01 Oral Communication in Context.pdf

ORAL COMMUNICATION IN CONTEXT TOPIC / LESSON NAME CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCIES SPECIFIC LEARNING OUTCOMES TIME ALLOTMENT

Nature and Elements of Communication: Definition and the Process of Communication The learner understands the nature and elements of oral communication in context. The learner designs and performs effective controlled and uncontrolled oral communication activities based on context. The learner defines communication. (EN11/12OC-Ia-1) The learner explains the nature and process of communication. (EN11/12OC-Ia-2) The learner defines effective communication and explains the elements of the communication process, the best communication approach, and internal and external barriers. The learner describes the value of effective communication and its various elements. 2 hours

LESSON OUTLINE: During the lesson, the learners will: 1. Introduction: Define “communication” using their own insights (10 minutes) 2. Motivation: Share their insights with a partner the importance of communication (15 minutes) 3. Instruction/Delivery: Discuss with the teacher the four main points for effective communication (50 minutes) 4. Practice: Perform a communication activity, and reflect if they were able to communicate with a partner effectively (20 minutes) 5. Enrichment: Research different models of the communication process to define communication (Optional) 6. Evaluation: Accomplish different evaluative tasks (The teacher decides which activity to use.) (25 minutes) MATERIALS

RESOURCES

Enlarged illustration of the Gronbeck’s Speech Communication Transaction Model Bulan, Celia T., and de Leon, Ianthe C. Communication 3: Practical Speech Fundamentals, Experimental Edition. Department of Speech Communication and Theater Arts, UP Diliman. May 2002. Gronbeck, Ehninger et al. Principles and Types of Speech Communication. 12th ed. New York: Harper Collins Publishers, 1994. The Center for Leadership and Service, The University of Tennessee Knoxville. http://www.cls.utk.edu/pdf/ls/Week1_Lesson7.pdf. Accessed January 7, 2016.

PROCEDURE INTRODUCTION 1. Post the learning competencies to the students. Have the students write the learning competencies in their notebooks. I can define effective communication and explain the elements of the communication process, the best communication approach, and internal and external barriers.

MEETING THE LEARNERS’ NEEDS Teacher Tip: You may begin each day with a review of the previous day’s lesson. A focused review is deemed most effective if done for 15-20 minutes.

ORAL COMMUNICATION IN CONTEXT I can describe the value of effective communication and its various elements. 2.

Teaching Tip: Develop the student responses and connect them to the lesson objective.

Ask the students what they know about communication, and why they think communication is important. Furthermore, ask them what makes communication effective. Once the students share their responses, give a further definition of communication. Communication is the process of sharing our ideas, thoughts, and feelings with other people and having those ideas, thoughts, and feelings understood by the people we are talking with. When we communicate we speak, listen, and observe.

3.

Tell, “Children learn from watching how adults talk and imitating how they talk. As adults, we can learn to improve the way we communicate by observing others who communicate effectively, learning new skills, and practicing those skills.”

MOTIVATION 1. 2. 3. 4. 5. 6. 7.

Ask “What would our life and world be like without communication?” Give the students time to share their insights with a partner. After two minutes, call three to five students to share their responses to the class. Then ask “Why is it important to make communication effective?” Give the students time to share their insights with a partner. After two minutes, call three to five students to share their responses to the class. Some responses might include: a. “We cannot get along without communication.” b. “It will never be easy to live, and we will have experiences where our communication failed into a barrier.” c. “If we can understand the communication process better and improve it, we will become more successful with our goals.” 7. Share, “As you continue to reach your goals, specifically your educational goals, communication will become increasingly more important. The ability to communicate is a primary skill. The more you become an effective communicator; the more likely you are to achieve what you want. When you improve your communication skills, you will have a clearer understanding of what people are saying to you, others will be less likely to misunderstand you, problems will be solved quickly, and you will be able to resolve conflict.”

Teacher Tip: Students will sometimes forget mention nonverbal communication.

to

ORAL COMMUNICATION IN CONTEXT INSTRUCTION/DELIVERY: 1. Discuss the four main points for Effective Communication. Main Point 1: Understanding A good working definition for effective communication is to share meaning and understanding between the person sending the message and the person receiving the message. So in order to be an effective communicator, we must first and foremost be understood in our various communications. Main Point 2: Communication Process Using The Speech Communication Transaction Model (Gronbeck et al.) Premised on speechmaking, this model is comprised of essentially the following components: a sender, the primary communicator, gives a speech, a continuous, purposive oral message, to the receiver, who provides feedback to the sender. The exchange occurs in various channels in a particular situation and cultural context. Discuss the definition of the sender, the message, the receiver, the feedback, channels, situation, and cultural context. A. Sender – The communicator or sender is the person who is sending the message. There are two factors that will determine how effective the communicator will be. The first factor is the communicator’s attitude. It must be positive. The second factor is the communicator’s selection of meaningful symbols, or selecting the right symbols depending on your audience and the right environment. Talk about a few wrong examples. Question: Name some of the ways we communicate. Anticipated Responses: —Talking, speaking —Writing —Pictures, symbols, diagrams, charts, etc. B. Message – A communication in writing, in speech, or by signals C. Receiver – The receiver is simply the person receiving the message, making sense of it, or understanding and translating it into meaning. Now think about this for a moment: the receiver is also a communicator. How can that be? (When receiver responds, he is then the communicator.) Communication is only successful when the reaction of the receiver is that

Teacher Tip: Communicating the lesson may also be given alternative ways of discussion. Teacher Tip: Tell students to draw the communication loop on their notebooks.

ORAL COMMUNICATION IN CONTEXT which the communicator intended. Effective communication takes place with shared meaning and understanding. D. Feedback – Feedback is that reaction I just mentioned. It can be a ver- bal or nonverbal reaction or response. It can be external feedback (some- thing we see) or internal feedback (something we can’t see), like self-examination. It’s the feedback that allows the communicator to adjust his message and be more effective. Without feedback, there would be no way of knowing if meaning had been shared or if understanding had taken place. Discuss that communication is a two-way process. The information goes out to a person on the other end. There is a sender and a receiver. Simply put, effective communication is getting your message across to the receiver. It is the sender’s responsibility to make sure that the receiver gets the message and that the message received is the one sent. Communicating is not an isolated series of one skill, it involves several skills. For example, speaking involves not only getting your message across but also being able to listen and understand what others are saying (active listening) and observing the verbal and nonverbal clues in order to monitor the effectiveness of your message. Main Point 3: Barriers Have you ever been talking to someone and they misunderstand what you were saying? Why do you think that happens? (Give learners the opportunity to share their experiences.) At any point in the communication process a barrier can occur. Barriers keep us from understanding other’s ideas and thoughts. Barriers can appear at any point of the communication loop. There are two types of barriers—internal and external. Examples of internal barriers are fatigue, poor listening skills, attitude toward the sender or the information, lack of interest in the message, fear, mistrust, past experiences, negative attitude, problems at home, lack of common experiences, and emotions. Examples of external barriers include noise, distractions, e-mail not working, bad phone connections, time of day; sender used too many technical words for the audience, and environment. Barriers keep the message from getting through.

ORAL COMMUNICATION IN CONTEXT When communicating, watch out for barriers. Monitor the actions of the receiver. Watch her body language; check to make sure the message the receiver received is the one sent—ask questions and listen. Main Point 4: Types of Communication A. Self-Action or One-Way Communication is focused on getting the message to the receiver. Selfaction treats communication as a manipulation of others. It is very message centered. There is no way to know if the meaning is shared between the sender and the receiver. (To demonstrate one-way communication, do the following activity with the class.) Procedure: (Using the attached diagram, ask for a student volunteer from the class to assist in this demonstration about communication. Explain to the other students that the volunteer is going to describe something to them and their task is to simply follow instructions in sketching out exactly what is described. Take the volunteer outside of the classroom to explain the following directions. Provide the volunteer with the diagram shown. Tell the volunteer to describe the diagram to the rest of the class. However, the volunteer must keep his or her back toward the rest of the class. There can be no eye contact. The volunteer can only use verbal communication to describe the diagram, i.e., no gestures, hand signals, etc. Teacher will indicate that the activity was constructed to prove a point, and only a few students ever come close to drawing the actual diagram. Discussion Questions: 1. How many of us got confused and just “quit” listening? Why? 2. Why was the one-way communication so difficult to follow? 3. Even two-way communication cannot ensure complete understanding. How can we make our communication efforts more effective? B. Interaction or Two-Way Communication. This approach recognizes the role of the receiver as a communicator through feedback. It is message centered and is a very simplistic view of the communication process. Feedback allows senders to see if their message got across.

ORAL COMMUNICATION IN CONTEXT C. Transaction. This approach focuses on meaning and sharing by accounting for all other factors in the communication process. It is concerned with the barriers that might affect the communication. Transaction is best described as effective communication. This is when the communication process is applied and carried out completely. The sender gives a message that is passed on to the receiver. In return, the receiver can give clear feedback that allows the sender to know whether or not the message was perceived as intended. If the message wasn’t received as intended, then the sender will continue the communication process again in order to ensure effective communication. Now that you know all three types of communication, we can reflect and evaluate our own communication approaches in different roles and situations. Knowing the three approaches to communication will help us to be aware of our types, when they occur, and how to improve our communication and create clear transactions. PRACTICE: 1. Explain the activity. We’re going to get into pairs in a few minutes and do an activity where Partner #1 will describe an image to Partner #2. Partner #2 will then need to reproduce this image. 2. State the rules of the activity. There are three rules: Partner #1 and #2 cannot face each other; Partner #1 can give the rules only once; and Partner #2 cannot ask for any clarification. 3. Divide the group into pairs with plastic farm animals (5 different animals, 2 of each type). Ask participants to get a book or something to write on and find their partners by matching farm animals. 4. Once everyone is in pairs, instruct the group to form a line, back to back: Partner #1 facing one wall and Partner #2 facing the other wall. [Note: Participants may sit or stand in this line. If chairs are used, facilitator will need to provide additional instructions for participants to bring chairs to the area. 5. Hand the people facing one wall (Partner #1) a handout with the image. Emphasize that the other person (Partner #2) cannot view this sheet. 6. Hand Partner #2 a blank sheet of paper and a marker. 7. Ask Partner #1 to describe the picture to Partner #2 so that she/he can reproduce the drawing on his/her sheet of paper. 8. Repeat the three rules: a. Partner #1 and #2 cannot face each other. b. Partner #1 can give the rules only once. c. Partner #2 cannot ask for any clarification. 8. Allow 10 minutes for this activity. Circulate to be sure people are following the instructions. 9. After 10 minutes, ask the group to come back together and discuss what they observed. 10. Next get them to discuss the exercise and review the following questions:

Teacher Tip: Before advancing to the Practice, ask some students to give a summary or a conclusion about the communication process.

ORAL COMMUNICATION IN CONTEXT a. b.

How well did the first person describe the shape to their partner? How well did the second person understand the instructions and how close were they to duplicating the actual shape of the picture? What went well and what could be improved in the communication process? c. Did they discover any problems with the sending or receiving parts of communication and how did they overcome this? What types of barriers did you encounter? ENRICHMENT: 1. Tell the students that communication is a dynamic, systemic or contextual, irreversible and proactive process in which communicators construct personal meanings through their symbolic interactions (Wood, 1964).

Teacher Tip: You may also ask the students to design their own game, or accomplish an action-based research, where communication is the most important 2. Inform to research on one specific model of communication, they may select one from those listed feature of the activity. They may below, and present an oral report about the model, focusing on how the terms “Sender” “Receiver” conduct a survey, or an interview with “Message” and “Feedback” are similar and different from that of Gronbeck’s Speech people – and then study the way the Communication Transaction Model. sender, the receiver and the message was transmitted. 3. Instruct the students to also focus on other vocabulary terms that might not be present in the Speech Communication Transaction Model. Likewise, students may also perform a task of analyzing different tweets of 4. Other models of communication: famous personalities, focusing on the a. The Aristotelian Model message, and check which kinds of b. The Lasswell Model barriers may impede people from c. The Shannon-Weaver Model understanding what the sender really d. Schramm’s Model wants to say. e. Berlo’s Model f. White’s Model g. Dance Model h. Wood’s Symbolic Interaction Model i. EVALUATION: Teacher Tip: Select which of the following activities to use for Evaluation: If the students have access to technology, you may integrate the use 1. Study and analyze the communication system in your own family. Draw up a schema or a of computer and the Internet for this diagram of its main components/features. Explain how it works using any or a combination of part. the communication models taken in class. Share your insights with a classmate and listen to her response as well.

ORAL COMMUNICATION IN CONTEXT 2.

3.

Choose any of the 3 relational forms of human communication: interpersonal, group, public. Explain and describe how these communicators interact or communicate with one another. You may recall a recent event that you are familiar with. Or the situation could be an event in the past that is still vivid in your memory. Focus your discussion on how they speak and how they show bodily behavior. Write a Facebook status on any of the following statements/maxims: a. “You cannot not communicate.” b. “Actions speak louder than words.” c. “Say what you mean, mean what you say.” d. Parents should listen more. e. “A man cannot step into the same river twice.” f.