Senior High School Oral Communication Quarter 1 – Module 3 Models of Communication i Oral Communication – Grade 11 Alternative Delivery Mode First Quarter- Module 3: Models of Communication First Edition, 2020 Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them. Published by the Department of Education Secretary: Leonor Magtolis Briones Undersecretary: Diosdado M. San Antonio Development Team of the Module Writer: Jane Aikeen A. Villaver Editor: Desiree T. Roberts Reviewers: Dr. Clavel D. Salinas Marivic M. Yballe [Moderator] Illustrator: Jane Aikeen A. Villaver Layout Artist: Jane Aikeen A. Villaver Management Team: Dr. Marilyn S. Andales Dr. Leah B. Apao Dr. Ester A. Futalan Dr. Cartesa M. Perico Dr. Mary Ann P. Flores Mr. Isaiash T. Wagas Dr. Clavel D. Salinas Schools Division Superintendent Assistant Schools Division Superintendent Assistant Schools Division Superintendent Assistant Schools Division Superintendent CID Chief Education Program Supervisor – LRMDS PSDS/SHS Division Coordinator Printed in the Philippines by: Department of Education, Region VII, Division of Cebu Province Office Address: IPHO Bldg. Sudlon, Lahug, Cebu City Telefax: (032) 255 - 6405 E-mail Address: cebu.province@deped.gov.ph ii Senior High School Oral Communication Quarter 1 – Module 3 Models of Communication iii Key Message For the Facilitator: Learning is a constant process. Amidst inevitable circumstances, Department of Education extends their resources and looks for varied ways to cater your needs and to adapt to the new system of Education as a fortress of Learning Continuity Plan. One of the probable solutions is the use of Teacher-made Educational Modules in teaching. You are reading the Oral Communication – Grade 11: First Quarter Alternative Delivery Mode (ADM) Module on “Differentiate the various models of communication (EN11/12OC-Ia-3)” as written and found in the K-12 Most Essential Learning Competencies. The creation of this module is a combined effort of competent educators from different levels and various schools of Department of Education-Cebu Province. In addition, this module is meticulously planned, organized, checked, and verified by knowledgeable educators to assist you in imparting the lessons to the learners while considering the physical, social, and economical restraints in teaching process. The use of Teacher-made Educational Module aims to surpass the challenges of teaching in a new normal education set-up. Through this module, the students are given independent learning activities, which embodies in the Most Essential Learning Competencies based on the K-12 Curriculum Competencies, to work on in accordance with their capability, efficiency and time. Thus, helping the learners acquire the prerequisite 21st Century skills needed with emphasis on utmost effort in considering the whole well-being of the learners. In addition to the material in the main text, you will also see this box in the body of the module: Notes to the Teacher! This part of the module gives you helpful tips, suggestions or strategies that will make the learning process easy and efficient to the learners. As the main source of learning, it is your top priority to explain clearly on how to use this module to the learners. While using this module, learner’s progress and development should be recorded verbatim to assess their strengths and weaknesses while doing the activities presented independently in safety of their homes. Moreover, you are anticipated to persuade learners to comply and to finish the modules on or before the scheduled time. iv For the Learner: As a significant stakeholder of learning, Department of Education researched and explored on innovative ways to address your needs with high consideration on social, economic, physical, and emotional aspects of your well-being. To continue the learning process, DepEd comes up with an Alternative Delivery mode of teaching using Teacher-Made Educational Modules. You are reading the Oral Communication – Grade 11: First Quarter Alternative Delivery Mode (ADM) Module on “Differentiate the various models of communication (EN11/12OC-Ia-3)” as written and found in the K-12 Most Essential Learning Competencies. This module is especially crafted for you to grasp the opportunity to continue learning even at home. Using guided and independent learning activities, rest assured that you will be able to take pleasure as well as to deeply understand the contents of the lesson presented, recognizing your own capacity and capability in acquiring knowledge. This module has the following parts and corresponding icons: The first part of the module will keep the learner WHAT I NEED TO KNOW on tract on the Competencies, Objectives and Skills expected to be developed and mastered. WHAT I KNOW WHAT’S IN This part aims to check prior knowledge on the lesson to take. This part helps link the previous lesson to the current one through a short exercise/drill. WHAT’S NEW The lesson to be partaken is introduced in this part of the module creatively. It may be through a story, a song, a poem, a problem opener, an activity, a situation, or the like. WHAT IS IT A brief discussion of the lesson can be read in this part. It guides and helps unlock the lesson presented. v WHAT’S MORE A comprehensive activitiy/es for independent practice is in this part to solidify knowledge and skills of the given topic. This part of the module is used to process WHAT I HAVE LEARNED learning and understanding on the given topic. WHAT I CAN DO A transfer of newly acquired knowledge and skills to a real-life situation is present in this part of the module. This activity assesses level of mastery towards the topic. ASSESSMENT ADDITIONAL ACTIVITIES In this section, enhancement activities will be given to further grasp the lessons. ANSWER KEYS This contains answers to all activities in the module. At the end of this module you will also find: References: Printed in this part is a list of all reliable and valid resources used in crafting and designing this module. In using this module, keep note of the fundamental reminders below. 1. The module is government owned. Handle it with care. Unnecessary marks are prohibited. Use a separate sheet of paper in answering all the given exercises. 2. This is a Home-Based class, your reliability and honour in doing the tasks and checking your answers are a must. 3. This module helps you attain and learn lessons at home. Make sure to clearly comprehend the first activity before proceeding to the next one. 4. This module should be returned in good condition to your teacher/facilitator once you completed it. 5. Answers should be written on a separate sheet of paper or notebook especially prepared for English subject. vi If you wish to talk to your teacher/educator, do not hesitate to keep in touch with him/her for further discussion. Know that even if this is a home-based class, your teacher is only a call away. Good communication between the teacher and the student is our priority to flourish your understanding on the given lessons. We do hope that in using this material, you will gain ample knowledge and skills for you to be fully equipped and ready to answer the demands of the globally competitive world. We are confident in you! Keep soaring high vii WHAT I NEED TO KNOW Good day dear learner! This module is solely prepared for you to access and to acquire lessons befitted in your grade level. The exercises, drills and assessments are carefully made to suit your level of understanding. Indeed, this learning resource is for you to fully comprehend the various models of communication (EN11/12OC-Ia-3). Independently, you are going to go through this module following its proper sequence. Although you are going to do it alone, this is a guided lesson and instructions/directions on how to do every activity is plotted for your convenience. Using this learning resource, you are ought to “Differentiate the various models of communication (EN11/12OC-Ia-3)” as inculcated in the K-12 Most Essential Learning Competencies. At the end of this module, you are expected to achieve the following objectives: identify the models of communication in context; compare and contrast the different models of communication; illustrate the models of communication in real-life contexts; and display perseverance and honesty in completing the varied tasks Hello! Welcome to Module 3 of your Oral Communication Class. In this module, you will be looking at the systematic representations of the process of communication. This and more will be discovered in this lesson. So let’s start the different tasks below. Ready. Set. Go! 1 WHAT I KNOW Test your model of communication knowledge! A. Directions: Read each item carefully and write the letter of the correct answer. 1. Which of the following defines the term ‘model’? I. pattern II. plan III. Structure IV. representation a. I and III b. II and IV c. I, II and III d. I, II, III and IV 2. Which of the following differentiates one-way communication from two-way communication? a. channel b. feedback c. message d. context 3. Which of the following models of communication shows a linear process? a. Shanon-Weaver Model c. Schramm Model b. Transaction Model d. Both b and c 4. Which of the following is an example of a one-way communication? a. A stranger asking for directions b. A teacher discussing to the students c. A student answering oral examination d. An elected official delivering a speech 5. Which of the following elements of communication affects the flow of communication? a. barrier b. source c. channel d. feedback 6. Which element of communication is not present in Shannon-Weaver Model? a. channel b. receiver c. feedback d barrier 7. Your siblings plan to celebrate the wedding anniversary of your parents. As the youngest, you wanted to include cakes, chocolates and ice cream but your brother did not agree with your idea and ignored it. What model of communication is presented here? a. Shanon-Weaver Model c. Schramm Model b. Transaction Model d. Aristotle’s Model 2 8. Anna will visit a client at 2 o’clock in the afternoon to discuss about an insurance package. What model of communication will be applied in the given situation? a. Shanon-Weaver Model c. Schramm Model b. Transaction Model d. Aristotle’s Model 9. Which of the following models of communication is more focused on public speaking? a. Shanon-Weaver Model c. Schramm Model b. Transaction Model d. Aristotle’s Model 10. Which of the following models of communication introduced the concept of shared orientation between sender and receiver where source can encode, and the destination can decode in terms of the experience? a. Shanon-Weaver Model c. Schramm Model b. Transaction Model d. Aristotle’s Model B. Directions: Match the following communication components with their corresponding examples. Write only the letter of the correct answer. 1. Channel a. noise 2. Message b. the homily 3. Barrier c. a priest during a mass 4. Receiver d. words, actions, symbols 5. Source e. the churchgoers f. the altar WHAT’S IN Comprehension check! It’s time to understand what you are reading. Stay focused. Directions: Read the scenario below and do the tasks that follow. Scenario: Mr. Arellano, the secretary of the mayor made a call to the head nurse of the Rural Health Unit, “Mrs. Villaver, you are called for an emergency meeting this afternoon” during his call, noise appeared (transmission error) and the head nurse received “called for” only. So, the head nurse asked the mayor’s secretary “I’m sorry but what is that you are calling for, sir?” 3 1. 2. 3. 4. 5. 6. Answer the following: Who is the sender? What is the message? What is the channel? What could be the possible noise? Who is the receiver? Is feedback present? What is it? B. Can you make a communication diagram based on the scenario above? What does it look like? Can you illustrate it? Your answer: WHAT’S NEW Have you ever really considered what happens when information is not exchanged? What if you are prohibited to give a reply? Or even to make transactions with others? Will you be able to get what you want? Or to achieve what you desire? Share your thoughts here! 4 WHAT IS IT So far, we have discussed the concept of communication. Now let us examine some popular models of communication. Before discussing the models of communication, let us first understand what the term 'model' means. A model is a graphic representation designed to explain the way a variable works. It is a pattern, plan, representation, or description designed to show the structure or workings of an object, system, or concept. A model of communication offers a convenient way to think about it by providing a graphical checklist of its various elements. Some of the important models discussed in this section highlight the process of communication. Communication Model 1: Aristotle’s Model of Communication Aristotle, a great philosopher initiated the earliest mass communication model called “Aristotle’s Model of Communication”. He proposed model before 300 B.C who found the importance of audience role in communication chain in his communication model. This model is more focused on public speaking than interpersonal communication. Aristotle Model of Communication is formed with 5 basic elements (I) Speaker, (II) Speech, (III) Occasion, (IV) Audience and (V) Effect. Aristotle advises speakers to build speech for different audience on different time (occasion) and for different effects. Figure 1. Aristotle’s Model of Communication 5 Communication Model 2: Shannon-Weaver Model The most well-known and influential formal model of communication developed in 1949 by Claude Shannon and Warren Weaver. It depicts communication as linear or one-way communication process consisting of different elements: an information source, which produces a message; a transmitter, which encodes the message into signals; a channel, to which signals are adapted for transmission; a receiver, which decodes (reconstructs) the message from the signal; a destination, where the message arrives. A sixth element, noise, is a dysfunctional factor: any interference with the message travelling along the channel (such as static on the telephone or radio) which may lead to the signal received being different from that sent. This model, however, has been criticized for missing one essential element in the communication process: feedback. Without feedback, the speaker will not know whether the receiver understands the message or not. Figure 2. Shannon-Weaver Model Communication Model 3: Transaction Model Transaction model is a two-way communication process with the inclusion of feedback as one element. There is a collaborative exchange of messages between sender and receiver where each take turns to send or receive messages with the aim of understanding each other. Here, both "sender" and "receiver" are known as "communicators" and their role reverses each time in the communication process as both processes of sending and receiving occurs at the same time. It also shows that a barrier, such as noise, may interfere with the flow of communication. Figure 1: Shannon and6Weaver’s Linear Model Figure 3. Transaction Model Communication Model 4: Schramm Model Wilbur Schramm, a well-known communication expert visualized the process of communication as a process of sharing of experience and commonality of experience of those communicating. It introduced the concept of shared orientation between sender and receiver. The source (sender) can encode, and the destination (receiver) can decode in terms of the experience. The model indicates the accumulated experience of two individuals engaged in communication unlike in the linear models discussed earlier in which interaction, feedback and sharing of experiences find no place. Figure 4. Schramm Model 7 WHAT’S MORE A. Directions: Fill in the blanks with important information about the models of communication. Go forth and accomplish them! 1. A model of communication is a ______________________________________. 2. Aristotle’s model is formed with five basic elements more focused on ________. 3. ______________________________model introduced the concept of 'Noise'. 4. Transaction model was found more applicable in _________________________. 5. The model of Wilbur Schramm introduced the concept of __________________. B. Directions: Talk about the similarities and differences of the three given models of communication below; the things they have in common and ways in which they differ by illustrating them through a Venn diagram. Shannon-Weaver Model Shannon-Weaver and Schramm Models Shannon-Weaver and Transaction Models Shannon-Weaver, Transaction and Schramm Models Schramm Model Transaction Model Schramm and Transaction Models 8 WHAT I HAVE LEARNED Track your progress! Topic After learning about the different models of communication, it is now time to track your learning status in this module by completing the KWLH chart below. K What do I know before the start of this module? W What concepts of ideas do I want to know more? L What did I learn from this lesson? H How did I learn it? Cite samples and situations. Models of Communication WHAT I CAN DO Become a Model Communicator Directions: Select one of the following scenarios and create a communication diagram or model showing each component of communication: sender, encoding, transmission, receiver, decoding and feedback. Below the drawing, identify two to three possible noise factors. b. As the town mayor, you must immediately inform your constituents to stay at home to avoid getting infected of the virus and to save lives. c. You want to thank a kind stranger who returned your wallet to a certain barangay official, but do not have his contact information. d. You want to publicize an upcoming event to raise money for a relief operation to slum areas. e. During the enhanced community quarantine period, there are locally stranded individuals who need to get directions to the quarantine facility in your place, but you don’t speak Hiligaynon. 9 Your Answer: B. Directions: Select and illustrate one model of communication. Then, explain how the model works in daily life situations. Illustration of the chosen model. Explanation of how it works in daily life situation. 10 ASSESSMENT Ready. Sort. Go! A. Directions: Copy the table below, segregate the 15 sets of words that describe the model of communication, and place them in the category where they should belong. Take note that words can be placed into two categories. Shannon-Weaver Schramm One-way only speaks speaker never listens taking turns no feedback Transactional Aristotelian two-way linear pattern speaker continuous and changing interdependent provides feedback simultaneous noise affects communication dynamic process speaker listens experience affects communication 11 ADDITIONAL ACTIVITY Using the models described in this topic, analyze the communication that takes place in your family. Which model best reflects the communication between family members? Present your analysis through an illustration. You may want to show pictures of your family members when you make your presentation. 12 ANSWER KEYS Notes to the Teacher! The teacher will check all the Answers Vary Part. 13 References Electronic File Department of Education. Curriculum and Instruction Strand. K to 12 Most Essential Learning Competencies with Corresponding CG Codes. Published Book Sipaco, P. J., & Balgos, A. R. (2016). Oral Communication in Context for Senior High School. C & E Publishing Inc. Internet Sources Model of Communication. Retrieved from https://extension.purdue.edu/4h/Documents/Volunteer%20Resources/Past%20Cong ress%20Lesson%20Plans/Model%20of%20Communication%20Final.pdf Retrieved from August 4, 2020. Models and Process of Communication. Retrieved from http://dmcodyssey.org/wpcontent/uploads/2013/09/MODELS-AND-PROCESSES-OF-COMMUNICATION.pdf. Retrieved date August 4, 2020. Nature and Elements of Communication. Retrieved from https://www.academia.edu/27412026/Topic_Lesson_Name_Nature_and_Elements_ of_Communication_Content?fbclid=IwAR20wTtOAixbMkCqf1uIcGmQ54AilBxCZD4F DrLvFsDltWmSA4-934Otkx8. Retrieved date August 4, 2020. Become A Model Communicator. Retrieved from https://kidcourses.com/thecommunicationmodel/?fbclid=IwAR22Uo8sI3qxlSKldVEhvOpa8IiVZpphjnqLEYQUW aHHvTDTZ17SCw5LaDw. Retrieved date August 4, 2020. For inquiries and feedback, please write or call: Department of Education, Region VII, Division of Cebu Province Office Address: IPHO Bldg. Sudlon, Cebu City, 6000 Cebu Telefax: (032) 255 - 6405 Email Address: cebu.province@deped.gov.ph 14