"A lecture class requires listening with comprehension," write Carolyn H. Fitzpatrick and Marybeth B. Ruscica in Reading Pathways (2nd edition).

Some points to help students listen actively during a classroom lecture include the following:

A LECTURE IS A MAJOR LEARNING OPPORTUNITY: Realize that much learning is expected to occur during a class lecture. A lecture not only reinforces assigned readings and class activities and films, but it also indicates what the instructor believes to be important from the course materials. Oftentimes, the instructor will indicate what information will be covered during the midterm and final examinations in the course of lectures.

ACTIVE LEARNING MEANS INCREASED INTERACTIONS BETWEEN THE STUDENTS AND INSTRUCTOR: Do not merely passively let the lecturer's words wash over you. Listen actively. Be engaged in the ideas being discussed. Ask questions during a lecture if any unclear concept is expressed.

Do not think of yourself merely as a recipient of information but as a participant in an exchange of information. You will need to incorporate the knowledge presented to your prior existing body of knowledge.

CONCENTRATION IS CRUCIAL: Be ready to actively listen by being well-rested, well-fed, comfortably-dressed and attentive. It is not useful to walk into a classroom only to doze or doodle on note paper.

Commit to being a student, regardless of how you feel about the instructor or the course. Do decide to listen to the lecture and focus on the topic.

Read and review any of the assigned course materials (chapters, articles), videotapes, cassette tapes, notes, lab work, experiments or other information which the instructor has assigned. Oftentimes, a college teacher will not repeat or review the information which was read but will build on the concepts discussed or covered in other ways.

Keep up with the class. Don't get behind. If you start getting lost, it will be harder and harder to track the information that is being presented orally.

Be sure that you can read the chalk (or white) board or overhead projector or standing charts. A central part of a lecture may involve the use of graphics or written notes or visual aids. Make sure that you can see these clearly through your seating as well as your eye-glasses/contacts or other aid.

Make and keep eye contact with the lecturer as it will help you improve your concentration. Also, this focus on the lecturer's facial expressions and body language will help you catch the subtleties of his/her expressions and help you identify areas of emphasis.

Listen for the speech's organizational pattern (rhetorical mode). Most lectures are organized according to a certain pattern. Once you can identify the pattern, you can more easily understand the internal logic and connection between the ideas which are presented.

Some patterns of organization are as follows:

chronology--time-based in the order of occurrence, usually from the past to present

order of importance--usually in descending or ascending order of relevance

comparison/contrast--usually identifies the similarities between two dissimilar things or identifies the differences between two essentially similar things

cause/effect--usually identifies relationships between two things in which one effect occurs because of a certain cause (main, contributing, sufficient, or remote cause), explains why something happens or the consequences or fallout of that occurrence

definition--a pattern in which a concept or word or phenomenon or thesis is explained through examples, definition, negation (e.g. what something is "not"), expert commentary, observation and other methods

listing--an organizational pattern in which ideas are numbered in a "list" or "inventory"

problem/solution--presents a challenge or difficulty or dilemma and attempts to suggest possible answers or solutions to the problem

narrative or anecdote--tells a story with a beginning, middle and an end or a humorous story (or aside) in the form of an anecdote as a way to introduce a topic or to make a point (as through a case study)

Some lectures may well combine the above forms of organization.

Summarize the main points as you listen. Figure out what the important points are. Think these over. Such repetition will enhance your memory and concentration on the task at hand.

"Very few people can talk faster than 125 words per minute, yet most of us think at speeds of 400 words per minute. That time lag poses a threat because your mind can begin to wander. Instead of allowing that short period to hinder your learning, use it to reinforce the process. Quickly repeat to yourself the major elements of the lecture so far, and see if you can anticipate the direction of the rest of the lecture," suggest Fitzpatrick and Ruscica.

Write down whatever the lecturer emphasizes--through writing on the chalk or white board, overhead, chart or visual; repetition; or vocal or emotional or body language emphasis. Often, whatever is rendered in visual form is of greater importance than what was merely spoken. Also, be sure to write down anything the lecturer repeats--as that may show emphasis. If an instructor stresses a certain point through voice or emotion or body language, be sure to write that down as well. If a reference is made to a textbook or other course material, make a note of that and follow that up.

Take notes for a written record of the lecture. Make sure that your handwriting is legible and that important points are underscored or bold-faced. Write the highlights or main points of the lecture. Do not try to record every aside or minute information. If you'd like, feel free to use a tape recorder to accurately record the information needed. Or, if you cannot write fast enough, you may need to purchase lecture notes from professional note takers on campus.

Evaluate and question the information as you write. Be sure to identify any points or ideas which are unclear for later research or questioning of the lecturer. "Critical listening" (taking a questioning and "integrational" stance about the material presented) is necessary in order to garner the most information from the speech.

Complete your notes and clean up any confusing points. Fill in any gaps in note structure. Research and clarify any confusing aspects. Make sure everything is legible.

Be sure to label the notes so that you may track and find the information you need clearly. (You may wish to date the notes also.)

Also, be clear about the lecture's relevance in the "larger picture" of both the course and the subject matter.

Outline, diagram (flow charts, sentence diagrams, bubble or mind-mapping) or map your information. Once you know how best you can review and internalize information, rewrite your notes in that form. Some people find that typing notes (from handwritten ones) is useful. Others review by listening to a tape or rewriting the handwritten information

(Note: COLORFUL PENS AND BLOCK LETTERS! Use different color pens than the usual blue, red or black to take notes, as that seems to improve memory. Also, you may wish to take notes in block letters as that enhances memory as well).

Mentally synthesize and process the information with what you've learned before. Place the new information into context of prior knowledge.

Notes are not a dictation exercise. They are a written record of a lecture or discussion which should reinforce the learning process and help in a student's studying.

Notes should be concise and succinct. Notes do not have to be written in complete sentences and should likely consist of central words and phrases.

Notes should be written in your own "voice" and your own words. They should reflect ideas and concepts that you've made your own and written in ways that you comprehend. Rephrase and restructure the presented ideas so that they're practical and usable for you. Your re-phrasing will reinforce the ideas in your memory as well.

Source:

Fitzpatrick, Carolyn H. and Marybeth B. Ruscica. Reading Pathways:

Second Edition. Lexington: D.C. Heath and Company, 1995.

(Revised 1998)