Listening Skills in CLIL
Does the application of Content and Language Integrated Learning (CLIL) truly encourage and develop better listening skills? hat proof is there that CLIL can indeed help students learn to listen more closely for content and substance? here are the empirical research efforts that can prove that CLIL strategies improve student listening skills? This paper will shed light on the purpose and success of the CLIL model and provide a guide for further research.

Students in the majority of pedagogical situations need to enhance their learning experiences and their listening skills. hether through integrated learning tactics or other formats, listening skills not only help the student become a better learner, a stronger student but the application of fine-tuned listening skills can carry through a lifetime of learning and growing. Moreover, students today -- particularly in the est -- have so many distractions in their lives that learning often takes…...

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Works Cited

Casal, Sonia. "Cooperative Learning in CLIL Contexts: Ways to Improve Students'

Competencies in the foreign Language Classroom." International Association for Intercultural Communication / The Andalusian Bilingual Sections. Retrieved March 15,

2012, from www.iaie.org/download/turin_paper_casal.pdf.

Dalton-Puffer, Christiane. Discourse in Contend and Language Integrated Learning (CLIL)

Listening Skills
Why is listening with all your Senses is important

There are various means and ways through which learners acquire knowledge and the acquisition of knowledge depends much on the methods or the learning styles that the learners are subjected to or trained through. VAK which is an acronym for Visual, Auditory, ead/write, Kinesthetic, as a learning style is one of the mostly used in institutions that learners are taken through or used to ensure that the learners imbibe the concepts that are being taught to them. It is the combination of all these modes of learning that make up the listening with all the sense in an academic environment as will be discussed below from by Matt Baker (2011).

The Auditory group is assumed to learn best by hearing the source of the learning. This group ca generally be at an advantage in lectures and talks but could fare poorly in…...

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References

Carol Kanar, (1990). The Confident Student. Houghton Mifflin College Div. Pg. 115, 31.

Larry Alan Nadig (2011). Tips on Effective Listening. Retrieved April 24, 2012 from  http://www.drnadig.com/listening.htm 

Matt Baker (2011). VARK Learning Styles. Retrieved April 25, 2012 from http://www.usefulcharts.com/psychology/vark-learning-styles.html

Listening Skills
It was a bit shocking to learn that when we listen to someone talking we can only really later remember about 25% to 50% of what was said to us. I had actually not thought very much about listening. I know that we're not robots or tape recorders, and we can't remember everything that is said to us. But by reading the "Active Listening" and "Empathetic Listening" information, I know I can do better as a listener even if I can't remember everything that was said to me.

Active Listening

After reading through the "Active Listening" section I was hanging out with some friends and decided to check out the various speaking and listening processes that went on. I noticed right away that, by watching my friends talk and listen to one another, they were not really hearing or understanding everything that was said. I was though, because I was sort…...

Listening Skills
The man in this case can do anything within his means to his wife when he panics. The situation is therefore very vulnerable and an astute negotiator should take it upon himself that everything is made possible to guarantee the safety of the woman held by the husband against her will. There are indications that this man is in a crisis stage given that when contacted he screams and rants about his cheating wife.

Before engaging in active negotiations with the man I have made an undertaking to gather intelligence about the incident, the hostage taker and the hostage. I, in this regard, intend to know what might have led to the deterioration of the situation, who the hostage taker is and whether he has had some criminal background and who the hostage may be. After gathering intelligence, I intend to develop tactics that I will use to diffuse the…...

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References List

McMains, M.J. & Mullins, W.C. (2010). Crisis negotiations (4th ed.). New Providence, NJ:

LexisNexis/Anderson.

So, I do find other people's conversation interesting and thought provoking.
However, I think a may judge as I listen too much. While it is interesting to hear views from another perspective, I think it may be human nature to compare them to one's own ideas, and that inserts the listener's thoughts into the other person's statements in a one-sided way. I do think that with friends, it may be a bit artificial sometimes to only think about what a person is saying from their perspective, because a friend expects you to be fully involved, and that may well include your own opinions and thoughts. But in business, it is crucial to completely understand what the other person is saying and where he or she is coming from. In business if two people differ, the goal would be to come to a consensus, and the listener can only be part…...

Ethics Self-Assessment
The results of my self-assessment for the listening skills profile are as follows:

People-Oriented Listener

Action-Oriented Listener

Content-Oriented Listener

Time-Oriented Listener

Total

These results show a clear orientation to people-oriented listening on my part. I scored well on content-oriented listening as well, but am weaker on action-oriented listening and time-oriented listening. People-oriented listening places emphasis on maintaining relationships, and content-oriented listening is about understanding messages, so these are my strong suits. I would certainly have anticipated the people-oriented listening prior to the self-assessment. I have a high degree of empathy, and genuinely care about other people when I am listening to them. This serves me well in a number of communication contexts.

The textbook highlights that different listening styles are useful in different contexts, so these results also suggest that my weaknesses as a listener might need some work.. The scores for action-orientation and time-orientation are quite low, and these can be things that I might…...

Listening Skills.
Listening is the awareness of, the tendency to, the organization of, and the operationalization of data entering our nervous system via our hearing mechanism. Unlike hearing which is a physiological passive activity, listening is an active cognitive process" (Petrass 1999). We spend much of our time having to listen. Listening is critical in almost all activities of our lives- in attending meetings and conferences, lectures, in giving and receiving instructions, and helping staff and customers. Listening is hard work and takes energy and effort. Effective listening requires certain skills that must be practiced. One must be able to do nothing but listen with all his attention and concentration. Johnson (1996) says, "The contrast between hearing and really listening can be as different as night and day."

What makes a good listener? There are many important skills and practices involved in effective listening; most have to do with focusing attention,…...

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References.

Author unknown. Effective Listening. Student Program and Activities: Leadership Improvement Programs. Retrieved from the World Wide Web January 23rd.2003.

A www.union.uiuc.edu/programs/readers/listening.htm.

Canadian Association of Student Activity. (CASAA). Listening skills. Retrieved from the World Wide Web, January 22nd, 2003.

A www.casaa-resources.net/resources/sourcebook/acquiring-leadership-skills/listening-skills.html

Warm-Down/Review:

Distribute the take home quiz, which is designed to further test vocabulary and grammar comprehension as presented within the movie.

Family Interaction:

Encourage students to discuss issues with family members and find areas of commonality on major themes or paradigms.

Technology:

There are numerous ways in which technology could specifically contribute to this lesson, depending on the resources of the particular classroom. Most assuredly, we would need a good quality film projector and screen; alternatively, personal computers to watch the film. However, if we wanted to do an in-depth analysis of specific scenes, replay, etc.; it would be best to use a high quality DVD player or computer for analysis. Additionally, for student interaction or home activity, they would need a way to watch or at least listen to the movies; YouTube.com might have clips, but they would still need access to a computer. A Smart Board would be helpful for analysis, but not…...

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New Version of Cognition

Note that while there are similarities in style, the new focus on cognition involves less factual knowledge, and more steps to evaluating that knowledge, and instead of the entire purpose being the evaluation of the data, the new model realizes that, for humans, it is only a top step. For teachers, it is about guiding to the right question and allowing the students to seek the answer. For students, to learn to move up the hierarchy toward evaluation instead of remembering (Bloom's Taxonomy, 2006).

Once the evaluation is complete, it is time to synthesize that data and create something new, novel, or at least a newer approach to a process. Instead of knowledge (rote memorization and accumulation of facts), intelligence is taking what we know (experience), applying it to the task or issue at hand, but the creating and evaluating that information for new paths and judgments. Intelligence in the modern world is less what you know and more how you apply what

Listening
We've all had encounters with people like Miranda Priestly in the workplace. Leaders like her certainly have strong visions and the self-confidence with which to execute their goals. Their position of power also enables them to break all the rules of good communication, such as those outlined in Adler & Proctor's (2011) text Looking Out, Looking In. Miranda Priestly does not always communicate ineffectively. At times the domineering facade falls away to reveal a more sensitive side as she confides in Andrea on a few occasions. In one scene towards the end of the film, Miranda speaks with an uncharacteristically soft tone of voice and does not interrupt as she usually does. However, Miranda hears -- she does not listen. She does not care about what Andrea or anyone else actually has to say because frankly, Miranda Priestly does not have to care. Her role as chief editor of unway…...

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References

Adler, R.B. & Proctor, R.F. (2011). Looking Out, Looking In. Boston: Wadsworth.

Frankel, D. (2006). The Devil Wears Prada. (Feature Film).

Listening
The relevance of listening as a leadership skill cannot be overstated. This text evaluates the importance of listening. In so doing, the relevance of listening in the role of a leader will be highlighted. Further, the text will amongst other things also assess how leaders must listen to not only peers but also followers. Effective approaches to improve listening skills will also be discussed.

According to Skinner (1992), "active listening shows the leader's respect and love for those with whom he works…" In that regard, employees are more likely than not to respond positively to leaders who listen to them. Thus good listening skills on the leader's part could motivate employees towards better performance. As Junarso (2009) points out, based on their ability to make others feel important, leaders who listen have a higher chance of being listened to. This effectively enhances their efficiency.

Listening also promotes accuracy. It is important…...

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References

Guffey, M.E. & Loewy, D. (2009). Essentials of Business Communication (8th ed.). Mason, OH: Cengage Learning.

Junarso, T. (2009). Leadership Greatness: Best Practices to Become a Great Leader. Bloomington, IN: iUniverse.

Skinner, R.D. (1992). 22 Leadership Principles. Bountiful, Utah: Horizon Publishers.

Communication Theory
I have a number of different skills that will come in handy in my future endeavors. Skills come in a number of different categories, including work content skills, personal attributes and technological skills. Some of these I have always had, but others I have needed to develop over time. For the most part, technical skills that I have are ones that I have cultivated through training and experience. I believe that I have many of the attributes that I need to pursue the next stage of my career.

As far as technical skills, I have a lot of basic technological skills, including basic computer skills as far as office software, using the Internet and email, and mobile communications as well. In addition to the basics, I have developed a proficiency in virtual team work. This is an emerging area of work as industries are becoming more globalized and technology enables…...

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Reference

Podmoroff, D. (2014). Working in a virtual team. MindTools.com. Retrieved June 5, 2014 from  http://www.mindtools.com/pages/article/working-virtual-team.htm 

Reid, J. (2008). The resilient leader: Why EQ matters. Ivey Business Journal. Retrieved June 5, 2014 from  http://iveybusinessjournal.com/topics/leadership/the-resilient-leader-why-eq-matters

A trend started by the audio-lingual method is that listening was used as part of the production exercise. In other words, exercises that involved listening normally used the skill only as a vehicle to produce accurate linguistic forms in writing or speaking. Listening was seldom, if ever, used for receiving new or unpredictable information. The type of listening taught in the classroom is therefore as non-authentic as the texts used to teach the skill. The chapter illustrates the multi-faceted nature of listening by a list of authentic listening activities in everyday situations.

For the classroom, the second part of the chapter offers several suggestions for authentic classroom listening activities. In active guessing, for example, students use linguistic clues to decipher what they do not know in a listening text. The chapter also suggests that classroom participants should replicate the roles of native speakers. The chapter concludes that authentic listening is an…...

Project Management Offices1As Smits (2020) shows, the PMO has become more streamlined in terms of where it should focus its energyspecifically on ensuring clarity, purpose, and understanding. That is why Smits (2020) emphasizes that strategic objectives need to be identified, empathy must be maintained within the team, and the organizational structure, clients and team all need understanding. This is different from the earlier article by Gale (2013) in which the PMO perspective is broader and more focused on a macro perspective with the focus on honing the mission, eyeing the horizon, setting standards, and cultivating support. What has changed is the fact that PMO is now more attentive to interpersonal communication.PMO essentially relies on clarity, strategy, and interpersonal communication and empathy. Project management is the process of planning, organizing, and controlling resources to achieve specific goals. A project is a temporary endeavor with a defined beginning and end. Project management…...

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ReferencesGale, S. F. (2013). Four steps to a stronger PMO. PM Network, 31-35.Garcia, S. (2005). How standards enable adoption of project management practice. IEEE software, 22(5), 22.Jena, A., & Satpathy, S. S. (2017). Importance of soft skills in project management. International Journal of Scientific Research and Management, 5(7), 6173-6180.Karlsen, J. T. (2011). Supportive culture for efficient project uncertainty management. International Journal of Managing Projects in Business.Kline, J., Kumar, S., & Ritzhaupt, A. D. (2020). Project management competencies of educational technology professionals in higher education. The Journal of Applied Instructional Design, 9(3).Smits, K. (2020). Power shift. PM Network, 67.

e. he may eliminate the surroundings too. So while he is paying attention to client's words, he is not measuring the impact on his own words and not picking clues from around the client and this can be disastrous because sensing is missing from the equation of listening. Level III listening is where sensing steps in. The coach is not only listening to the spoken words, he is also subtly sensing the impact of his own words on the client, and picking clues from the environment. That is the main difference between Level II and Level III. At Level III, the coach will look for signs such as body language, unspoken words and facial expressions and the "air." By the air, we mean he gets a feel and sense of the environment to assess how comfortable the client is, whether he trusts him or not, is he willing to share,…...

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Reference:

Whitworth, L., Kimsey-House, H. & Sandahl, P. (1998). Co-active coaching: New skills for coaching people toward success in work and life. Palo Alto, Davies-Black Publishing.

As Massue advises, this application has a "People icon" that "lets you choose the people who'll be involved in the project. If you keep a contact list in MS Outlook, you can import names from the list into your project" (64).
How should Listening be Accomplished?

Because every group and team - and project - are unique, listening styles may need to vary to accommodate different needs and goals. According to Stirling (1998), a "telling style" of communication is a straightforward one-way communication approach that uses unilateral decision-making to satisfy uninterested team members' need for noninvolvement and to support timely and decisive action; by contrast, a "selling style" will employ two-way reciprocal communications, active listening, as well as access to the decision-process for those group members who are moderately involved. Finally, a "participating style" encourages group members to discuss significant issues and search for viable alternatives (Stirling). According to Richman (2002),…...

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Works Cited

Dinsmore, Paul C. And Jeannette Cabanis-Brewin. The AMA Handbook of Project Management. New York: AMACOM.

Gilley, Jerry W. And Ann Maycunich. Organizational Learning, Performance, and Change: An Introduction to Strategic Human Resource Development. Cambridge, MA: Perseus Books, 2000.

Massue, Mireille. (2004, February). "A Project Planning Tool." T&D, 58(2), 64.

Mcnaughton, David, Dawn Hamlin, John Mccarthy, Darlene Head-Reeves and Mary Schreiner. (2007). "Teaching an Active Listening Strategy to Preservice Education Professionals." Topics in Early Childhood Special Education 27(4): 223.

1. Analyzing the use of figurative language in WIDA language assessments
2. Exploring the role of syntax and sentence structure in WIDA writing prompts
3. Investigating the inclusion of literary devices in WIDA reading passages
4. Discussing the importance of vocabulary acquisition in WIDA language development
5. Examining the integration of cultural elements in WIDA language arts tasks
6. Evaluating the effectiveness of incorporating multimedia resources in WIDA language assessments
7. Comparing the language skills developed through WIDA assessments with traditional language arts instruction
8. Exploring the connection between WIDA language proficiency levels and academic achievement in language arts
9. Investigating the impact of language arts instruction on....

Title: Addressing the Nuances of Oral Work Correction: A Comprehensive Guide

Introduction:
Oral work, encompassing both speaking and listening skills, plays a crucial role in effective communication. As educators, it is imperative that we provide constructive feedback to students to enhance their oral proficiency. This essay explores various strategies and considerations for correcting oral work, ensuring that students receive meaningful and actionable guidance to improve their communication abilities.

1. Establishing a Positive and Supportive Environment:

- Creating a classroom culture where students feel comfortable making mistakes and taking risks during oral presentations.
- Fostering a supportive atmosphere where peers provide constructive feedback to each other,....

I. Introduction
A. Definition of effective communication
B. Importance of effective communication in relationships
C. Thesis statement: Effective communication is crucial for developing and maintaining healthy relationships

II. Developing a Healthy Relationship through Communication
A. Building trust and understanding through communication
B. Resolving conflicts and disagreements through effective communication
C. Strengthening emotional connection through open communication

III. Maintaining a Healthy Relationship through Communication
A. Regular communication to stay connected and engaged
B. Expressing emotions and feelings to deepen emotional bond
C. Problem-solving and decision-making through effective communication

IV. Barriers to Effective Communication in Relationships
A. Lack of listening skills and empathy
B. Misunderstandings....

I. Introduction

A. Opening Statement: Capture the reader's attention with a compelling statement or question related to effective communication in relationships. For example, "In the tapestry of life, effective communication weaves the threads of intimacy, trust, and understanding that bind two hearts together."

B. Thesis Statement: Clearly state the central argument or thesis of the essay. For instance, "Effective communication is the lifeblood of healthy relationships, fostering intimacy, resolving conflicts, and building an unyielding bond."

II. Importance of Effective Communication in Developing Relationships

A. Building Blocks of Intimacy:
1. Explore how effective communication helps partners understand each other's needs, desires, and aspirations.
2. Describe....