CAGAYAN DE ORO NATIONAL HIGH SCHOOL

✓ SENIOR HIGH SCHOOL

LEARNING ACTIVITY WORKSHEET (LAWS)
Name: Date: Score:
Subject: Oral Communication in Context
Lesson Title: Nature and Elements of Communication
Lesson Competency: Differentiates the various models of communication. (EN11/12OC-Ia-3)
References: DepEd Learning Portal, Internet Sites, Oral Comm. Books from different Publishing, MELC
CONCEPT NOTES

Communication Models
Communication is a complex process, and it is difficult to determine where or with whom a communication
encounter starts and ends. It can sometimes be helpful to consider different communication models. Models of
communication simplify the process by providing a visual representation of the various aspects of a communication
encounter. Some models explain communication in more detail than others, but even the most complex model still
doesn’t recreate what we experience in even a moment of a communication encounter. Models still serve a valuable
purpose for students of communication because they allow us to see specific concepts and steps within the process of
communication, define communication, and apply communication concepts.

1. BERLO’S SMCR MODEL OF COMMUNICATION

Berlo’s model follows the SMCR model. This model is not specific to any particular communication. Berlo’s model
includes a number of factors under each of the elements:

Source: The source is situated where the message originates.

 Communication skills – It is the skill of the individual to communicate. For example, the ability to read,
write, speak, listen etc.

 Attitudes – This includes attitudes towards the audience, subject and towards oneself. For example, for
the student, the attitude is to learn more and for teachers, it is to help teach.

 Knowledge– Communicating also means that the person needs to be knowledgeable about the subject or
topic. For e.g. a teacher needs to know about the subject in detail that he or she teaches so that they
can communicate properly such that the students understand here.

Note: It refers, not to the general knowledge, but to the knowledge of the subject that the person is
communicating and their familiarity with it.

 Social system – The social system includes the various aspects of society like values, beliefs, culture,
religion and a general understanding of society. It is where the communication takes place.

For example, classrooms differ from country to country just like people’s behaviours and how they
communicate, etc.

Note: We can communicate only to the extent that the social system allows. When we communicate, we
take the social system into account.

 Culture: Culture of a particular society also comes under the social system.
According to this model, people can communicate only if the above requirements are met in the proper or
adequate proportion.

Prepared by: URBANO, E. | RENDAL, N. | ESCOLANO, M. | LIBOT, K. | CABRILLOS, L.

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Encoder: The sender of the message, from where the message originates, is referred to as the encoder. So the
source encodes the message here.

Message

 Content – The body of a message, from the beginning to the end, comprises its content. For example,
whatever the class teacher teaches in the class, from beginning to end, is the content of the message.

 Elements – It includes various things like language, gestures, body language, etc. They constitute all the
elements of a particular message. Any content is accompanied by some elements.

 Treatment – It refers to the packing of the message and the way in which the message is conveyed or
the way in which it is passed on or delivered.

Note: When there is too much treatment, communication will not go smoothly.

 Structure– The structure of the message refers to how it is arranged; the way people structure the
message into various parts.

Note: Message is the same, but if the structure is not properly arranged then the receiver will not
understand the message.

 Code– The code of the message refers to the means through which it is sent and in what form. It could
be, for example, language, body language, gestures, music, etc. Even culture is a code. Through this,
people give and receive messages and communication takes place.

Note: Only when the code is clear, the message will be clear. The wrong usage may lead to
misinterpretation.

Channel– It refers to the five sense organs. The following are the five senses:

 Hearing: The use of ears to receive the message. For example, orally transmitted messages,
interpersonal communication etc.

 Seeing: Visual channels, for example, Watching television so the message is conveyed through the
scene/film.

 Touching: The sense of touch can be used as a channel to communicate. For example, we touch, buy
food, hugging our loved ones,etc.

 Smelling: Smell also can be a channel to communicate. For example, perfumes, food, fragrances etc.
Charred smell communicates something is burning. People can deduct which food is being cooked by its
smell etc.

 Tasting : The tongue is a muscular organ used in the act of eat and taste food. For example, while a food
is being shared, the communication can happen regarding its taste.

Note: Despite not mentioning a medium, we need to assume that as communication is taking place,
channels can be any of the 5 senses or combination.

Decoder : The person who receives the message and decodes it is referred to a decoder.

Receiver: The receiver needs to think all the contents and elements of the source, so as to
communicate/responds to sender effectively.;

Berlo’s model believes that for effective communication to take place, the source and the receiver need to be on
the same level. Only then communication will happen or take place properly. Hence, the source and the receiver
should be similar.

For example, if the communication skill of the source is good, then the receiver should have equally good
listening skills.

Prepared by: URBANO, E. | RENDAL, N. | ESCOLANO, M. | LIBOT, K. | CABRILLOS, L.

Competence. Dedication. Optimism
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 CAGAYAN DE ORO NATIONAL HIGH SCHOOL
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It cannot be said that the receiver does not receive the whole message because even though he may receive it,
but may not be able to interpret its meaning. For effective communication, the source and the receiver need to
be on the same level.

Note: Self-image differs from person to person. For communication, the person should consider the receiver,
speak accordingly and give them what they need.

Criticism of Berlo’s SMCR model of communication:

 There is a lack of feedback. The effects are practically unknown.

 It does not mention the barriers to communication.
 There is no room for noise.
 It is a rather complex model.
 It is a linear model of communication.
 It requires people to be on the same level for effective communication to happen. However, that rarely
happens in everyday life.
 The main drawback of the model is that it omits the usage of sixth sense as a channel of communication,
which is an asset to human beings (thinking, understanding, analyzing etc.)

2. OSGOOD- SCHRAMM MODEL OF COMMUNICATION

It is a Circular Model, so that communication is something circular in nature

Encoder – Who does encoding or Sends the message (message originates)

Decoder – Who receives the message

Interpreter – Person trying to understand (analyses, perceive) or interpret

Note: From the message starting to ending, there is an interpretation goes on. Based on this interpretation only
the message is received.

This model breaks the sender and receiver model it seems communication in a practical way. It is not a traditional
model.

It can happen within our self or two people; each person acts as both sender and receiver and hence use
interpretation. It is simultaneously take place e.g. encoding, interpret and decoding.

Semantic noise is a concept introduced here it occurs when sender and receiver apply different meaning to the
same message. It happens mostly because of words and phrases for e.g. Technical Language, So certain words
and phrases will cause you to deviate from the actual meaning of the communication.

Note: When semantic noise takes place decoding and interpretation becomes difficult and people get deviated
from the actual message.

Advantage of Osgood- Schramm model of communication

 Dynamic model- Shows how a situation can change

Prepared by: URBANO, E. | RENDAL, N. | ESCOLANO, M. | LIBOT, K. | CABRILLOS, L.

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 CAGAYAN DE ORO NATIONAL HIGH SCHOOL
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 It shows why redundancy is an essential part
 There is no separate sender and receiver, sender and receiver is the same person
 Assume communication to be circular in nature
 Feedback – central feature.
Disadvantage of Osgood- Schramm model of communication

This model does not talk about semantic noise and it assume the moment of encoding and decoding.

3. FRANK DANCE’S HELICAL MODEL OF COMMUNICATION

In 1967, Frank Dance has proposed the communication model

called Dance’s Helix Model for a better communication process.
The name helical comes from “Helix” which means an object
having a three-dimensional shape like that of a wire wound
uniformly around a cylinder or cone. He shows communication
as a dynamic and non-linear process.

Theory

Dance’s model emphasized the difficulty of communication. Frank Dance uses the form of a Helix to describe the
communication process. He developed this theory based on a simple helix which gets bigger and bigger as it
moves or grows. The main characteristics of a helical model of communication is that it is evolutionary.

Frank Dance explains the communication process based on this Helix

structure and compares it with communication. In the Helix structure,
the bottom or starting is very small then it gradually moves upward in a
back and forth circular motion which forms the bigger circle in the top
and it is still moves further. The whole process takes some time to
reach. As like helix, the communication process starts very slowly and
defined small circle only. The communicators shared information only
with a small portion of themselves to their relationships. Its gradually
develops into next level but which will take some time to reach and
expanding its boundaries to the next level. Later the communicators
commit more and shared more portions by themselves.

Example

When a child is born the only means of communication for him is crying,
he cries for everything like hunger, pain, cold etc.. As the child grows the
means of communication become wider and broader. He learns to make
noises then he learns a language to obtain attention and to fulfil his
needs. As a Helix, the process of communication, in this case, started as
crying and later it developed into a complex and compound means.

The Helical model of communication is largely dependent on its past. A child learns to pronounce a word in his
elementary classes and throughout his life he uses that word in the same way he learnt. Just like that, we used to react
to certain things in a certain way in our childhood and such reactions and habits lasts with us forever. The communication
evolves in the beginning in some simple forms then the same process of communication functions and develops based on
past activities. Thus, his way of communication or his reactions may also different from the past behavior and
experiences. It develops further with modifications according to the situations.

Therefore the model concludes that the process of communication is like a continuous curve with some changes or
flexibility. The base of the helical curve (lower level) can be affected and/or altered at any time accordingly the
experience of an individual.

Conclusion

Frank Dance included the concept of time in his theory. The lifetime experience gained over the issue will always be
based on the similar event/incident happened in the past according to him. This theory of communication was subject to

Prepared by: URBANO, E. | RENDAL, N. | ESCOLANO, M. | LIBOT, K. | CABRILLOS, L.

Competence. Dedication. Optimism
SHS Faculty Honest. Industrious. Polite. Honest. Punctual.
 CAGAYAN DE ORO NATIONAL HIGH SCHOOL
✓ SENIOR HIGH SCHOOL
LEARNING ACTIVITY WORKSHEET (LAWS)
a number of experimental researches. Even though this model of communication clarifies everything there is a problem of
oversimplification. According to this theory, a communication process is the product of what we learnt.

Exercise 1: Compare and contrast the following models of communication using the expanded Venn diagram below.
Highlight the strengths and weaknesses of each model.

Scoring:

Criteria 5 points 3 points 1 point

excellent Fair Poor
Text support of comparison All statements are supported by the text. Most statements are supported by the Few or none of the statements
Statements text. are supported by the text.
Placement of statements All statements noting similarities are placed in Most statements are placed in the Few statements are placed in the
within the Venn diagram the center circle and all statements that correct circle, but student mixed up correct circle.
note differences are placed in the correct a few statements.
outer circle.
Number of quality Student is able to make five or Student is able to make 3–4 Student makes two or fewer
statements more comparison statements in each Comparison statements in Comparison statements in
circle. each circle. each circle.

Exercise 2: Come up with a model of communication. Make a drawing that shows your model of communication. Include
short description of the components of your model. Mention any special feature or characteristics of your model.

Scoring:

Criteria 5 points 3 points 1 point

excellent Fair Poor
Model Model is completely finished, well thought out Model is well thought out and Model shows no research in planning.
and is easily understood. implemented correctly. Missing a
component.
Construction The model is carefully constructed with The model is carefully constructed with The model is poorly constructed.
materials that showcase student's creativity materials but does not showcase
and are appropriate. student's creativity.
Organization and Mechanics Model is neat, accurate, easy to follow, and Model is neat, accurate, and easy to
shows creativity. follow. Model is messy or hard to follow.

Exercise 3: Describe the process of communication by identifying the role of its components.

Prepared by: URBANO, E. | RENDAL, N. | ESCOLANO, M. | LIBOT, K. | CABRILLOS, L.

Competence. Dedication. Optimism
SHS Faculty Honest. Industrious. Polite. Honest. Punctual.