Oral Communication in Context - Term 1 Lesson 1

**SUBJECT CODE: SCORALC** **SUBJECT TITLE: ORAL COMMUNICATION IN CONTEXT** **SUBJECT TEACHER: MS. LINDSAY T. CORPUZ** **LESSON 1:** **NATURE AND ELEMENTS OF COMMUNICATION --** **FUNDAMENTALS OF COMMUNICATION** **[OVERVIEW]** Man is said to be the highest form of God's creation. He is remarkab...

**SUBJECT CODE: SCORALC** **SUBJECT TITLE: ORAL COMMUNICATION IN CONTEXT** **SUBJECT TEACHER: MS. LINDSAY T. CORPUZ** **LESSON 1:** **NATURE AND ELEMENTS OF COMMUNICATION --** **FUNDAMENTALS OF COMMUNICATION** **[OVERVIEW]** Man is said to be the highest form of God's creation. He is remarkably different from other creations as he possesses an exceptional intellect and communication ability. He is capable of communicating what he wants, feels, perceives and desires through some intellectual processes. In this modern world, he needs to communicate so he can fulfill certain functions like informing, motivating, persuading, instructing, controlling, coordinating and the like, in order to survive in this very challenging and demanding place he lives in. To attain good relationships with the people around him; to be successful in whatever endeavors he will engage in; to convey his thoughts and feelings; and to realize what God wants him to be, he has to communicate effectively. But for him to do this, he has to make himself knowledgeable about the various definitions of communication as well as its nature. The word communication absolutely varies in meaning depending on the perceptions of the individual. This lesson will discuss the different definitions of communication based on several sources. **[OBJECTIVES]** 1. Explain nature, process and functions of communication. 2. Differentiate the various model of communication 3. Value the importance of communication in everyday life. 4. Present the importance of communication in literacy in the 21^st^ century. **[DISCUSSION]** **DEFINITION OF COMMUNICATION** The word *communication* is from the Latin word "*communicare"* which means "*to impart"*. Communication is defined as an act or process of imparting and sharing information between people in order to express desires, needs, aspirations, dreams, goals, ideas, thoughts, and all various kinds of information. Humans are creative beings, and they know how to communicate in various and creative ways like using verbal, non-verbal, linguistic, or non-linguistic cues. Below is a list of definitions and concepts of communication from varied sources: - Schramm states communication is "a tool that makes societies possible and distinguishes humans from other societies." - Berelson and Steiner define communication as "the transmission of information, ideas, and emotions, skills through the use of symbols, words, pictures, figures and graphs. - Rogers states that "communication is the process of transmitting ideas, information, and attitudes from the source to a receiver for the purpose of influencing with intent." - Kar visions communication as "all those planned or unplanned processes through which one person influences the behavior of others." The following definitions when put together comprehensively suggest that communication can be defined as: "a process of transmitting ideas, information, attitudes by the use of symbols, words, pictures, figures from the source (who is the originator of the message) to a receiver, for the purpose of influencing with intent." Therefore, communication is considered as a process through which senders and receivers of messages interact in a given social context. **NATURE OF COMMUNICATION** **1. Communication is a process.** Communication as a process means it is a step-by-step activity and it is essentially a two-way process that involves the active participation of both the sender and receiver. It is the act or process of using words, sounds, signs, or behaviors to express or exchange information or to express your ideas, thoughts, feelings, etc., to someone else. Communication is a dynamic process which is influenced by the communicator's mood and thinking. It is a complex process too. By complex process, it means, one message may be interpreted in many ways by different people. In the sample image, a teacher explains a lesson in a class of 20 students. There may also be 20 different understanding of the lesson. That is why there is a need to seek for clarification called **feedback**. **2. Communication is much more of an ART than a science.** There is no right or wrong way to communicate -- no set of absolute rules to be followed but there are underlying principles to guide us into effective communication. **3. Communication has a sender and receiver.** Communication occurs between two or more people acting as the speaker or the receiver of the message. In other words, it is a two-way process of reaching mutual understanding, in which participants do not only exchange (encode-decode) information, news, ideas and feelings but also create and share meaning. In general, communication is a means of connecting people or places. **4. Communication is verbal or non-verbal.** Communication can be expressed through written or spoken words (verbal) or actions (non-verbal) of both spoken words and nonverbal actions at the same time. Communication is not all about sending or receiving facts in words. It does involve ideas and emotions that are expressed through signs, symbols and gestures. **5. Communication is inevitable.** Inevitability means communication is taking place even when someone does not want or intend to communicate. This "does not want to communicate" feeling of someone actually does communicate something. What does this mean? It simply means that you cannot avoid communicating. Why? *The truth is, we are communicating constantly because even when you do not want to communicate, you are communicating! Isn't that ironic? Yes, you are sending a message by the way you smile, or frown, sit or move or by the way you walk or dress up yourself and by your actions. And even when you are sleeping in class, you are communicating that you are either bored or sick or whatever your reasons be! This notion tells us that communication is everywhere. Thus, it is impossible to not communicate. The dark clouds, the deep blue sea, the howling dogs, your empty room or even the silence of the night, these are all communicating and telling us something. Try discovering that yourself.* **6. Communication is irreversible.** This means that what you have said can never be unsaid. Irreversibility happens the very minute you click the "OK" button for a comment or post on your social media and that it would be too late to take it back when a lot of people have already reacted, and commented to it. The same thing when you perhaps throw a hurting or offensive word to your enemy because of your anger. You can later be sorry for what you have said but once the damage has already been done, it can never be undone. You may ask for forgiveness, or say you did not mean what you said but it takes time for another person to heal and forget. That person may forgive you for what you have said but the effect of what you have said is lasting. This characteristic of communication implies that as senders of message, we must be careful and choose the appropriate words to say. **7. Communication is unrepeatable.** Unrepeatability means that an act of communication can never be duplicated. We may say the same thing over and over again but the effect of what you said the second or third or fourth time will not be the same as the first time you said it. Even if we intend to say the same thing again which is possible but the idea here is, the outer world has changed by the second utterance. The listeners may be different, our mood may be different, or our relationship might be in a different place. You don't get a second chance to make a first impression. One of the best examples is at home when you hear your mother or sister rants about your laziness. The first time you heard it, your reaction would have been bad. You probably cried or stayed in your bedroom for the whole day. But when you heard it the second time or the third, there is that different effect. You probably wouldn't react to it at all, or perhaps just laugh it out! The sure thing is, you cannot duplicate an act of communication. **FIVE COMMONALITIES FOR SUCCESSFUL COMMUNICATION** 1. Knowledge 2. Language 3. Interest 4. Experience 5. Culture **DIAGRAM 1: The Natural Flow of the Communication Process** **ELEMENTS OF COMMUNICATION** Communication is divided into elements which help us better understand its mechanics or process. These elements are the following: 1. **Speaker/Sender --** the source of information or message. 2. **Message --** the information, ideas, or thoughts conveyed by the speaker in words or in actions. 3. **Encoding --** the process of converting the message into words, actions, or other forms that the speaker understands. 4. **Channel --** the medium or the means, such as personal or non-personal, verbal or non-verbal, in which the encoded message is conveyed. 5. **Decoding --** the process of interpreting the encoded message of the speaker by the receiver. 6. **Receiver --** the recipient of the message, or someone who decodes the message. 7. **Feedback --** the reactions, responses, or information provided by the receiver. 8. **Context --** the environment where communication takes place. 9. **Barrier/Noise --** the factors that affect the flow of communication. **FUNCTIONS OF COMMUNICATION** Basically, there are five functions of communication. These are control, social interaction, motivation, emotional expression, and information dissemination. **Regulation/Control --** Communication functions to regulate/control behavior. **Social Interaction -- Communication allows individuals to interact with others.** **Motivation --** Communication motivates or encourages people to live better. **Emotional expression --** Communication facilitates people's expression of their feelings and emotions. **Information --** Communication functions to convey information. **COMMUNICATION MODELS** Models describe what is necessary for an act of communication to take place to represent the major features and eliminate the unnecessary details of communication. **Functions of Communication Models** A closer look at the different communication models will lead: - To illuminate the scope of human interaction showing it to be a circular, complex, continuous, dynamic or a coding process; - To opine on conditions to analyze different responses; - To demonstrate the variables in human communication; and - To utilize as a framework for researchers. Here are the different models of communication that will help us understand the process of human communication. **1. ARISTOTLE'S MODEL OF COMMUNICATION** Aristotle (384-322 B.C) was a Greek philosopher and writer born in Stagira, Northern Greece. He was also the teacher of Alexander the Great. He studied physics, logic, mathematics, etc. While exploring the human nature scientifically, Aristotle developed a linear model of communication for oral communication known as Aristotle's Model of Communication. This is considered as the first model of communication and was proposed before 300 B.C. It is also the most widely accepted among all communication models. Aristotle Model is mainly focused on speaker and speech. It can be broadly divided into five primary elements: Speaker, Speech, Occasion, Audience and Effect. Speaker is the sender or the origin of the message. Speech is the message being sent. Occasion is the event or the context where the communication takes place. This element makes this model different from other known models. Audience refers to the receivers. Effect means the effect of the speech or message to the audience. This effect affects the audience based on how they are moved by the speaker's speech. They may be informed, entertained, persuaded or inspired. Examples: a\. For instance, a politician (speaker) gives a speech to get votes from the civilians (audience) at the time of election (occasion). The civilians only vote if they are influenced (effect) by the things the politician says in his speech so the content must be very impressive to influence the mass and the speaker must design the message very carefully. b\. Another example, Hermione (speaker), the summa cum laude of A.Y. 2019-2020, delivers her valedictory address (speech) to her batch mates (audience) during their graduation (occasion). Her batch mates may be inspired (effect) depending on how she will motivate her audience to face the challenges they will fear outside school -- reality. The Aristotle's communication model is a speaker-centered model as the speaker has the most important role in it and is the only one active. It is the speaker's role to deliver a speech to the audience. The role of the audience is passive, influenced by the speech. This makes the communication process one way, from speaker to receiver. The speaker must organize the speech beforehand, according to the target audience and situation (occasion). The speech must be prepared so that the audience be persuaded or influenced from the speech. The speech must be clear and the speaker have a very good non-verbal communication with the audience like eye contact. Even if the model is speaker-oriented and focuses on audience interaction in communication, there is no concept of feedbacks. **Critical Elements of a Good Communicator** Aristotle has given three elements that must be present in a good communicator or public speaker. These elements are related to each other and they reinforce the other elements. a\. Ethos Ethos is the characteristic which makes you credible in front of the audience. If there is no credibility, the audience will not believe in you and will not be persuaded by you. Expertise and positions also give credibility to a person. For instance, the mass will not listen to the promises of a corrupt politician, but if a politician is known for his good deeds, there's a high change his speech will be heard. b\. Pathos If what you say matters to them and they can connect with it, then they will be more interested and they will think you are more credible. Emotional bonds will make the audience captivated and they feel the speaker is one of their own people. For instance, if people of a village needs water and the politician tells them that he will help in building roads, the people will not get influenced but might be more influenced if he says he'll build a dam for drinking water and irrigation. c\. Logos Logos is logic. People believe in you only if they understand what you are trying to say. People find logic in everything. If there is no logic behind the speaker's work or time, they do not want to get involved. Everybody has a sense of reason. You must present facts to the audience for them to believe in you. For example, a presenter using factual data in an awareness program will attract the audience's attention and will make them believe in the need of awareness in the particular matter.  **2. LASSWELL'S MODEL OF COMMUNICATION** Lasswell's communication model was developed by communication theorist Harold D. Lasswell (1902- 1978) in 1948. Lasswell's model of communication (also known as action model or linear model or one way model of communication) is regarded as one the most influential communication models. Lasswell's communication model has five components which is used as an analysis tool for evaluating the communication process and components. The components are the questions to be asked to get the answers and keep communication going. Lasswell\'s Model Of Communcation \| Mass Communication Theory +-----------------------+-----------------------+-----------------------+ | | **MEANING** | | +=======================+=======================+=======================+ | | the communicator or | | | | sender or source of | | | | | | | | message | | +-----------------------+-----------------------+-----------------------+ | | the content of the | Content Analysis | | | message | | +-----------------------+-----------------------+-----------------------+ | | the medium or media | | +-----------------------+-----------------------+-----------------------+ | | the receiver of the | Audience Analysis | | | message or an | | | | audience | | +-----------------------+-----------------------+-----------------------+ | | the effect of the | | | | content to the | | | | receivers | | +-----------------------+-----------------------+-----------------------+ Explanation of different Components of Lasswell's Model Control analysis helps the sender to have all the power. Content analysis is associated to stereotyping and representation of different groups politically. It is also related to the purpose or the ulterior motives of the message. Media analysis represents which medium should be used to exercise maximum power against the receivers. Audience analysis shows who are the target population to be manipulated or brain-washed. Effect analysis is done before the process starts. It is used to predict the effect of message over the target population to be exploited. Examples: a\. A reporter informs the viewers about the weather forecast happening tomorrow. The audience may be pleased or down depending on the report whether the climate is in good or bad condition. Who -- reporter Says what -- weather forecast In which channel -- television To whom -- audience or televiewers With what effect -- audience may be pleased or down with the news b\. One example is, a DJ reading a love confession to the listeners. The listeners may feel loved or envious depending on how touching or upsetting the confession is. Who -- DJ Says what -- love confession In which channel -- radio To whom -- listeners With what effect -- listeners may be touched or upset with the confession Lasswell's model was developed to analyze mass communication. This model was developed to study the media propaganda of countries and businesses at that time. Only rich people used to have communication mediums such as televisions and radios. It was made to show the mass media culture. This model is same with Aristotle's Model in a way that they are both linear model. They don't require feedback from their receivers through words. Since this model is commonly used for media, the effect varies on how the receivers are affected based on what they'd watched or listened from different media. **3. SHANNON -- WEAVER'S MODEL OF COMMUNICATION** Shannon Weaver model of communication was created in 1948 when Claude Elwood Shannon wrote an article, "A Mathematical Theory of Communication", in Bell System Technical Journal with Warren Weaver. Shannon was an American mathematician whereas Weaver was a scientist. The Mathematical theory later came to be known as Shannon Weaver model of communication or "mother of all models." This model is more technological than other linear models.  **Concepts in Shannon Weaver Model** Sender (Information source) is the person who makes the message, chooses the channel and sends the message. Encoder (Transmitter) is the sender who uses machine, which converts message into signals or binary data. It might also directly refer to the machine. Channel is the medium used to send message. Decoder (Receiver) is the machine used to convert signals or binary data into message or the receiver who translates the message from signals. Receiver (Destination) is the person who gets the message or the place where the message must reach. The receiver provides feedback according to the message. Noise is the physical disturbances like environment, people, etc. which does not let the message get to the receiver as what is sent. The sender encodes the message and sends it to the receiver through a technological channel like telephone and telegraph. The sender converts the message into codes understandable to the machine. The message is sent in codes through a medium. The receiver has to decode the message before understanding it and interpreting it. The receptor machine can also act as a decoder in some cases. The channel can have noise and the receiver might not have the capacity to decode which might cause problems in communication process. Examples: a\. A businessman sends a message via phone text to his worker about a meeting happening about their brand promotion. The worker does not receive the full message because of noise. Businessman: We have a meeting at the office ("at 8 am" goes missing due to phone network disruption or noise) Worker (feedback): At what time? Sender - Businessman Encoder - Telephone Network Company Channel - Mobile network Noise - Missing text due to disruption Decoder - Mobile phone The transmission error is the noise in this case. The feedback lets the businessman know that the message reached incomplete. The receiver gets the chance to get the full message only after his feedback. b\. For instance, let's have this conversation as an example: It was late in the evening, Harry called Ron using his Samsung phone: Harry: Ron! Ron: Hello, Harry! What's up? Harry: Nothing. I just want to know how your vacation is in Romania with Ch\-\-- Ron: With whom? Harry: With Charlie. Did you not hear me? Ron: Sorry, bro. The signal in my place is really poor. Harry: It's fine. Don't worry about it. Ron: Well, I saw the Hungarian Horntail! It was really terrifying, mate! How about your vacation with Sirius? Harry: As expected, it was really great. It was far from when I was with the Dursley's. Ron: That's good to hear! Let's continue our conversation at school, with Hermione, of course. Mum's gettin' mad again. She wanna use her IPhone to call Dad at the Ministry. Harry: Sure, Ron. See you at school. Sender -- Harry Encoder -- Harry's Samsung phone Channel -- Mobile network Noise -- poor signal at Ron's place Decoder -- Ron's mom's Iphone Destination -- Ron If we apply it to a person, for instance, brain might be the sender, mouth might be the encoder which encodes to a particular language, air might be the channel, another person's ear might be the receptor and his brain might be the decoder and receiver. Similarly, air is the channel here, the noise present in his environment that disturbs them is the noise whereas his response is the feedback. There were only five components when the model was made. Noise was added later. As Shannon was an engineer, this model was first made to improve technical communication, mainly for telephonic communication. It was made to maximize telephone capacity with minimum noise. Later, Weaver applied it for all kind of communications to develop effective communication and the model became famous as Shannon Weaver model. In engineering, Shannon's model is also called information theory and is used academically to calculate transmission through machines and also has a formula. **4. SCHRAMM'S MODEL OF COMMUNICATION** Schramm's Model of Communication was postulated by Wilbur Schramm in 1954, where he suggested that communication is a two-way process where both sender and receiver take turns to send and receive a message. Wilbur Schramm, a well-known communication theorist, developed a straightforward communications model in his book "The Process and Effects of Mass Communications". In the model, Schramm shown that communication always requires three elements -- the source, the message and the destination. Ideally, the source encodes a message and transmits it to its destination via some channels, where the message is received and decoded. OSGOOD- SCHRAMM MODEL OF COMMUNICATION **Elements of Schramm's Model** ** Encoder (Sender) is termed as the source of the message since he's the one who composes and sends the message to the receiver. The sender has to ensure that the information or the message that he is sending to the receiver is relevant, essential, and precise. The message is usually encoded so that the recipient can decode and understand the message later.** **The source of the message is the originating element from which the communication begins, but in the case of this model, it is the same place where communication ends. That is, the sender becomes the receiver and vice versa.** ** Decoder (Receiver) is the one to whom the sender's messages are sent. It is crucial that the receiver understands the source correctly, and both of them have common factors such as language, culture, understanding, etc. Because if the sender is unable to communicate in the receiver's language, then the whole purpose of the messages is defeated.** ** ** [Message] is the core content of the communication, and it can be a text, audio, video, or a combination of all. The message is the communication that is passed from the sender to the receiver. It can also be verbal or non-verbal, depending on the sender and the receiver. However, the message plays a crucial role in every communication model because it is the communication itself that is to be transferred from the sender to the receiver. ** ** An [interpreter] may be present to ensure that the respective receiver or the sender correctly understands the message. The interpreter analyses and interprets the message for the sender as well as the receiver. If the interpreter misunderstands the message, then the wrong information will be sent to the receiver, which will fail the communication model. ** ** [Feedback] can also be seen as a message because it satisfies all the criteria of being a message. It originates on one side and ends on the other side. Feedback is when the receiver starts transmitting information based on the input which he has received from the sender. This information is transmitted back to the sender. Therefore, the sender in the earlier process becomes the receiver. ** ** [Semantic noise] is an interruption that is caused in the process of communication. The noise disrupts the message, failing the message, and the communication process. The intended meaning with which the sender sends the messages may or may not be understood by the receiver because of the presence of noise. Noise is responsible for diluting the message and may also result in an alteration of the meaning of the message. For instance, a Japanese person and a Portuguese person are trying to have a conversation when both do not understand each other. There is not a lot that will pass between them unless they have a translator or an interpreter. Another example, the sender sent the message, which says that "Buy one, get one free. Offer for a limited time." But the receiver only hears the first part of the message, which is "Buy one get one free." Therefore, he understands that the offer is for an indefinite time, although this was not the sender's intention. Schramm's diagram shows a cycle of communication between the encoder and decoder who shift roles as the messages are exchanged. The decoder provides feedback as soon as the message is understood and a response is formed. In giving feedback, he/she becomes the sender, and the original sender becomes the receiver. In this model, since the message is being decoded and understood by both communicators, they are both marked as interpreters. **5. WOOD'S TRANSACTIONAL MODEL OF COMMUNICATION** The other model of communication to be discussed here is a Transactional Model developed by Julia Wood (2004). She defined communication as "a systemic process in which individuals interact with and through symbols to create and interpret meanings."  The sender and receiver of this model are labeled as communicators, signifying the active roles of each in constructing the meaning of the message, as represented by the double-headed arrows. The transactional process is also illustrated through the overlapping of the communicators' fields of experience, which she pointed out as also changing over time. Shared fields of experience may be the cultural system in which both communicators operate, while the personal fields may involve the family system, work, or religious affiliations exclusively experienced by each one. In this model, you can see that communicator A transmits a message to communicator B, who receives the message, decodes the message, has a reaction to the message and then responds to communicator A. Here, messages are being sent backwards and forwards all the time, not just in one direction but simultaneously. The Transactional Model focuses on how we interpret meaning and how meanings are shared within our communication with other people. It is the process of continuous change and transformation where every component is changing such as the people, their environments and the medium used. Due to this, it assumes the communicators to be independent and act any way they want. Since both sender and receiver are necessary to keep the communication alive in transactional model, the communicators are also interdependent to each other. For example, transactional communication is not possible if the receiver is not listening to sender. It is more efficient for communicators with similar environment and individual aspects. For instance, communication between people who know each other is more efficient as they share same social system. In transactional model, efficiency and reliability of communicated message also depends on the medium used. For example, the same message might not be perceived by a person the same way when it is send through a phone and when it is provided face to face. It is because of possible loss of message on a phone call or absence of gestures. Take for example, two strangers from the Philippines (one from Cavite and the other is from Tarlac), despite living in a foreign country (Canada), are getting along as time passes because they have the same cultural background (them being Filipinos). **EFFECTIVE COMMUNICATION SKILLS** Effective Communication is getting a message across in a clear and understanding way, and making sure that message is received and understood properly. Effective communication is defined as verbal speech or other methods of relaying information that get a point across. *An example of effective communication is when you talk in clear and simple terms.* *An example of effective communication is when the person who you are talking to listens actively, absorbs your point and understands it.* Effective communication combines a set of skills including nonverbal communication, engaged listening, managing stress at the moment, the ability to communicate assertively, and the capacity to recognize and understand own emotions and communication with other people. **Features of an Effective Communication** 1\. Completeness- communication should include everything that the receiver needs to hear for him/her to respond, react or evaluate properly. 2\. Conciseness- It does not mean keeping the message short but making it direct or straight to the point. 3\. Consideration- To be effective, the speaker should have consider relevant information about his/her receiver such as mood, background, race, preference, education, status, needs among others,by doing so he/she can easily build rapport with the audience. 4\. Concreteness- Effective communication happens when the message is concrete and support by fact, figures, and real-life examples and situations. 5\. Courtesy- The speaker shows courtesy in communication by respecting the culture, values and beliefs of his/her receiver. 6\. Clearness- Clearness in communication implies the use of simple and specific words to express ideas. 7\. Correctness- Correctness in grammar eliminates negative impact on the audience and increases the credibility and effectiveness of the message. **REFERENCES:** \[1\] Adler, R., Hutchinson, C., Rodman, G. (2012). "Chapter 1 Activities." Understanding Human Communication. Oxford University Press. \[2\] Sipacio, P. J., Balgos, A. R. (2019). Oral Communication in Context. Revised Ed. C & E Publishing, Inc. \[3\] Strzeszewski, K. (2018). "Games for Effective Communication." Career Trend. https://careertrend.com/games-for-effective-communication-5248608.html \[4\] Adler, R., Hutchinson, C., Rodman, G. (2012). "Chapter 1 Activities." Understanding Human Communication. Oxford University Press. \[5\] "Communication and Listening Exercises." (2020). Work Smart Blog. Trainers Warehouse. http://blog.trainerswarehouse.com/communication-exercises \[6\] Sipacio, P. J., Balgos, A. R. (2019). Oral Communication in Context. Revised Ed. C & E Publishing, Inc. \[7\] Strzeszewski, K. (2018). "Games for Effective Communication." Career Trend. https://careertrend.com/games-for-effective-communication-5248608.html \[8\] Antonino, M.T, M. (2016). *ORAL COMMUNICATION IN CONTEXT for Senior High School.* Malabon City: MUTYA PUBLISHING HOUSE, INC. \[9\] Bernardo, R.B. (2016). *Oral Communication*. Manila: JFS Publishing Services. \[10\[ Sipacio, P.J. F., Balgos, A.R. G. (2016). *ORAL COMMUNICATION IN CONTEXT for Senior High School*: C AND E PUBLISHING, INC. \[11\] Bandiala, D. M., Pamisa, D. A., Fontilar, M.A. L., Bandiala, X.A M., Antiporta, C. B., Niñeza, I. O. (2020). *ORAL COMMUNICATION IN CONTEXT Senior High School, Department of Education - Alternative Delivery Mode* (DepEd-ADM) \[12\] Management Adda, (2018, April 30). What is Communication, Meaning, Definition by Authors, Elements and Types of Communication. Retrieved from \[13\] Abduddayyaanfirfirey, (2017, August 04) Oral Communication: Is it still valid today? Retrieved from https://[www.abduddayyaan.wordpress.com](http://www.abduddayyaan.wordpress.com/) \[14\[ Ravi Magazine, (2017, May 01) Oral Communication the Art of Asking Questions. Retrieved from [https://www.ravimagazine.com](https://www.ravimagazine.com/) \[15\] N. Sharon Hill and Kathryn M. Bartol, (2018, June 13) Five Ways to Improve Communication in Virtual Teams. Retrieved from https://[www.sloanreview.mit.edu](http://www.sloanreview.mit.edu/) +-----------------------------------------------------------------------+ | **PERFORMANCE TASK 1 (GROUP ACTIVITY): OWN MODEL OF COMMUNICATION** | | | | **\ | | DIRECTIONS:** Collaborate with your groupmates, and create your own | | model of communication. Use PPT in your presentation. Afterwards, | | prepare a creative presentation explaining to the class the elements | | of model of communication. The presentation will be graded using the | | rubric below: | | | | ------------------------------------------------------------------- | | --------------------------------------------------------------------- | | --------------------------------------------------------------------- | | --------------------------------------------------------------------- | | --------------------------------------------------------------------- | | ----- | | **Criteria** **Exemplary (4)** | | **Proficient (3 | | )** **Devel | | oping (2)** **Beginnin | | g (1)** **SCOR | | E** | | --------------------- --------------------------------------------- | | ----------------------------------------------------- --------------- | | ------------------------------------------------------------- ------- | | ---------------------------------------------------------- ---------- | | -------------------------------------------------------------- ------ | | ----- | | **MODEL** | | | | | | | | | | | | **Model Components\ Clearly identifies and presents all essential | | components of the communication model. Identifies most | | essential components but lacks depth in explaining some. Identif | | ies some key components but misses crucial elements. Has diffic | | ulty identifying core components of the communication model. **/12* | | * | | X3** | | | | | | | | | | | | **Model Coherence\ Presents a logical and interconnected model t | | hat effectively explains the communication process. Presents a gene | | rally coherent model but lacks clarity in some connections. Present | | s a partially coherent model with some inconsistencies. Presents a | | fragmented or illogical model. **/8** | | X2** | | | | | | | | | | | | **Model Innovation\ Offers a unique and creative perspective on t | | he communication process. Introduces some | | innovative elements to the model. Relies | | heavily on existing models with minimal originality. Lacks orig | | inality and creativity in the model. **/12* | | * | | X3** | | | | | | | | | | | | **PRESENTATION** | | | | | | | | | | | | **Visual Appeal\ Uses visually striking and informative materi | | als to enhance understanding. Uses effective | | visuals but could be improved in terms of design. Uses so | | me visuals but they are not always relevant or clear. Lacks effe | | ctive visual aids or uses them inappropriately. **/12* | | * | | X3** | | | | | | | | | | | | **Delivery\ Effectively communicates ideas through clear | | and confident delivery. Communicates id | | eas clearly with some room for improvement. Deliver | | s the presentation unclearly or with hesitation. Delivers t | | he presentation poorly or not at all. **/8** | | X2** | | | | | | | | | | | | **Engagement\ Captures and maintains audience interest thro | | ughout the presentation. Effectively eng | | ages the audience for most of the presentation. Shows s | | ome effort to engage the audience but lacks consistency. Fails to e | | ngage the audience or loses interest quickly. **/8** | | X2** | | | | | | | | | | | | **Total: \_\_\_\_\_\_\_** | | | | | | | | | | ------------------------------------------------------------------- | | --------------------------------------------------------------------- | | --------------------------------------------------------------------- | | --------------------------------------------------------------------- | | --------------------------------------------------------------------- | | ----- | +-----------------------------------------------------------------------+