Peak Performance Success in College and Beyond 9th Edition Ferrett Solutions Manual Download

Chapter 5: Listen and Take Effective Notes
Solution Manual for Peak Performance Success in

College and Beyond 9th Edition Ferrett 0073522481
9780073522487
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Table of Contents
Chapter Overview............................................................................................................ 3
Learning Outcomes ......................................................................................................... 3
Chapter Outline ............................................................................................................... 4
Worksheets ..................................................................................................................... 5
Teaching Tips .................................................................................................................. 6
Feature Notes ................................................................................................................. 9
Personal Evaluation Notebook ................................................................................. 9
Peak Progress .......................................................................................................... 9
Think Fast ................................................................................................................. 9
Take 3..................................................................................................................... 10
Career in Focus ...................................................................................................... 10
Peak Performer Profile ........................................................................................... 10
Answers to In-Chapter Critical Thinking Questions ....................................................... 12
Review and Application Notes ....................................................................................... 13
Case Study.................................................................................................................... 14
Discussion Questions .................................................................................................... 15
In-Class Activities .......................................................................................................... 16
Bonus Internet Exercises .............................................................................................. 19
Exercise 5-1: Note taking Strategies....................................................................... 19
Exercise 5-2: Listening Skills .................................................................................. 19
Additional Activities ....................................................................................................... 20
Ferrett, Peak Performance, 9e IM-5 | 1
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill
Education.
Additional Resources .................................................................................................... 21

Additional Reading ........................................................................................................ 21
Education.
Chapter Overview
This chapter begins with a focus on attentive listening as a key skill for improving
communication. Good listening skills are essential for comprehending material and
taking efficient notes. Although students take notes frequently in school, they may not
see the connection between taking notes and being an attentive listener, nor see the
relationship between these two concepts and success in their jobs. Discuss taking notes
in classes, meetings, seminars, and from phone calls. Ask students if they can think of
ways to make a passive process like note taking more physical. Discuss ways in which
students can stay alert while listening to lectures.
Learning Outcomes
Students will learn to:
• List effective listening strategies
• Describe the various note-taking systems
• Explain effective note-taking strategies
• Refine and use their notes
Education.
Chapter Outline
1) Listening to the Message: Attentive Listening Strategies
a) Prepare to Listen
b) Stay Attentive
c) Review What You Have Heard
2) Recording the Message
3) The Cornell System of Note Taking
4) Mind Maps
5) Combination Note-Taking Systems
6) Note-Taking Strategies
7) Assess and Review Your Notes
8) Overcome Obstacles
Education.
Worksheets
5.1: Applying the ABC Method of Self-Management
Page 170
Ask students to review the self-management exercise and discuss how they can use
critical thinking to dispel negative thoughts, use creative problem solving to explore new
solutions, and increase their energy and positive attitude.
5.2: Listening Self-Assessment

Page 171
Encourage students to assess their listening on a regular basis. If they are having trouble
in a class, at work, or in a relationship, they may want to evaluate their listening skills.
5.3: Mind Map a Lecture

Page 172
Students will find it useful to draw a mind map of lectures. Have them bring examples to
class.
5.4: Use the Cornell-System of Note Taking

Page 173
Have students use the Cornell method and see how it works. Discuss the advantages
and stress that sometimes it takes using a method for a week to feel comfortable.
Career Development Portfolio: Listening and Note Taking in the Workplace

Page 174
This worksheet will help students practice how they will demonstrate active listening and
note-taking skills in the workplace.
Education.
Teaching Tips
SUCCESS PRINCIPLE 5: Focus on the MESSAGE, not the presentation
SELF-MANAGEMENT:
You may want to add that all students may experience some frustration when trying to
attend in certain classes. Instead try using critical thinking and creative problem solving
to understand why you are not listening. Students should begin writing the journal entry
in Worksheet 5.1. Tell them that this chapter will give them the tools for staying alert and
being active listeners, which they will need in the future.
Listening to the Message: Attentive Listening Strategies

To prepare students for this section, have them note in their journals the conflicts they
observe that result from communication breakdown and ineffective listening. Most
students have at least one class in which they have difficulty listening to the instructor or
taking effective notes.
Discuss with students:

1. Ways in which they have found to be effective in dealing with instructors who talk
too fast or are hard to follow.
2. Strategies they can use to listen actively, take more detailed notes, stay alert, and
be assertive in asking questions.
3. How they can assess their listening skills and make connections to job and
personal relationships.
4. Situations such as listening:
• to roommates
• to class
• to parents
• to coworkers
• to directions
• in meetings
• to friends
• to siblings
5. Situations in which they have the most trouble listening.
6. How listening affects students’ relationships with family and friends.
Ask students for examples of people who are effective listeners. Many will say that they
know few people who are really good listeners. Stress that students must be willing to
apply the necessary strategies to be active listeners. Discuss active listening strategies
and ask for more tips.
Prepare to Listen
Discuss with students the following strategies: Set the mood for being an attentive listener
by eliminating distractions, sitting up straight and leaning in slightly, using direct eye
contact, and focusing on understanding.
Education.
Stay Attentive
Discuss with students the following strategies: Stay with the message and don't allow
your chattering mind to start preparing your answer. Focus on the whole message and
seek to understand the intent of the speaker. Look at body language, tone, choice of
words and gestures. Do not interrupt.
Review What You Have Heard

Discuss with students the following strategies: Paraphrase what you have heard. Ask
questions, show interest, and don't be dismissive or judgmental if you disagree. Stay with
the message and seek to clarify and understand. Evaluate the quality of your listening
skills.
Recording the Message

Discuss with students the importance of taking notes consistent with their learning styles.
This discussion will lead into a review of note-taking systems and how each one offers an
advantage. Students should assess their learning styles and choose the note-taking
system that best fits their particular style. They should be encouraged to experiment and
try a combination of different note-taking systems in order to maximize their learning.
The Cornell System of Note Taking

Stress that the Cornell System has been around for a long time and has helped many
students organize information. This method can be used to integrate text with lecture
notes. It can also be modified to suit each student’s needs and style. Ask students if they
add notes, doodle, color, draw pictures, write in the margins, or how they abbreviate
words.
Mind Maps
This note-taking method enables students to perceive the whole, as well as
interrelationships between the parts. Ask students if they like to use a visual method for
taking notes or if they use a combination.
Combination Note-Taking Systems

Discuss the different note-taking systems: formal outline, creative outline, mind map,
Cornell method, and combination note-taking system. Have students review common
symbols used in note taking. Compare these with suggestions from other students and
ask for additional examples.
Note-Taking Strategies
Ask students to assess their note-taking skills. Do they have a shorthand technique to
help save time? Do they edit and review their notes after class? Do they use a traditional
outline, a mind map, or a combination of the two? Do they take notes while reading their
textbooks? Discuss strategies for effective note taking. Which tips work best for them?
Emphasize the importance of eliminating nonessential material from key points during
note taking. Suggest that students ask themselves: Is this important? How does this
Education.
connect with other material? This is a good time to connect strategies from other
chapters. Ask students:
• How attending every class and sitting in the front row helps them listen and take
better notes.
• How completing reading and homework assignments can improve note taking.
• What they have learned about time management that would help them take better
notes.
• How increasing their energy and improving their health can help them to stay alert.
• How a positive attitude and a motivated state of mind can increase their ability to
listen actively.
Assess and Review Your Notes

Review with students the strategies for effective listening and note taking. Refer to the
note-taking strategies and have students discuss the merits and shortcomings of each
strategy.
Overcome Obstacles
Ask students about the barriers or setbacks they experience in taking notes. You may
want to do this exercise in small groups and then discuss tips for overcoming these
obstacles.
Education.
Feature Notes
Personal Evaluation Notebook
5.1: Attentive Listening

Page 152
This purpose of this exercise is to help students understand the importance of listening
and the connection between listening and attitude. Have students:
• Assess their attitudes in different classes. What is one thing they could do to
improve their listening? Ask students to write down the name of someone they
consider a good listener; ask them if they like this person.
• List daily situations where listening is critical.
• Brainstorm more strategies for improving listening skills.
• Determine how they can watch for cues that information is important.
Peak Progress
5.1: Applying the Adult Learning Cycle to Becoming an Attentive Listener

Page 151
Stress how important it is to add meaning and intention to becoming an active listener.
Go through the adult learning cycle and discuss why listening takes practice and focus.
5.2: Formal (Traditional) versus Informal (Creative) Outlines

Page 153
Discuss the advantages and disadvantages of traditional and creative outlines. Stress
that the point of an outline is to help organize information.
5.3: Getting the Most Out of a Class Lecture

Page 159
Stress how important it is to know your learning style and integrate all styles and the value
of being prepared. Discuss how learning to adapt to various instructors’ styles will
translate to adapting to a variety of management styles on the job.
5.4: Taking Note of Special Challenges

Page 163
Discuss with students that we all have various abilities and the key is identifying if
individual challenges hold us back from success. Discuss what help your school offers
for anyone who faces special challenges taking notes and learning in class.
Think Fast
Page 158
Sample answers are provided for the in-text questions:
▪ How can Selena balance joining the discussion with taking good notes to refer to
later?
Education.
Depending on how the class is structured, Selena may need to consciously limit her
participation to only a few comments. (Class points may be awarded on useful
participation, so Selena should keep that in mind.) She should sketch out a topical
outline either as soon as she can in class, or even before class if possible, so she will
quickly see if she has neglected any major areas. She may want to join a study team
to make sure her notes match those of her classmates and cover the essential topics.
▪ How does she know if she is listening attentively to her classmates?
Selena should think about how other students responded in class. How many others
joined the discussion? Can she recall their points of view or impressions? If not, she
more than likely focused on her own beliefs rather than listened to what others said.
Her study team can also provide her feedback, which she can ask for in a non-
intimidating and gracious way.
▪ What could Selena do immediately after class to make sure she understands the
main points?
She should immediately review her notes and fill in any holes and mark any areas
that need to be followed-up on by either checking in her text or other materials, with
her instructor, or with her study group.
Take 3
Page 162
Encourage students to accomplish the activity (writing a one-paragraph summary after
class) and discuss the importance of summarizing material while it is still fresh in their
minds. Refer to Ebbinghaus’s Forgetting Curve in Figure 5.6 and how fast information
can be lost if it isn’t reviewed. Consider setting aside the last five minutes of class and
ask students to write their one-paragraph summary of the class discussion. Give students
three minutes and tell them when time is up. Ask how easy or difficult the task was.
Which topics were easy to write about? Which topics were a little “fuzzy” or not as clear?
Consider putting your lecture outline on the board or PPT. Were there major topics that
they missed in their summaries?
Career in Focus
Listening in the Workplace

Page 166
What kinds of problems might occur at the workplace that could be addressed by a firm’s
psychologist?
Answers may include that cultural and gender diversity, sexual harassment, and
communication problems between employees and/or management can be addressed by
a firm’s psychologist.
Peak Performer Profile
Anna Sui
Education.
Page 167
For the career of your choice, how would attentive listening and note taking contribute to
your success?
Answers will vary, but should include that effective listening and note taking is crucial for
success in any career. You get respect from colleagues by actively listening to them; you
are better able to meet the demands of your job effectively taking notes and asking the
right questions; you are better aware of the goals you need to meet, and you are well
prepared when giving presentations.
Education.
Answers to In-Chapter Critical Thinking Questions

Figure 5.1: The Cornell System
Page 154
Which personality type might prefer the Cornell method?
Answers should include that a supportive personality type might prefer this method of
note taking.
Figure 5.2: Sample Mind Map

Page 155
In which of your courses would this format be useful for note taking?
Answers will vary, but may include courses that are topically oriented, such as in
education, history, sociology, psychology, and the physical sciences.
Figure 5.3: Another Sample Mind Map

Page 156
Which mind map design do you prefer?
Answers will vary according to each student’s preference.
Figure 5.4: Combination Note-Taking System

Page 157
Which note-taking system do you prefer?
Answers will vary according to each student’s personality and preferred learning style.
Figure 5.5: Note-Taking Shortcuts

Page 160
What is the essential element in taking effective notes?
Answers may vary be will likely include the importance of being prepared and
understanding the purpose for taking the notes.
Figure 5.6: Ebbinghaus’s Forgetting Curve

Page 161
If you wait until midterm to review your lecture notes, how much will you remember of the
first days in class?
Answers will vary based on course schedule. However, based on a 16-week semester
and the Ebbinghaus Curve, only 21 percent (or less) of the material learned on the first
day will likely be remembered by the midterm exam if the student has not reviewed the
content during that period.
Photo: Taking Notes on the Job.

Page 161
What are some jobs or professions in which taking notes is a critical, daily task?
Note taking is a part of job success and critical in many professions. Reporters (all areas
of journalism), lawyers, physicians, therapists, scientists, and chefs, for example, all take
notes to record facts accurately.
Education.
Review and Application Notes

Potential answers to Review Questions on Page 168.
1. What is attentive listening?

It is a conscious decision to be fully attentive and to understand the intent of the
speaker.
2. Why are listening and note-taking skills critical to job success?

Being able to effectively communicate is a critical skill needed for almost any job.
Many professions require working with clients and understanding their needs,
taking notes for further reference or to summarize a meeting. Employees take
direction from their managers, often verbally through one-on-one contact and in
meetings. Colleagues build rapport by interacting in teams and socially.
3. Name two types of note-taking systems and describe how to use them.
The five types of outline systems are: formal outline, creative outline, mind map,
the Cornell method, and the combination note-taking system.
4. Why is “Go to every class” an important note-taking strategy?

You cannot take effective notes if you are not there.
5. What should you do with your notes after attending class?

Assess and review: summarize, edit and revise, review, and monitor and evaluate.
Education.
Case Study
Developing Attentive Listening Skills
Page 169
The purpose of this case study is to show the importance of active listening and
developing accurate note-taking skills.
In the Classroom
1. Roxanne needs to listen actively to the concerns of her team members and not
blame others or justify her mistakes. She may want to ask her team members for
suggestions. First, Roxanne must be sensitive to their needs and concerns, and
be willing to change. She might ask herself how she would feel if her friends spent
class time talking and texting, leaving her responsible for more of the material.
2. Roxanne needs to recognize the importance of responsibility and taking ownership

of her learning. She needs to record assignments and when they are due; she
also needs to comprehend that being part of a group means contributing at least
as much as you take.
In the Workplace
3. Roxanne needs to practice listening without interrupting. She could ask a trusted
friend or coworker to remind her when she interrupts. Being in the present and
mindful of the moment would greatly help Roxanne with her problem of being
scattered and distracted. Learning to take some notes might help her realize her
listening has been inadequate.
4. The one habit that may help Roxanne would be to paraphrase information to see
if she understands the intended spirit of the message. She could also practice
focusing on the speaker’s message and ask for clarification rather than being so
eager to respond or jump in with her opinion.
Education.
Discussion Questions
1. How does attentive listening help you to become a better student? A better
worker? A better friend? (LO 5.1)
Attentive listening enables you to become a better student because you capture
all the facts, so are better able to draw connections for deep learning. You would
also be able to record all assignments and understand directions. Attentive
listening results in a better worker because this prevents miscommunications,
enables you to capture more information from meetings, follow directions, work
better with clients & customers, give & receive feedback for greater efficiency, and
build overall more effective relationships. Attentive listening makes you a better
friend because it transmits you are in the moment for the other person; it transmits
respect, empathy, interest and a desire to understand. In short, it is an important
key to authenticity.
2. How does attentive listening relate to critical thinking? (LO 5.1)

Critical thinking implies the capacity to draw connections and perceive new
relationships between pieces of information. If you aren’t listening critically, you
won’t have all the facts to think critically.
3. List some external distractions to attentive listening. List some internal

distractions to attentive listening. (LO 5.1)
External distractions may include your cell phone, noisy students, malfunctioning
AV equipment, poor classroom location, instructor nervous tics. Internal
distractions can include illness, depression, problems, hunger, fatigue.
4. Considering your personal learning style, what are some steps you can take to
improve your listening skills? (LO 5.1)
If you are an auditory learner, consider studying aloud alone or with others,
recording the lecture, or listening to podcasts, videos. If you are a visual learner,
transform the material into illustrations or find animations OL associated with your
textbook. If you are a kinesthetic learner, try shifting body position while studying
or listening. Try to get study team members to enact the material or role play.
5. Considering your personal learning style, which note-taking system would work
best for you: The Cornell system, Mind Maps, a combination, or some other style
you know of? (LO 5.23 and 5.3)
6. In what ways will being an attentive listener help you in your specific future
career? (LO 5.1)
Being an attentive listener will make you more effective and responsive, and it
will prevent the chaos that results from miscommunications. Attentive listening
signals respect to the other party, and will go a long way towards relationship
building.
Education.
In-Class Activities
1. Have students take out a blank piece of paper and follow the directions:
• Draw a small circle in the center of the paper.

• Drawn and X in the middle of the circle.
• Draw 2 horizontal lines from the bottom of the paper to the top.
• Place your initials in the circle
Have students then compare what they have drawn. What are the similarities and
differences? What was difficult about following the directions? Discuss the ways
in which we may interpret what someone is saying and how our interpretation or
understanding may not always be clear. This is an example of why asking
questions for clarification is important- especially when taking lecture notes.
Discuss the difference between active and passive listening. What does active
listening look like? Have students volunteer answers or demonstrate what it looks
like.
2. Draw a simple communication model- see below - and discuss with students the
factors that can affect the way the messages sent by the sender and/or receiver
can be interpreted or misinterpreted. Ask students to discuss the internal and
external factors that can hinder a student from actively listening. For example,
some internal factors include personal problems a student might be having that
may cause him or her to not focus, spending time thinking about stress or other
things that the student might need to get done- work or family responsibilities.
External factors would include things such as people talking around the student
during the lecture, receiving a text message, the temperature of the room, where
the student is sitting. Discuss those internal and external barriers as the receiver
of the message and strategies to help alleviate or minimize those factors. You can
also discuss with students how the medium (or channel) can also affect the
intention of the message.
Education.
Encoding the
message- how it is
delievered,
words, examples
used by sender
Sender- how the Medium/Channel-

message is (Format of how the Receiver- internal
composed- words, and external factors
illustrations,
message is effect how we
examples used to delievered) email, actively listen
convey an idea lecture, video
Decoding the
message- using prior
knowledge or ideas to
understand what the
sender of the message
is trying to say
3. View an instructional video (DIY.net; about.com; Youtube.com all offer many

examples on how to do or build something). In groups, assign each group the
following note taking method to use while watching the video:
a. Cornell Note Taking System
b. Mind- Mapping
c. Outlining
Have each group summarize the main points/ideas conveyed in the video. What
were the differences between the groups and how they summarized? What
method worked best?
Education.
4. Ask students to use the Cornell Note Taking System for a course in their major or
for the course they are having the most difficulty with academically for homework.
At the start of the next class, ask students if the note taking system was useful.
What challenges or obstacles did they experience while trying to incorporate that
system during the lecture?
5. In groups, ask students to rank in order, from the most important to the least
important, factors or techniques to use when taking lecture notes. Discuss each
factor as a class.
Education.
Bonus Internet Exercises

Exercise 5-1: Note taking Strategies
(LO 5.2 and 5.3)
Our text offered several note-taking strategies. Go online and research a type that was
not discussed, for example the REAP strategy or the FORM strategy, then answer the
following questions:
1. What similarities do these strategies share with the ones covered in our text?
2. Which of these new strategies appeals to your personal learning style?
3. Of all the note-taking strategies you are now familiar with, which one would you
recommend to a friend? Why?
Exercise 5-2: Listening Skills

(LO 5.1, 5.3)
Visit the website americanrhetoric.com and select a short speech to listen to.
1. Which speech did you select?

2. What listening strategies did you incorporate while you listened?
3. Were you an active listener throughout or were there spots where you stopped
listening? Why did you stop listening?
4. What note-taking strategy would be helpful for listening to this type of speech?
Education.
Additional Activities
A note to the Instructor: These activities are exclusive to this manual and are designed
to meet the individual needs of your students. If applicable, these activities can be
assigned to pairs or groups of students.
Active Listening and Note-Taking Strategies

In small groups, have students pretend they will take an evening class for job
advancement. They are also working full-time with family and community commitments.
They often find themselves tired. Ask them what they would suggest to stay alert and
mindful.
Practicing Note-Taking Skills

Assign students to groups of two. In their groups, ask for one of the students to talk about
an event, a class, or a chapter from a book they are reading, and have the other student
listen and take notes. After a duration of three minutes, have the groups review the notes
and discuss how effective the student’s listening and note-taking skills were. Then have
students switch roles and repeat the process. Next discuss with the class how each group
performed.
Improving Listening Skills

Ask students to write a short paragraph that answers the following two questions:
1. How can you enhance your auditory sense?
2. How can you create more hands-on activity in note-taking?
Education.
Additional Resources
Where to Find Resources:
On Campus: For more information about listening and note taking, students should go
to the learning skills center or talk with their advisor.
On the Internet:
Note-taking tips:
http://sarc.sdes.ucf.edu/docs/learning_skills/notetaking/how_to_spot_main_ideas
_in_texts_and_lectures.pdf
Additional Reading
Frank, Steven. The Everything Study Book. Holbrook, MA: The Adams Media Corp.,
1996.
Kesselman-Turkel, Judi, and Franklyn Peterson. Note Taking Made Easy. New York:
McGraw-Hill, 1982.
King, James R., and Stahl, Norman, “Training and Evaluating Note Taking,” College
Reading and Learning Assistance Technical Report, 85-06. Atlanta: Georgia State
University, April 1985.
Lebauer, Roni S. Learn to Listen and Listen to Learn: Academic Listening and Note
Taking. New York: Prentice Hall, 2000.
Lim, Phyllis L., and William Smalzer. Noteworthy: Listening and Notetaking Skills, 2nd
edition. Boston: Heinle & Heinle Publishers, 1996.
Novak, J. & Gowin, B. Learning How to Learn. New York: Cambridge University Press,
1984.
Pauk, W. How to Study in College. Boston: Houghton Mifflin. 2004.
Sotirious, Peter I. “Taking Lecture and Study Notes.” Integrating College Study Skills:
Reasoning in Reading, Listening, and Writing, (4th ed), Belmont, Calif.: Wadsworth, 1996.
Toffler, Alvin. Powershift: Knowledge, Wealth, and Violence at the Edge of the 21 st
Century. New York: Bantam books, 1990.
Education.

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Chapter 5: Listen and Take Effective Notes

Solution Manual for Peak Performance Success in

Download full test bank at:

Additional Resources .................................................................................................... 21

Ferrett, Peak Performance, 9e IM-5 | 2

Ferrett, Peak Performance, 9e IM-5 | 3

Ferrett, Peak Performance, 9e IM-5 | 4

5.2: Listening Self-Assessment

5.3: Mind Map a Lecture

5.4: Use the Cornell-System of Note Taking

Career Development Portfolio: Listening and Note Taking in the Workplace

Ferrett, Peak Performance, 9e IM-5 | 5

SUCCESS PRINCIPLE 5: Focus on the MESSAGE, not the presentation

Listening to the Message: Attentive Listening Strategies

Discuss with students:

Ferrett, Peak Performance, 9e IM-5 | 6

Review What You Have Heard

Recording the Message

The Cornell System of Note Taking

Combination Note-Taking Systems

Ferrett, Peak Performance, 9e IM-5 | 7

Assess and Review Your Notes

Ferrett, Peak Performance, 9e IM-5 | 8

5.1: Attentive Listening

5.1: Applying the Adult Learning Cycle to Becoming an Attentive Listener

5.2: Formal (Traditional) versus Informal (Creative) Outlines

5.3: Getting the Most Out of a Class Lecture

5.4: Taking Note of Special Challenges

Listening in the Workplace

Peak Performer Profile

Ferrett, Peak Performance, 9e IM-5 | 11

Answers to In-Chapter Critical Thinking Questions

Figure 5.2: Sample Mind Map

Figure 5.3: Another Sample Mind Map

Figure 5.4: Combination Note-Taking System

Figure 5.5: Note-Taking Shortcuts

Figure 5.6: Ebbinghaus’s Forgetting Curve

Photo: Taking Notes on the Job.

Ferrett, Peak Performance, 9e IM-5 | 12

Review and Application Notes

1. What is attentive listening?

2. Why are listening and note-taking skills critical to job success?

4. Why is “Go to every class” an important note-taking strategy?

5. What should you do with your notes after attending class?

Ferrett, Peak Performance, 9e IM-5 | 13

2. Roxanne needs to recognize the importance of responsibility and taking ownership

Ferrett, Peak Performance, 9e IM-5 | 14

2. How does attentive listening relate to critical thinking? (LO 5.1)

3. List some external distractions to attentive listening. List some internal

Ferrett, Peak Performance, 9e IM-5 | 15

• Draw a small circle in the center of the paper.

Ferrett, Peak Performance, 9e IM-5 | 16

Sender- how the Medium/Channel-

3. View an instructional video (DIY.net; about.com; Youtube.com all offer many

Ferrett, Peak Performance, 9e IM-5 | 17

Ferrett, Peak Performance, 9e IM-5 | 18

Bonus Internet Exercises

Exercise 5-2: Listening Skills

1. Which speech did you select?

Ferrett, Peak Performance, 9e IM-5 | 19

Active Listening and Note-Taking Strategies

Practicing Note-Taking Skills

Improving Listening Skills

Ferrett, Peak Performance, 9e IM-5 | 20