Reasons in Writing

Instructional
Materials
LANGUAGE GROUP
Facilitateteaching – learning process
Immortalize knowledge and ideas
Personal satisfaction/fulfillment
Academic requirements
Contribution to body of knowledge
 Thematic Function-
(Multicultural) driven

Purposive
Communic
ation
Skills-
driven Syllabus
-driven
FRAMEWORK

P - rocess-oriented
E – based
R – ational
F – unctional
O – BE-driven
R – esearch-based
M – ulti-cultural
Organization of Content
Chunking/Naming

Lesson 2: Elements of Communication

1. Embark On: Statement of Learning Outcomes
2. C’mon!: Motivation/ Engagement (Rationalism)
3. Stay On: Content/Lesson
E- based
Functional
OBE
Multi- Cultural
process-based
4. Act On: Application
OBE
Functional
4. Try- On: Evaluation
Web-based
Multi –cultural
Functional

5. Walk –On: Assignment

 Lesson 2: Elements of Communication
Embark on: Learning Outcomes

1.Identify the elements of communication

2.Describe the roles/functions of the elements in
communication
3.Simulate a communication process
4.Evaluate a communication process
C’mon! (Motivation)

-video presentation on samples of failed and

successful communication process:
-Process the video with some critical questions
Stay On: Content

Topic 1: Identification of elements

-Graphic organizers/models/diagrams

Topic 2: Describe the functions/roles of the elements in

communication

graphic organizers/picture/videos
Act On: Application

In dyads, students will be given different communicative

situations and will be required to simulate a real-life
communication process.
Try On: Evaluation

Critiquing of varied videos on communication process

(multi-cultural)
Walk on: Assignment

(Research-based)

Go back to the video used in the class. Review their

evaluation of the video and this, time, back or support their
evaluation with a communication principle, philosophy or
model.