DATE:May 24 -June 10, 2016 VENUE: SPUP, Tuguegarao City

WHO AMONG
YOU
has/have been teaching for 11years and
above?
has/have been teaching for 5-10 years?

has/have been teaching for 1-5 years?

 Group yourselves
according to:

Color of attire/dress

Are you happy

today?
 Group yourselves
according to:

Your Zodiac signs

Are you excited to

teach in the senior high?
Group yourselves according to:
status in life
- single

- married - complicated

How do you see the

Philippines with the new
administration?
Group yourselves according to:

Groups of ten (10)

What do you miss at

the moment?
 I Want to know...
Acquaint with your group
mates, tell your name, share
one character trait you want
them to remember about
you.
 Groupings:
1. There should be six groups.
2. Appoint the LMNOP tasks:
a. Leader
b. Material handler
c. Note-taker
d. Overseer
e. Presenter
3. Each group must submit a list of
members to the trainers.
 Shared Responsibilities:
MOL, Ice-breaker, Closing Prayer
Day 1 Group 1
Day 2 Group 2
Day 3 Group 3
Day 4 Group 4
Day 5 Group 5
Day 6 Group 6
Day 7 Group 1
Day 8 Group 2
Day 9 Group 3
Day 10 Group 4
Day 11 Group 5
Day 12 Group 6
 the schedule

Time Day 01
8:00 8:30 Attendance
8:30 - 10:30 Setting up
10:30 12:00 Workshop
1:00 3:00 Presentation
3:00 5:00 Content
 HOUSE RULES
11. Attend sessions on time.

22. Everyone should be in the

hall before the session begins.

3. Always sign-in the attendance

sheet.
 HOUSE RULES
4. Each must be in his/her respective group
as needed.

5. Any form of audio or video recording is

prohibited during the sessions.

6. Put your cell phones in silent mode .

 HOUSE RULES

7. Participate actively in the activities

during the sessions.

8. Trainers are our partners. They are also

teachers like you. Let us refrain from
dominating discussions, questions, etc.
 Lastly....
This training is not a competition but
an avenue for establishing
cooperation, and connection among
schools. Let us learn from one
another.

MISS FREDELINA B. CARPIO

SESSION 1
 TRAINING FLOWCHART
Walkthrough of the Curriculum Guide
Episode 1 Appropriate Strategies/Assessment

Deepening of Content
Episode 2 Critical Content and Strategies

Demo Teaching
Episode 3 Return Demo
In this session, the participants will be able to:

1. gain clearer understanding on the contents and

processes in teaching Oral Communication in
Context;
2. discuss difficulties/concerns related to the
teaching Oral Communication in Context;;
3. identify ways of addressing the difficulties/
concerns in teaching Oral Communication in
Context
In this session, the participants will be able to:

4. use appropriate strategies/techniques in

developing particularly the complex
competencies (HOTS) in Oral
Communication in Context

5. work well/collaborate in the discussion and

presentation of outputs
Materials needed:
Curriculum Guide
Manila Paper
Permanent marker
Masking tape
Scissors (6 pcs.)
Laptop
LCD
Workshop
Collaborative Work
Following your groupings,
examine the curriculum guide
(first quarter) and discuss
findings on the contents and
processes involved in teaching
Oral Communication.
Content/ Compe- Process Suggested Suggested 21st
Collaborative Work
Topic tencies
(lifted from
CG)
(lifted
from CG)
Strategies/
Approache
s
Learning
Activities
to be
Assess-
ment century
Skill
under-
taken
Contents/Topics/Competencies
defines communication
Processes/Strategies/Approaches
interactive online activities
graphic organizer
collaborative discussion
poem writing
acrostic
picture analysis
Suggested Learning Activities
collaborative discussion students are
grouped according to their MIs and tasked to
come-up with a groups definition of
communication

acrostic (based on students personal

concept, phrase forms but descriptions must
be linked with one another to come-up with
a full definition)
Suggested Assessment
written assessment
performance-based (rubric)

21st century skill

communicator
collaborator
effective information, media, and technology
skill
Workshop
 How did you
find the
activity? What is
the significance
of the activity?
 What are the
recurring ideas
in the groups
outputs?
What topics/competencies
do you find difficult to
teach? Why?
What other concerns in the
discussion really need to be
addressed?
DEEPENING
OF CONTENT
 NATURE and
ELEMENTS of
COMMUNICATION
 What is
Communication?
Any act by which one person
gives to or receives from
another person information
about that persons needs,
desires, perceptions,
knowledge, or affective
states.
Julia Scherba de Valenzuela
 the act or instance of
transmitting either information or
a verbal or written message

a process by which information

is exchanged between individuals
through a common system of
symbols, signs, or behavior
Merriam-Webster
the exchange of thoughts,
messages, or information, as by
speech, signals, writing,
free dictionary.com

the act of conveying information

for the purpose of creating a
shared understanding
communication.com
 THE
COMMUNICATION
PROCESS
Conceptualizing
Encoding
Transmitting
Receiving
Decoding
Responding
Verifying
 MODELS
OF
COMMUNICATION
Linear model (Aristotle)
shows a straight path of relaying information
one-directional
signifies that noise is a barrier to effective
communication
proposed by Aristotle
later modified by David Berlo,
communications professor and author, by
identifying the four key elements:
source/sender, message, channel, receiver
Interactive model
introduced by Wilbur Schramm, mass
communication expert
takes into consideration feedback from the
receiver
message originates from two sources: the
message from the sender and the feedback from
the receiver
considers context and field of experience
shows communication as a give-take-give
interaction
Transactional model
shows communication as occurring
continuously and simultaneously between or
among people

shows communication as a two-way

process in which participants are constantly
sending and receiving messages
 People do not simply send and
receive messages and send them
back again.Instead, they send and
receive messages simultaneously
and build shared meanings during
the interaction; the channel,
environment, communicators,
shared meanings, and even noise
are part of the message.
Communication
Breakdown and
Noise
 Noise is the technical term
used to refer to all the
possible barriers to effective
communication. Noise can be
physical, psychological,
physiological, or semantic.
 distracting visual aid
depression TRY THIS!
suspicions
speakers use of a foreign language
hunger
listeners limited vocabulary
paranoia
stomach ache
different interpretations of the meaning of word
biases
 ELEMENTS
OF
COMMUNICATION
(VERBAL/NON-VERBAL)
 Situation 01
Consider two men having a conversation in front of a
restaurant. Both are dressed in business attire and are
friendly but not too familiar with each other. At one
point, one of them shakes the hand of the other, and
they say their thanks and go separate ways. You
probably hear one say, So its a deal. I look forward to
doing this project. You conclude that a business
transaction has just occurred. Even if you do not hear
that line from one of them, you can still safely assume it
is not a friendly banter between two close friends with
the way they shook hands and separated ways after.
Situation 02
Consider an author writing a novel.
He may smile or frown or clench his
teeth in anger depending on his
mood while typing his manuscript.
He is alone, yet he gestures and
makes facial expressions to express
something.
 The situations describe verbal and
non-verbal cues that accompany
intrapersonal and interpersonal
communication contexts.
Depending on the situation, the
topic, the activity, and the persons
involved, appropriate verbal and
nonverbal cues are used to make
the interaction clear and successful.
INTERCULTURAL
COMMUNICATION
you and
others
 EFFECTIVE
COMMUNICATION
SKILL
 WHAT DO WE
CONSIDER TO
ACHIEVE
EFFECTIVE
COMMUNICATION?
 socio-linguistic
- context (appropriate place of
content)

strategic competence ability to

maintain the flow/aura of the
conversation
Linguistic competence
(language usage,
grammar)
 Functions of
Communication
 Regulation/Control
a rule or directive made and maintained by
an authority

an action or process of regulating or being

regulated

Communication is mainly used by persons in authority or

representing authority to regulate or direct others under them.
Examples/ Situations

The traffic aide in the middle of an

intersection gestures or blows his
whistle to direct the flow of vehicles and
pedestrians. In doing so, he avoids a
chaotic scenario of vehicles crisscrossing
without regard for other motorists and
accidents that may happen.
Examples/ Situations

Religions all over the world

have set of laws they
prescribe for their faithful.
These laws are moral guides
that direct the faithful on
how to live.
Social Interaction

a spontaneous verbal
exchanges occurring in
natural settings that are
typically familiar to the
interactants Handbook of Language and Social Interactions
 How do you express your
emotions to your family
members?

How does it differ with the way

you express your emotions with
people outside of your family?
Emotional Interactions
a manifestation of ones internal
emotional state
an important social signal that
conveys a variety of information
regarding a persons state of mind
and his/her intentions
 Motivation

literally the desire to do things

and the crucial element in setting
and attaining goals
 Information

apparent in the
information-dissemination
function of news agencies
can be technology-based
COMMUNICATIVE
COMPETENCE
STRATEGIES IN
VARIOUS SPEECH
SITUATIONS
TYPES OF SPEECH
CONTEXT
 Intrapersonal
Communication
communication with oneself

making decisions/plans
tapping ones self
self-encouragement
smiling at your own reflection
 Interpersonal
Communication
communication with others

casual conversations
skype
interviews
meetings
TYPES OF SPEECH
STYLES
 INTIMATE
communication/conversation
between persons of close alliance
also known as the bedroom
language
married couples
lovers
family members
 CASUAL

natural
conversations/conversational
colleagues
peers
 CONSULTATIVE

conversational but does not use

colloquial terms
communication between a superior and a
subordinate, doctor & patient, lawyer & client,
lawyer & judge, teacher & student, counselor &
client,
 FORMAL

used in formal settings and is one-way in

nature
is usually impersonal and formal

sermons, rhetorical statements and questions,

speeches, pronouncements made by
judges, announcements
 FROZEN
communications RARELY or NEVER
changes

the Pledge of Allegiance, the Lords Prayer, the Preamble

to the US Constitution, the Alma Mater, a bibliographic
reference, laws ., bible
TYPES OF SPEECH
Acts
 locutionary
an utterance of meaningful
sentence, or what is said
literally
 illocutionary
is the social function
of what is said
 perlocutionary

the effect of what is said

to the person it is uttered
to