SPEECH 180

MODULE 2

DEVELOPMENT OF INSTRUCTIONAL
COMMUNICATION

Instructional Communication

Introduction:

The role of communication in the instructional context was given formal recognition in
the 1970s. Speech communication practitioners have emphasized the importance of the role
of communication in instruction as proven by researches. This module focuses on the
history and development of instructional communication, particularly in the speech
communication discipline and the K to 12 program.
LEARNING OUTCOMES:

Upon completion of this module, the students

should be able to:
1.) Trace/narrate the history
of instructional communication
2.) Narrate the development of speech
communication program in UP
3.) Explain the K to 12 program and its salient
features

ACTIVITIES FOR ENGAGEMENT:

1.) For the Speech Communication majors: Why did

you choose to pursue the speech communication
discipline?
2.) For the students from other disciplines: Why did
you choose this course as your elective?
3.) Share your own personal experience of the K-12
program as a student
LESSON OUTLINE:

I. History of Instructional Communication

II. Development of Speech Communication Program in UP
III. The K to 12 Program
DISCUSSION:

Brief Historical Background of Instructional Communication

McCroskey stated that instructional communication is an area of communication

scholarship that centers on the role of communication in teaching, and training
contexts, K-12, college and other organizational environments. It is not
communication education although some of its roots are from speech education
and communication education from the 1930s to the 1960s. It was not until the
early 1970s that the area of instructional communication received formal
recognition. Since the establishment of instructional communication as a
recognized are of scholarship in the field of communication, West Virginia faculty
and graduate students have maintained a significant role in the advancement of
the area.
Speech Communication Program in the University of the Philippines Diliman

In the University of the Philippines Diliman, the speech discipline was originally
under the Department of English. In 1959, the Department of Speech and Drama
was established which later became the Department of Speech Communication
and Theatre Arts. The department offered a course BA Speech and Drama which
later became BA Speech Communication. One of the courses before under the BA
Speech Communication curriculum was Speech 181 (Directed Speech Activities). It
has this course description: Speech principles and skills related to the needs of
prospective teachers. Emphasis on problems which confront teachers in defining
the needs of students and in planning well-rounded speech programs.

In 2018, the Department of Speech Communication introduced two areas of

concentration for the BA Speech communication program: rhetoric and
performance and interpersonal and instructional communication. Many new
courses have been developed. Under instructional communication, there are six
new courses: Speech 180 (Instructional Communication), Speech 181 (Speech
Communication Module Development), Speech 183 (Instructional Communication
and Technology), Speech 184 (Speech Communication Program Evaluation),
Speech 185 (Assessment of Learning in Speech Communication Activities) and
Speech 186 (Voice and Pronunciation in Instructional Contexts).
The K to 12 Program

The K to 12 program covers Kindergarten and 12 years of basic education (six years
of primary education, four years of Junior High School, and two years of Senior
High School (SHS) to provide sufficient time for mastery of concepts and skill,
develop lifelong learners, and prepare graduates for tertiary education,
middle-level skills development, employment and entrepreneurship.

These are the salient features of the K to 12 program

1.) Strengthening Early Childhood Education (Universal Kindergarten)
2.) Making the Curriculum Relevant to Learners (Contextualization and
Enhancement)
3.) Building Proficiency Through Language (Mother-Tongue-Based Multilingual
Education)
4.) Ensuring Integrated and Seamless Learning (Spiral Progression)
5.) Gearing Up for the Future (Senior High School)
There are Seven Learning Areas: Language, Natural Sciences, Literature, Social
Sciences, Communication, Mathematics and Philosophy. There are also three
tracks: First is the Academic which is composed of three strands: Business,
Accountancy, Management (BAM), Humanities, Education, Social Sciences (HESS)
and Science, Technology, Engineering, Mathematics (STEM). Second is the TVET
(Technical Vocational Education & Training) which provides Certificates of
Competency (COC), National Certificate Level 1(NC 1), National Certificate Level 2
(NC 2). NC 1 and NC 2 improves employability of graduates in fields like
Agriculture, Electronics and Trade. Third is Sports and Arts.
6.) Nurturing the Holistically Developed Filipino (College and Livelihood Readiness,
21st Century Skills) Every graduate will be equipped with: 1.) Information, media
and technology skills 2.) Learning and innovation skills, 3.) Effective communication
skills and 4.) Life and career skills
ASSESSMENT:

Write a 150 word essay about the K to 12

program.
Please be guided by the following questions:
How can we further improve
the K to 12 program?
How we bridge the gap between the K to 12
and the basic speech communication course
in UP?
Submit through email not later than
October 15, 2020.

ENRICHMENT ACTIVITIES:

Watch the following YouTube videos:

Jayson Gray - Learning (Lyric Video)

https://www.youtube.com/watch?v=sGWi6KynB8s

Sesame Street: Bruno Mars: Don't Give Up

https://www.youtube.com/watch?v=pWp6kkz-pnQ

I-Witness: Iskul Ko, No. 1!," a documentary by

Sandra Aguinaldo (full episode)
https://www.youtube.com/watch?v=hsWaQVu-o1Y

REFERENCES:

Department of Speech Communication and Theatre Arts Iskomunidad

https://iskomunidad.upd.edu.ph/index.php/Department_of_Speech_Commu
nication_and_Theatre_Arts

The K to 12 Basic Education Program

https://www.officialgazette.gov.ph/k-12/
Department of Education
https://www.deped.gov.ph/k-to-12/about/k-to-12-basic-education-
curriculum/

Mottet, Timothy P. et.al. (2006) Handbook of Instructional Communication

Rhetorical and Relational Perspectives Pearson Education Inc.