Communication Arts

I. Course Title
II. Course Description
This 3-unit interdisciplinary course deals with different strategies
and related concepts aimed at enhancing students’ listening and
viewing comprehension skills, so they be responsible users and
creators of audio and/or visual materials that will benefit them as
individuals and as professionals in a digitally-saturated society.
Thus, this course will familiarize students with some listening and
viewing comprehension strategies in order to decode language,
images, signs and symbols, sounds, and other audio-visual or
digital information as filtered by personal experiences and other
factors.  It will also explore the importance of effective listening
and the factors affecting one’s ability to listen; such as but not
limited to culture, religion, social status, gender, personal
experiences, and technology. Since in today’s digital world,
listening and viewing are often intertwined not just each other, but
also with reading, writing, and speaking; course requirements and
activities, would to some extent, involve these other macro skills.
III. Desired Outcome/Course Intended
Learning Outcome
By the end of the course, the students will be able
to: analyze audio and/or video content for
argumentative or persuasive elements in the
context of the different rhetorical situations;
evaluate the appropriateness of audio and visual
contents used in selected materials both from the
local and the global perspectives of culture; utilize
listening and viewing comprehension strategies;
create audio-visual content; and appreciate the
importance of using active listening and strategic
viewing skills in daily life.
III. Desired Outcome/CILO:
Career Development Plan
Module 1/ILO 1 Module 2/ILO 2 Module 3/ILO 3

Discuss how effective Provide a creative ending Create a video campaign

listening affects social to an audio selection and a vlog on the
processes. through an individual etiquettes in using social
oral recitation. media.
Share perspectives as
how listening promotes Follow the directions of
understanding among the instructor on the
different individuals, mechanics in providing
cultures, religions, races, an ending of the story.
genders, age brackets,
socio-economic classes,
nationality, etc.
 Instructional Delivery
Pedagogies/Teaching Learning Activities

 Synchronous Technological tools

Video conferencing,  Smart phones
Discussion forums
 Laptop
Guided learning practice (Questions in real
time)
Coaching Learning Management System
 Moodle
 Asynchronous
Assigned Readings Video conferencing software
Posted lecture notes  Google Meet
Writing reflections, and personal and
professional career plans,
Virtual library: e-books indicated in the
Social media platform
course guide videos
 Facebook
Independent learning/practice
 messenger
 video calls
 Instructional Delivery
Pedagogies/Teaching Learning Activities

 Both asynchronous and Technological tools

synchronous  Smart phones
Peer assessment, Feedbacking,  Laptop
videos with links
Learning Management System
 Google classroom

Video conferencing software

 Zoom

Social media platform

 Facebook
 messenger
 video calls
 Time
Course Topic Objective frame Pedagogy/Teaching Tools Assess
Content and Learning Activities ment
date

        Synchronou Asynchrono Synchronou Asyn  

s us s chronous

I.  Importance  Discuss how •  video •  assigne • Smart •  smart

Module1 of listening effective 1 confere d phones phone   reflection
/ILO 1  Listening
and critical listening affects Week ncing reading • Laptop s  Critiquing
thinking social processes • Discuss s • Google • Lapto  Quiz
 Features of  Share ion • Posted classro p  Cloze test
Spoken text perspectives as forums lecture om • FB  Online
 Three Basic
how listening • Guided notes • Zoom group games via
Listening
Models promotes learnin • Writing mentimete
 Causes of understanding g reflecti r.com and
poor among different practice ons the likes
listening/F individuals,
actors that
affect
cultures,
listening/ genders, age,
barriers to socio-economic
listening classes,
 Compariso nationality, etc.
n of poor
listening  Reflect on their
and good experiences
listening with good and
habits bad listeners
 Time
Course Topic Objective frame Pedagogy/Teaching Tools Assess
Content and Learning Activities ment
date

        Synchronou Asynchronou Synchron Asyn  

s s ous chronous

I.  Note-taking  Follow •  video •  assigne • Smar •  smart   note-

Module  Following directions or confere d t phone taking
2/ILO 2 directions/in instructions 1 Week ncing readings phon s activity
structions properly • Discuss • Posted es • Lapto  Quizzes
 Decoding  Discriminate ion lecture • Lapto p  Phone
narrations/st the sound in a forums notes p • FB interview
ories song correctly • Guided • Writing • Googl group  Cloze test
 Listening for  Decode the learnin reflectio e  Dictation
attitudes and message in a g ns classr  Online
emotions/Bo narration/stor practice • Listenin oom games via
dy Language y/song g to • Zoom mentimer.
as the accurately audios com and
Listener (songs the likes
 Listening and
and narratio
Rhetorical ns)
Situations
 Time
Course Topic Objective frame Pedagogy/Teaching Tools Assess
Content and Learning Activities ment
date

        Synchronou Asynchron Synchrono Asyn  

s ous us chronous

I.  Importance of  Decode meanings of •  video •  assign • Smart •  smar  Think

Module Viewing signs, images, 2 confere ed phone t pair share
3/ILO 3 Comprehension symbols from a
 Levels of Viewing viewed content both weeks ncing readin s phon using
comprehension local and foreign • Discuss gs • Lapto es open-
 Rhetorical cultures ion • Posted p • Lapto ended
Contexts/situatio  Recognize the forums lecture • Googl p qustions
ns in relation to purpose of
• Guided notes e • FB  Critiquin
visual contents accompanying
 Viewing visuals and text learnin • Writin classro group g
comprehension information g g om videos/fil
strategies  Discover cultural practice reflecti • Zoom ms
 Elements in and social ons  Quizzes
multi-modal differences in
projects viewing
• Watch  Cloze test
 Film viewing tips  Assess personal ing  Online
viewing skills and youtu games via
apply strategies to be mentimet
improve them videos er and the
 Create examples of
effective listening • Film likes
and viewing through viewin  vlog
vlogs and other g
multi-modal
projects
VI. Ancillaries          

A. Instructional Online: Video conferencing, Readings, Writing reflections, action plans and personal and professional career plans.
Discussion forums, Peer assessment, Feedbacking, Viewing Independent/Guided Learning and practice
methods
Laptop/smart phones with Google classroom and Zoom applications, useful applications
B. Technological
requirements
Personal Career Development Plan, Reflections, Essays, Assignments and Quizzes
C.Course Shall preferably attend meetings in zoom or video calls.
requirements Action plans (3) all requirements shall be uploaded in google classroom in pdf

D. Language of
submission English

E. Academic
    Integrity Everyone shall avoid cheating or reduplication of work. All work shall include proper citations whenever
necessary
F. Grading
      System Class Standing 70%                                                        Exams 30%
oral
Quiz
Assign and  
seatwork 
G. Passing
Percentage 70%
VI. Ancillaries  

H. Submission Make sure to submit on time all requirements as indicated in the course guide.
       policies All requirements shall be submitted 3 days after the last meeting of the semester.
Submitted files shall be in pdf format.
Preferably do the online tasks as announced and turn them in on time too.

ANNOUNCEMENTS: 
 
I. Communication Announcements will be posted in Google Classroom – Stream and this will also
     policies automatically be sent to students’ emails via google classroom. 

Checking of messages regularly is necessary as they contain important information about

upcoming activities or class concerns. 

QUESTIONS: 
 
Questions related to the course such as clarifications about assignments, course materials, or
assessments shall be posted the Google Classroom-Stream. Classmates may share inputs or
insights to answer the concern. 

For concerns related to the course which need private discussion with the teacher, students
may use Facebook messenger or Email or text.
VI. Ancillaries  

I. Communication EMAIL:
     policies  
When submitting messages, please do the following:
 
Put a NAME, COURSE, Concern/Task and WEEK, AND MESSAGE SUBJECT. 
   For Example: Florie May Cabria, Educ 4a, Assign, 2nd Week

Note:
Do not send message asking general information about the class, please post those
in the Google Classroom-Stream 

VIRTUAL OFFICE HOUR:

 
Twice a week the teacher will be available for virtual consultation. Virtual office
hours will be one hour in the morning and one in the afternoon using group chat
and Facebook messenger or Email. Concerns and messages sent through email
will also be answered during the announced virtual office hours.
 

TYPE OF COMMUNICATION: Written

 
VI. Ancillaries  

J. Netiquette • Compose your comments and messages in a positive, supportive and constructive
manner. 
• Give honest feedback. 
• Observe virtual office hours.
•Avoid uttering swear words, visiting inappropriate sites.
• Observe proper behavior in the virtual classroom.
• Be proactive and active learner always.

K. Teacher
    Information

L. List of readings, https://www.forbes.com/sites/womensmedia/2012/11/09/10-steps-to-effect

      videos, links ive-listening/#162dfe883891

https://www.youtube.com/watch?v=3klMM9BkW5o

https://understandmedia.com/topics/media-theory/110-how-to-analyze-a-t
elevision-commercial

https://www.teachthought.com/technology/viewing-comprehension-strategi
es-watching-videos-like-you-read-a-book/