CRITICAL THINKING

INNOVATIVE THINKING
COURSE CODE
EMPATHY
RESILIENCE
COURSE TITLE TEAMWORK
COMMUNICATION
SEMESTER 2 SCHOOL YEAR
2020-21

PERIOD
MODULE NO. 4
INTRODUCTION

For this week, you are about to apply all the skills you have learned for the past weeks about critical
thinking, observing, giving insights and interviewing. Brace yourself, it is now your time to demonstrate
these skills with your speaking prowess on your first ever performance innovative task (PIT).

Intended Learning Outcomes (Learning Competencies)

 Articulate and present your ideas on the sketch/invention created to your end user (loved one)
whether scripted or spontaneously and record it thru a one-minute video presentation or via loud
speaker feature thru a phone call
 Interview and respond to questions with regard to your presentation validating whether your
sketch/invention was appropriate and tailored-fit to his or her needs
 Provide a synthesis of your presentation and validation experience to your respective teacher and
classmates through a speak up and Q & A activity in smaller groups

TOPIC 1: Refresh the skills!

In Module 1, you sketched and/or invented something for someone dear to you. At this time, you need to revisit
your design and ask yourself if it is matched to the end user by considering the critical thinking skills you have
learned from the various activities provided.

For Module 2, you moved further your critical thinking standards to the difference between observations and
insights. It helped you shape up on how you look at things and deliver it with critical mind and appropriate data.

With Module 3, you were able to think critically and applied your observation and insight skills by creating
your own interview questions on the situations given.

Now that you are about to embark in Module 4, you need to be prepared on how to deliver and speak up by
articulating your ideas to the end user what you have created and validate whether what you have
sketched/invented complemented to his or her needs.

Activity 1: Looking back at my sketch…

 TOPIC 2: Speak up – the need to articulate ideas

Why is there a need to articulate ideas?

The main purpose of communication is to send messages to someone and be

understood. Being articulate is to communicate clearly so as if to make it easier
for people to understand what you are communicating (Riise, 2018).

It is important to articulate our ideas or else our sketch/invention will remain

just an idea. Like in a relationship, you need to communicate what you or your
significant other really wants. Otherwise, you will end up just assuming…
Sources: https://www.facebook.com/speakupsmu/ (icon)
https://www.quora.com/Why-is-it-important-to-be-articulate

Communication is the key!

One of the graduate attributes of a trailblazer is able to effectively

communicate. This means that a “USTP graduate is able to present and
articulate views, thoughts and ideas by effectively using oral, written,
multimedia and nonverbal communication skills in a variety of forms
and contexts”.

Thus, we need to keep our channels of communication always open and

be able to articulate in various platforms just like in this performance
innovative task that you are about to experience. This demonstrates a
true spirit of a trailblazer!

Some tips!

Communicate your point: How to become an articulate communicator – be efficient, credible and
confident!

1. Plan your words ahead.

You may start revisiting the right words in the critical thinking standards from Module 1. Then
align them to your main points.
2. Give time to formulate your ideas.
You may start by making an outline in bullets. Begin with a powerful introduction like a famous
saying from a quote or a story matched with what makes this sketch/invention a need by your
end user. The meat of the spiel is how you came up with this idea and its benefits (two or three)
in using this sketch/invention and other good reasons. Then you may end with a bold ending as
stipulated in tip # 7. Do not forget formulating the interview and validation questions after this
one-minute oral presentation.
3. Rehearse.
Speak and deliver your piece out loud. Say the words over and over again so they start coming
out very naturally.
4. Monitor your delivery.
Speak at the right pace, deliberately and audibly. Enunciate words. Try your best not to fill in
dead space with filler words such as um, uh, and like. Try to pause purposefully and periodically
to gauge if your loved one is following along. Read their body language (e.g. nodding, sleeping,
making sense of the presentation, etc.) and mind your body language as well (e.g. posture, eye
contact, hand gestures, etc.).
 5. Use storytelling to add relevance and imagery to your points.
This provides a vivid picture to help your audience grasp your points experientially. This can be
very powerful because it puts people right into the situation with all the thoughts and emotions
that go with it.
6. Model after others.
Sometimes it is helpful to model your communication delivery after someone famous or in the
public eye. You may get some styles from speakers in TEDTalk or your favorite inspiring
speakers.
7. Provide bold ending.
End your discussion with a direct appeal for action like proposing a solution or taking the next step.
By being proactive like this, you keep control of the discussion and hopefully the terms of the
outcome. Plus, it reinforces the credibility and authority you are attempting to convey. Take the
courage and confidence!
Source: https://www.convoconnection.com/blog/get-to-the-point-how-to-be-an-articulate-communicator

Activity 2: Preparing for the main task

Instructions: The following points will guide you in preparing for the first
performance innovative task (PIT).

Target: Be able to articulate your ideas, interview and respond to feedback and
synthesize the whole experience

Articulating your ideas: The one-minute speech

 Applying the tips on how to become an articulate communicator, write a one-
minute speech for your sketch/invention oral presentation. You may make use
of this as your spiel/script to memorize or you may deliver it spontaneously
based on the tips provided.
 If you are communicating with someone who might be uncomfortable with the
English language, prepare a vernacular speech as well. Hence, deliver in English
and translate in the mother tongue (a total of two minutes delivery).
 You may have more than one recording for the trial run. You do not need to
submit the trial videos.
Preparing for the interview and validation: Feedback is the key!
 Feedback plays an important role in our presentation. This will help validate if
our ideas really defined the needs or we are making things complicated.
 With this, prepare interview and validation questions which will commence
right after the oral presentation. You are encouraged to make more Type B
questions than Type A. This will dig deeper what really the needs are of the end
user. You do not need to submit these questions; however, these are very
instrumental the moment you have your interview and validation process. In
this activity, explore on the whys, more Type Bs, tell me more aspect... with at
least 10 feedback statements in the interview and validation process.
 During the interview and validation, do not be defensive. Suspend judgment.
Listen first before responding to the comments and suggestions. You may do
this in the next three to five minutes. It is important to record this as well
because you will transcribe this in preparation for the next module.
*Please see attached RUBRIC as a guide on how you will be graded.
 TOPIC 3: The Performance Innovative Task (PIT)

What is a Performance Innovative Task (PIT)?

“A performance task is any learning activity or assessment that asks students to perform to
demonstrate their knowledge, understanding and proficiency. Performance tasks yield a tangible
product and/or performance that serve as evidence of learning. Unlike a selected-response item (e.g.,
multiple-choice or matching) that asks students to select from given alternatives, a performance task
presents a situation that calls for learners to apply their learning in context.”
Source: https://www.definedlearning.com/pd-center/performance-tasks/

As a performance innovative task, it calls for innovation by coming up with a new idea, method or
process that is important to address the needs of the end users. Hence, these are authentic tasks that
could be applied in the real world just like presenting one’s idea and building on someone’s idea in
creating a product (i.e. sketch/invention).

In USTP’s grading system, this comprises 20% of the whole

subject. Are we ready for our first ever PIT?

Activity 3: The first Performance Innovative Task

Directions for the Performance Innovative Task: SPEAK UP!

Stage 1: Presentation of the sketch/invention to the end user
 Find a place at home where you and your loved one are both comfortable. If possible, look for a spot free from
noise for the recording.
 Bring your sketch/invention and gadget for recording. Do not forget to have a trial run to make sure that it
will work.
 Present to your end user what you have created (i.e. sketch/ invention) in one minute and record the whole
oral presentation. Do not forget take photos!
These should be candid and in action. Avoid huge file setting of the photo. Make adjustments of the file size if necessary.
After taking the pictures, choose the best and RENAME your photo's FILENAME to this TEMPLATE Section_OPS_Family
name and First Name (e.g. Resilience_OPS_Daleon, Junnafe). OPS stands for Oral Presentation Stage.
* If challenged with the recording, you may make use of the phone and set it in loud speaker so that the
teacher could listen. Please make sure that you have set an appointment with your teacher before proceeding.
Stage 2: Interview and validation
 Start asking your loved one how was the presentation. Then proceed on your prepared questions. You may
also respond based on his or her feedback.
 Record the whole interview and validation process. Three to five minutes is the ideal time. Take some photos
as well. These should be candid and in action. Avoid huge file setting of the photo. Make adjustments of the file size if
necessary. RENAME your photo's FILENAME to this TEMPLATE Section_IVS_Family name and First Name (e.g.
Resilience_Daleon, Junnafe). IVS stands for Interview and Validation Stage. In addition, if you do not have a recorder,
kindly request someone to write and record the whole process.
 Keep the recording because you will transcribe this in the next module.
* If there is a need to revise the sketch/invention based on the feedback, please do so.
Stage 3: Synthesis
 In smaller groups, you will provide a synthesis (e.g. original and/or revised sketch/ invention, realizations,
insights, discoveries, etc.) of this whole experience thru the digital video conference or teleconference.
Use this Google form to provide your links for the video recording, photos and preference for the synthesis
stage: http://bit.do/IITSMod4PIT
If there are challenges met along the way, do not hesitate to consult your teacher.
Deadline: On or before April 26, 2021 (Stages 1 and 2)
Duration: April 30, 2021 (Stage 3)
 RUBRIC
Your quick guide on how you will be graded in this Performance Innovative Task (PIT). Target for the EXCELLENT level!
Criteria Excellent (5) Very Good (4) Good (3) Fair (2) Needs Improvement (1)
Stage 1: Oral Presentation Stage (OPS) – as demonstrated in the recording/phone call teleconference
Content The speech is excellently The speech is well- The speech is organized The speech is fairly The speech needs
organized in formulating the organized in formulating in formulating the ideas organized in formulating improvement in
(x3)
ideas and demonstrates the the ideas and demonstrates and demonstrates the the ideas and demonstrates organizing one’s
critical
critical thinking skills – right the critical thinking skills thinking skills – right the critical thinking skills thoughts and ideas.
– use –
use of words, coherent points right use of words, of words, coherent right use of words,
points
and benefits of the coherent points and and benefits of the coherent points and
sketch/invention, style and the benefits of the sketch, and sketch, and the like. benefits of the sketch,
and
like. It is excellent and the like. the like.
beyond!
Delivery The speaking skills are superb – The speaking skills are The speaking skills are The speaking skills are The delivery needs
(x2) clear articulation, right pace, great–clear articulation, good–clear articulation, fair–articulation, pace, improvement in terms
* body language deliberate and audible, no dead right pace, deliberate and right pace, deliberate and deliberation and of speaking skills;
will be graded space filler words, and audible, very minimal filler audible, minimal filler audibleness, with a Lack of rehearsals
based on the photo
submitted if using appropriate use of body words, and appropriate use words, and appropriate number of filler words, and preparations.
the phone call language; Also, exemplifies great of body language; Also, with use of body language; and gaps of body
teleconference enthusiasm, courage and great enthusiasm, courage shows enthusiasm, language use; shows
platform
confidence! and confidence! courage and confidence! fairly the enthusiasm,
courage and confidence.
Score/ /25
Comments
Stage 2: Interview and Validation Stage (IVS)
Quality The interview and validation The interview and validation The interview and The interview and validation The IVS needs
of questions are excellently questions are well- validation questions are questions are fairly deepening in
formulated – with more on formulated – with formulated – with formulated – whys, Type formulating the
questions whys, Type B questions, tell whys, Type B whys, Type B B questions, tell me interview and
(x3) me questions, tell me questions, tell me more
more aspect that will arrive to more aspect that will more aspect that will aspect that will arrive to validation questions.
a arrive a
clear feedback of the to a clear feedback of arrive to a clear feedback about the
the
sketch/invention. sketch/invention. feedback. sketch/invention.
Feedback The interview and validation The interview and validation The interview and The interview and validation The IVS is not
processing process is excellently facilitated process is well-facilitated – validation process is process is fairly facilitated facilitated well. It
– listening first before listening first before facilitated – listening – listening before is not clear what
(x2) responding, not defensive, responding, not defensive, before responding, not responding, not defensive, to do with the
design/
considering the suggestions, considering the defensive, considering considering suggestions, sketch/invention.
and ending it with a clear suggestions, and ending it suggestions, and ending and ending it with an
action action
on what to do with the with a clear action on it with an action on on what to do with the
design/ what what
sketch/invention. to do with the design. to do with the design. design.
Score/ /25
Comments
Stage 3: Synthesis
Articulation The student is able to The student is able to The student is able to The student is able to The student needs
of the whole articulate and communicate articulate and communicate articulate/communicate articulate and communicate improvement in
excellently his or her whole well his or her whole his or her whole fairly his or her whole articulating and
experience experience to the experience to the experience to the experience to the teacher. communicating his or
(x2) teacher. He or she teacher. He or she can teacher. He or she can He or she can barely her ideas.
can specifically identify the
identify the
successes and pitfalls in this successes and pitfalls in identify the successes identify the successes and
task. this task. and pitfalls in this task. pitfalls in this task.

Reflection The student arrives with The student arrives with The student arrives with The student arrives fairly The student need to
and reflection points in creating his reflection points in creating reflection points in with reflection points in improve his or her
or her sketch/invention such as his or her sketch/invention creating his or her creating his or her sketch skills in articulating
Action realizations, insights, such as realizations, sketch with realizations, with realizations, insights, reflection and action
points
(x3)
discoveries, etc. He or she
extraordinarily revised it
whenever necessary.
insights, discoveries, etc. insights, discoveries, etc. discoveries, etc. He or she points.
He or she revised it well He or she revised it revised it fairly
whenever
whenever necessary. whenever necessary. necessary.

Score/ /25
Comments
TOTAL /75
 REFERENCES

Google Sources:

https://www.convoconnection.com/blog/get-to-the-point-how-to-be-an-articulate-communicator

https://www.facebook.com/speakupsmu/

https://www.quora.com/Why-is-it-important-to-be-articulate

https://www.convoconnection.com/blog/get-to-the-point-how-to-be-an-articulate-communicator

https://www.definedlearning.com/pd-center/performance-tasks/

Documents :

USTP Graduate Attributes from the presentation of USTP System President Ambrosio B. Cultura II

CDIO Skills Sets

Others: