Professional Documents
Culture Documents
Subject Syllabus: Nature and Elements of Communication
Subject Syllabus: Nature and Elements of Communication
SUBJECT SYLLABUS
S.Y 2018-2019
3. Differentiate the 3.1 Describe the 3. The following are 3. Picture Analysis 3. Short Quiz 3. 1 hr.
various models of various models of some of the most Assignment
communication. communication. prominent models of The class will be
3.2 Differentiate the communication: divided into groups.
various models of a. Aristotle’s Speaker- Each group will be
communication. Centered Model given a picture of a
b. Schramm’s Model of model of
Christian Colleges of Southeast Asia- School of Basic Education
Senior High School Department
Don J. Rodriguez Sr. Avenue, near Japan – Philippine Highway
Ma-a, Davao City
SUBJECT SYLLABUS
S.Y 2018-2019
4. Distinguish the 4.1 Identify the 4. Verbal 4. Think-Pair-Share 4. Long Quiz 4. 2 hrs.
unique features of unique features of communication involves
one communication one communication the use of language to The students will be
process from the process from the express ideas however; tasked to find a pair.
other. other. in communication, we As a pair, their task
4.2 Distinguish the send messages not is to discussed the
unique features of only through words but following questions:
one communication also through non-verbal
process from the cues. 1. What are the
other. vocal and non-vocal
manifestations of
verbal and non-
verbal
communication?
2. What are the
unique features of
verbal and non-
verbal
communication?
3. How can you
distinguish verbal
from non-verbal
communication?
Christian Colleges of Southeast Asia- School of Basic Education
Senior High School Department
Don J. Rodriguez Sr. Avenue, near Japan – Philippine Highway
Ma-a, Davao City
SUBJECT SYLLABUS
S.Y 2018-2019
5. Explain why there 5. Explain why there 5. There are times 5-6. Group 5-6. Short Quiz 5-6. 1 hr.
is a breakdown of is a breakdown of when the transmission Dynamics
communication communication of messages is
6. Use various 6. Use various disrupted. These The class will be
strategies in order to strategies in order to disruptions which divided into groups.
avoid avoid communication prevent messages from Each group will be
communication breakdown. being interpreted are assigned to a
breakdown. known as noise. specific topic. They
will be given time to
6. To overcome noise discuss the topic
and misunderstanding, then, one
follow the basic representative will
strategies in report the group’s
communicating. output to the class.
As a speaker:
A. Use concise and
simple words.
B. Take note of the
environment and adjust
your voice accordingly.
C. Use verbal and non-
verbal means.
D. Consider your
listener’s context.
E. Pay attention to your
listener’s non-verbal
cue
F. If your listener does
not understand your
messages, try to
rephrase the statement
or use gestures.
G. After speaking, give
your listener a chance
to share his/her
feedback.
Christian Colleges of Southeast Asia- School of Basic Education
Senior High School Department
Don J. Rodriguez Sr. Avenue, near Japan – Philippine Highway
Ma-a, Davao City
SUBJECT SYLLABUS
S.Y 2018-2019
As a listener:
A. Practice self-
awareness by being
conscious of your own
behavior, feelings, and
habits.
B. Listen actively and
attentively.
C. Use non-verbal cues.
D. Maintain eye contact
during the conversation.
E. Ask for clarification.
F. Provide feedback.
SUBJECT SYLLABUS
S.Y 2018-2019
B. Orientation of
knowledge
C. Empathy
D. Interaction
management
E. Task role behavior
F. Relational role
behavior
G. Tolerance of
ambiguity
H. Emotional
expression and
interaction posture
SUBJECT SYLLABUS
S.Y 2018-2019
improve or become
better
D. Information: to share
and gain information
E. Emotional
expression: to express
how they feel
3. Watch and listen 3. Watch and listen to 3. The speaker 3-4. Film Viewing 3-4. Short Essay 3-4. 5
to sample oral sample oral effectively delivered Short Quiz hrs.
communication communication his/her piece through The teacher will Recitation
activities. activities. the use of his voice, present different
4. Ascertain the 4. Ascertain the gestures, movements, videos that involve
verbal and non- verbal and non-verbal and/or visual materials. communication
verbal cues that cues that each 4. Verbal cues: spoken activities. The
each speaker uses speaker uses to words, written words students will be
to achieve his/her achieve his/her Non-verbal cues: sighs, tasked to identify the
purpose. purpose. screams, laughs, fillers, verbal and non-
vocal qualities, and verbal cues that
features each speaker uses.
5. Comprehend 5. Comprehend 5. The two kinds of oral 5-6. Text Analysis 5-6. Activity 5-6. 4
various kinds of oral various kinds of oral texts are individual The class will be Sheet hrs.
texts. texts. presentation and group divided into groups. Reporting
6. Identify strategies 6. Identify strategies interaction. Each group will be
used by each used by each 6. The following non- given a sample oral
speaker to convey speaker to convey verbal behaviors help text. The task of
his/her ideas his/her ideas the speaker convey each group is to
effectively. effectively. ideas effectively: identify the
Complementing, strategies used by
Contradicting, each speaker to
Accenting, Substituting, convey her ideas
Regulating, and effectively.
Repeating.
Christian Colleges of Southeast Asia- School of Basic Education
Senior High School Department
Don J. Rodriguez Sr. Avenue, near Japan – Philippine Highway
Ma-a, Davao City
SUBJECT SYLLABUS
S.Y 2018-2019
7. Evaluate the 7. Evaluate the 7. The effectiveness of 7. Speech Delivery 7. Delivering a 7. 3 hrs.
effectiveness of an effectiveness of an an oral communication Speech
oral communication oral communication can be evaluated based The students will be
activity. activity. on its content, tasked to deliver a
organization, non-verbal short speech about
cues, vocal clarity and the topic that they
expression. had picked. Every
after presentation, a
student will be called
to evaluate the
performance of the
speaker.
5. Provide examples
of research in areas
of interest. 4. Quantitative and
qualitative research are
two broad categories of
research methods.
Qualitative research
aims to discuss and
analyze the underlying
concepts and theories
related to the study.
Meanwhile, quantitative
research uses statistical
data to explain a
phenomenon.
Christian Colleges of Southeast Asia- School of Basic Education
Senior High School Department
Don J. Rodriguez Sr. Avenue, near Japan – Philippine Highway
Ma-a, Davao City
SUBJECT SYLLABUS
S.Y 2018-2019
6. Fully appreciate
the importance of
research and its
nature.
Christian Colleges of Southeast Asia- School of Basic Education
Senior High School Department
Don J. Rodriguez Sr. Avenue, near Japan – Philippine Highway
Ma-a, Davao City
SUBJECT SYLLABUS
S.Y 2018-2019
Christian Colleges of Southeast Asia- School of Basic Education
Senior High School Department
Don J. Rodriguez Sr. Avenue, near Japan – Philippine Highway
Ma-a, Davao City
SUBJECT SYLLABUS
S.Y 2018-2019
3. Describes
characteristics,
processes, and
ethics of research.
Christian Colleges of Southeast Asia- School of Basic Education
Senior High School Department
Don J. Rodriguez Sr. Avenue, near Japan – Philippine Highway
Ma-a, Davao City
SUBJECT SYLLABUS
S.Y 2018-2019
4. Differentiates
quantitative from
qualitative research.
5. Provides
examples of
research in areas of
interest (arts,
humanities, sports,
science, business,
agriculture and
fisheries, information
and communication
technology, and
Christian Colleges of Southeast Asia- School of Basic Education
Senior High School Department
Don J. Rodriguez Sr. Avenue, near Japan – Philippine Highway
Ma-a, Davao City
SUBJECT SYLLABUS
S.Y 2018-2019
social inquiry)
2. Quarterly Exam
a. 1st Quarter Exam
b. 2nd Quarter Exam
3. Guided Transfer
- Research Plan Outline
4. Performance Task
GRASPS: You are a young qualitative researcher hired by DOST to make a qualitative research. You have to present a study that is related to the social issues we are facing today in the field of science, technology and media. Based
on your approved title, you have to give a specific problem translated to research question/s. You have to present the first 2 parts, the introduction and review of related literature to the DOST Region 11 board members before the
research proposal. Your introduction and related literature must be well written, coherent and have proper citation. You will be graded according to the following: 1.) Cover page, 2.) Title, 3.) Introduction, 4.) APA Format, and 5.)
Writing Style.
A. Introduction:
1. Background of the Study
2. Statement of the problem/ objectives
Christian Colleges of Southeast Asia- School of Basic Education
Senior High School Department
Don J. Rodriguez Sr. Avenue, near Japan – Philippine Highway
Ma-a, Davao City
SUBJECT SYLLABUS
S.Y 2018-2019
Rubrics:
Criteria Description Points Rating
Title/Topic _____ a. Title is short but concise; provides a summary of the paper content. 5- a-e criteria were satisfied (Excellent)
_____ b. Title is within the intellectual capacity and interest of the researchers. 4- any 4 criteria were satisfied (Very Satisfactory)
_____ c. Title is narrowed down, focused or delimited to one issue. 3 - any 3 criteria were satisfied (Satisfactory)
_____ d. Title/topic can be studied within the course of time. 2 - any 2 criteria were satisfied (Unsatisfactory)
_____ e. Value added 1-any of the criterion is satisfied (Poor)
0- none of the criterion is satisfied (Non-compliance)
Introduction _____ a. Provides background for the choice of the topic. 5- a-e criteria were satisfied (Excellent)
_____ b. Describes problem/s or research gap to be solved with objectives which aligned with the title. 4- any 4 criteria were satisfied (Very Satisfactory)
_____ c. Significance of the study is described/ justified. 3 - any 3 criteria were satisfied (Satisfactory)
_____ d. Scope and limitation clearly states the parameter of the study. 2 - any 2 criteria were satisfied (Unsatisfactory)
_____ e. Terms included in the definition of terms are operationally defined. 1-any of the criterion is satisfied (Poor)
0- none of the criterion is satisfied (Non-compliance)
Review of Related Literature _____ a. Citations in the RRL were properly done in APA format. 5- a-e criteria were satisfied (Excellent)
_____ b. Includes thorough review of literature and studies related to the topic. 4- any 4 criteria were satisfied (Very Satisfactory)
_____ c. Findings of the related literature were properly described. 3 - any 3 criteria were satisfied (Satisfactory)
_____ d. Related literature were properly discussed. 2 - any 2 criteria were satisfied (Unsatisfactory)
_____ e. Value added 1-any of the criterion is satisfied (Poor)
0- none of the criterion is satisfied (Non-compliance)
Mechanics/ Grammar a. Abbreviation, proper punctuation and italics were properly observed. 5- a-e criteria were satisfied (Excellent)
b. Words were used according to their right context. 4- any 4 criteria were satisfied (Very Satisfactory)
c. Agreement between words (e.g. subject-verb) were observed properly. 3 - any 3 criteria were satisfied (Satisfactory)
d. Spelling of words are all correct. 2 - any 2 criteria were satisfied (Unsatisfactory)
e. The sentences are all in correct tenses; sentence construction is right. 1-any of the criterion is satisfied (Poor)
0- none of the criterion is satisfied (Non-compliance)
Teamwork Rubrics:
Christian Colleges of Southeast Asia- School of Basic Education
Senior High School Department
Don J. Rodriguez Sr. Avenue, near Japan – Philippine Highway
Ma-a, Davao City
SUBJECT SYLLABUS
S.Y 2018-2019
The assessment process for the Teamwork is composed of two parts. The first will be peer evaluation where every member in a team will evaluate his peers in the same team. The second will be done by the course instructor or the
assessment committee which will depend mainly on the final report and log book submitted by each group. These rubrics are designed for evaluating the role of individuals in acquiring this skill.
Attitude Is never publicly critical of the project or Is rarely publicly critical of the project or Is occasionally publicly critical of the project or Is often publicly critical of the project or the
the work of others. Always has a the work of others. Often has a positive the work of other members of the group. work of other members of the group. Is often
positive attitude about the task(s). attitude about the task(s). Usually has a positive attitude about the negative about the task(s).
task(s).
Focus on the Consistently stays focused on the task Focuses on the task and what needs to be Focuses on the task and what needs to be Rarely focuses on the task and what needs to
task and what needs to be done. Very self- done most of the time. Other group done some of the time. Other group members be done. Lets others do the work.
directed. members can count on this person. must sometimes nag, prod, and remind to keep
this person on task.
Working with Almost always listens to, shares with, Usually listens to, shares, with, and Often listens to, shares with, and supports the Rarely listens to, shares with, and supports
Others and supports the efforts of others. Tries supports the efforts of others. Does not efforts of others, but sometimes is not a good the efforts of others. Often is not a good team
to keep people working well together. cause "waves" in the group. team member. player.
Total
SUBJECT SYLLABUS
S.Y 2018-2019
T QL Sig T QL Sig
Prepared by: Checked and Rated by: