND YOUR VOCABULARY

• Highlight or underline unknown key words/terminology in the article

• Try to guess the meaning from the context and discuss any definitions with your partner/group

DISCUSS • How might a child’s background affect his/her ability to

perform well on an intelligence test? Give some examples.

• What are some other human capabilities that are not reflected in IQ tests?

• Note down three (3) things that you have learned so far about measuring intelligence.

ACTIVE LISTENING

You’ve now completed the first step in active listening even BEFORE you have listened to

anything!

LISTEN / WATCH / LEARN

Think about everything you have read and discussed on the topic of intelligence. What do you expect to learn about in the lecture?

Listen to the short lecture on measuring intelligence

in adults.

COMPREHEND Are the following statements true or false? (1) General intelligence is defined as one entity, one certain

level of ability. (2) Fluid intelligence refers to a person’s general knowledge of

facts and information. (3)Crystallised intelligence is the ability to reason and analyse. (4)Fluid intelligence decreases over time, while crystallised

intelligence increases.

Match the non- verbal signal with the idea the lecturer is expressing.

NOTE-TAKING • Lecturers will often present lists of ideas or related items

that you will need to remember.

• It’s helpful to write down the information in the form of a list, using indents to signify relationships between ideas.

• Explore other ways of developing your own note-taking system.

Look at a section of one student’s notes on the short lecture about measuring intelligence. Discuss with your partner how the student has shown the relationship between pieces of information.

PRACTICE

Work with a partner! • Take turns reading aloud the excerpt (provided in the handout) from a

lecture on Sternberg’s three forms of intelligence. • While one student reads, the other student should take notes using a

numbered list. Then switch roles. • When you are finished, compare your notes.

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