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    Quiz - S3

    Uploaded by

    Doris Eliana Incacutipa Huacca
    etd methods

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    Quiz - S3

    Uploaded by

    Doris Eliana Incacutipa Huacca
    6 views2 pages
    etd methods

    Original Title

    QUIZ_ S3 (1)

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    etd methods

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    6 views2 pages

    Quiz - S3

    Uploaded by

    Doris Eliana Incacutipa Huacca
    etd methods

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 2

    Open-Ended Reflective Listening Skills Quiz

    Instructions:
    Take some time to reflect on each question.
    Write your responses thoughtfully, considering your own experiences and
    observations.

    1. How do you incorporate activities that help students develop phonemic


    awareness and why are these activities important for listening skills?
    I use rhyming games and songs to help students identify and produce rhyming
    words. This helps them recognize patterns in spoken language and lays the
    foundation for phonics. I practice blending phonemes to form words and
    segmenting words into their individual sounds. This helps students connect
    spoken sounds with written letters. By focusing on individual sounds, students
    become better at distinguishing subtle differences between words and sounds.
    2. Think about a time when you struggled to understand something during
    a conversation. What factors do you believe contributed to your
    difficulty in understanding?
    Distractions in the environment can make it difficult to focus on the speaker's
    message and If the speaker has a different accent or dialect than what I am
    accustomed to, it can be challenging to understand their speech.

    3. How do you ensure that your listening activities include opportunities


    for students to practice both bottom-up and top-down processing
    skills? Can you describe a lesson or activity that achieves this balance?

    I strive to incorporate both bottom-up and top-down processing skills in my


    listening activities. Here's an example of a lesson that achieves this balance:

    Lesson: Listening to a short story

    • Bottom-up processing: I provide students with a list of key vocabulary


    words related to the story. I encourage them to listen carefully for these
    words as they listen to the story.
    • Top-down processing: I activate students' prior knowledge by asking
    them to think about what they already know about the topic of the story. I
    encourage them to make predictions about what the story will be about.
    • Comprehension questions: After listening to the story, I ask students
    questions that require them to use both bottom-up and top-down
    processing skills. For example, I might ask them to identify specific details
    from the story (bottom-up) or to infer the characters' motivations (top-
    down).
    By combining these elements, students can practice both decoding individual
    sounds and words (bottom-up) and using their background knowledge and
    context clues to understand the overall meaning of the story (top-down).

    4. Imagine a scenario where you need to listen to someone who is


    expressing strong emotions (e.g., anger, sadness, excitement). How do
    you approach listening in such situations, and what strategies do you
    employ to ensure effective communication?
    I would maintain eye contact, nod, and use verbal affirmations to show that I am
    paying attention and understanding the speaker's emotions and I would try to put
    myself in the speaker's shoes and understand their perspective. This can help
    me respond in a way that is supportive and helpful. By using these strategies, I
    can create a safe and supportive environment for the speaker to express their
    emotions and feel heard and understood.

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