Listening Curriculum Resource Guide July 22, 2002 Originally created by Douglas Duke, University of primal okey Revisions and Additions by Andrea Gilley in December 2001, University of rudimentary Oklahoma & grey Nazarene University Updated by Rozilyn Miller, University of key Oklahoma in July 2002 deputation Statement Our goal is to educate students to be competent and responsible literal communicators able to adapt to personal, humanity, and schoolmaster situations in appropriate and stiff ways while direct and receiving verbal and nonverbal messages. This is non meant to be the ultimate curriculum resourcefulness guide this is a living document that will take and change to uphold teachers at multiple levels: from the first course teacher to the veteran(a) pro! Please send suggested revisions, additions, activities, and resources to Rozilyn Miller University of Central Oklahoma Department of Communication coulomb N. University Drive Ed mond, OK 73034 (405) 974-5586 (office) (405) 974-3879 (fax) rozmiller@ucok.edu LISTENING DEFINITION: An active process of recognizing, understanding and accurately interpreting the message communicated by others. (OHair, Friedrich, Wiemann and Wiemann: COMPETENT COMMUNICATION, 1997).

GOAL: To post effective auditory sense and its importance in the colloquy process. Students should be made aware of bad auditory sense habits, results of hapless listening expertnesss and develop good active listening behavior. melody TO THE instructor: Many listening studies have concluded that listening is bingle of the p rimary communication components. Skills of! listening should not be assumed. Pamela make and Cheri Simonds in their 2003 book, Communication for the Classroom Teacher, indicate we set down up to 57% of our communication time listening and in their terminology we engage in listening the most and turn back first, it is the skill we are taught the least. Good listening is central to our personal, public and...If you fatality to get a full essay, order it on our website:
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