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Oral Communication Quarter 1 – Module 3
Models of Communication
Senior High School
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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 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: [email protected]
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 Schools Division Superintendent
Dr. Leah B. Apao Assistant Schools Division Superintendent
Dr. Ester A. Futalan Assistant Schools Division Superintendent
Dr. Cartesa M. Perico Assistant Schools Division Superintendent
Dr. Mary Ann P. Flores CID Chief
Mr. Isaiash T. Wagas Education Program Supervisor – LRMDS
Dr. Clavel D. Salinas PSDS/SHS Division Coordinator
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Oral Communication Quarter 1 – Module 3
Models of Communication
Senior High School
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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:
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.
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.
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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
on tract on the Competencies, Objectives and
Skills expected to be developed and mastered.
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.
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.
A brief discussion of the lesson can be read in
this part. It guides and helps unlock the lesson
presented.
WHAT I NEED TO KNOW
WHAT I KNOW
WHAT’S IN
WHAT’S NEW
WHAT IS IT
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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
learning and understanding on the given topic.
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.
In this section, enhancement activities will be
given to further grasp the lessons.
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.
WHAT’S MORE
WHAT I HAVE LEARNED
WHAT I CAN DO
ASSESSMENT
ADDITIONAL ACTIVITIES
ANSWER KEYS
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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
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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
WHAT I NEED TO KNOW
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!
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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
WHAT I KNOW
Test your model of communication knowledge!
A. Directions: Read each item carefully and write the letter of the correct answer.
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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
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
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?”
Comprehension check!
B. Directions: Match the following communication components with their
corresponding examples. Write only the letter of the correct answer.
It’s time to understand what you are reading. Stay
focused.
Directions: Read the scenario below and do the tasks
that follow.
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Answer the following:
1. Who is the sender?
2. What is the message?
3. What is the channel?
4. What could be the possible noise?
5. Who is the receiver?
6. Is feedback present? What is it?
WHAT’S NEW
Your answer:
Share your thoughts here!
B. Can you make a communication diagram based on the scenario above? What
does it look like? Can you illustrate it?
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?
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WHAT IS IT
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
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.
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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
Figure 1: Shannon and Weaver’s Linear 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.
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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
Figure 3. Transaction Model
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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 __________________.
Shannon-Weaver Model
Shannon-Weaver Shannon-Weaver
and Schramm and Transaction
Models Models
Shannon-Weaver,
Transaction and
Schramm Models
Schramm Model Transaction Model
Schramm and Transaction Models
WHAT’S MORE
A. Directions: Fill in the blanks with important
information about the models of communication.
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.
Go forth and accomplish them!
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Topic
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
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.
WHAT I HAVE LEARNED
WHAT I CAN DO
Become a Model Communicator
Track your progress!
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.
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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.
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Shannon-Weaver
Schramm
Transactional
Aristotelian
ASSESSMENT
One-way two-way linear pattern speaker
only speaks continuous and changing interdependent
speaker never listens provides feedback simultaneous
taking turns noise affects communication dynamic process
no feedback speaker listens experience affects communication
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.
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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.
ADDITIONAL ACTIVITY
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ANSWER KEYS
Notes to the Teacher! The teacher will check all the Answers Vary Part.
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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%20Congress%20Lesson%20Plans/Model%20of%20Communication%20Final.pdf Retrieved from August 4, 2020.
Models and Process of Communication. Retrieved from http://dmcodyssey.org/wp-content/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=IwAR20wTtOAixbMkCqf1uIcGmQ54AilBxCZD4FDrLvFsDltWmSA4-934Otkx8. Retrieved date August 4, 2020. Become A Model Communicator. Retrieved from https://kidcourses.com/the-communicationmodel/?fbclid=IwAR22Uo8sI3qxlSKldVEhvOpa8IiVZpphjnqLEYQUWaHHvTDTZ17SCw5LaDw. 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: [email protected]
