The document serves as a detailed adaptive teaching guide focused on effective communication skills, outlining essential knowledge, models, and barriers of communication. It includes prerequisites, lesson activities, a timeline for learning, and a synthesis of concepts related to communication. Students will engage in various scenarios to understand communication processes and evaluate common misunderstandings in communication.

1. ADAPTIVE TEACHING GUIDE TEMPLATE
MET # 1 Nature and Elements of Communication Lesson # 5 Name of the Lesson/Topic:
Effective Communication Skills
Pre-requisite Content-knowledge:
Explain the process of the different elements of communication.
Distinguish verbal from non-verbal communication.
Pre-requisite Skill:
Apply the different elements of communication in real-life situations.
Prerequisites Assessment:
Reflection Questions:
1. What is communication?
2. What are the models of communication?
3. What are the elements of communication?
4. What is nonverbal communication?
5. How does nonverbal miscommunication occur?
6. What is verbal communication?
7. How does verbal communication occur?
Pre-lesson Remediation Activity:
1. For Students with an Insufficient Level of Prerequisite Content-knowledge and/or
Skill(s):
Supplementary reading material to review the Nature and Elements of Communication.
2. For Students with a Fairly Sufficient Level of Prerequisite Content-knowledge and/or
Skill(s):
Supplementary reading material to review the Nature and Elements of Communication.
Introduction: Must include the following parts:
1. Time frame a student is expected to finish learning the lesson (and where to contact the
teacher when concerns arise)
The students are expected to finish unit 1, two weeks of five (5) hours but this may extend
depending on any need that arises. The students may contact the teacher via Facebook

2. Messenger.
2. The knowledge (RUA) the student is expected to gain from learning the topic/lesson
Remember the definition, nature and elements of communication.
Understand the effective of communication in various texts.
Apply using effective communication skills by illustrating skills,
3. Context where the student is going to apply their learning (In what PAA/EFAA and personal
use?)
a. Perform effective controlled and uncontrolled communicative activities based on context
given to them.
b. Daily basis communication with family, friends, teachers and others.
4. Overview of the Lesson
This lesson tackles the nature and elements of communication. This allows the students to
have an overview of what communication is and what function it plays to humankind. The
students will also be introduced to the process of communication as well as elements of verbal
and non-verbal communication, and intercultural communication by watching video clips about
communication breakdown, the students will figure out why miscommunication happens.
Student’s Experiential Learning::
Chunk :1 Models of Communication
Model Matching!
The teacher will present various scenarios depicting different communication situations (e.g. a
public speech, a casual conversation, social media post) and she will ask the students to
identify which communication model best represents each scenario and explain their
reasoning.
Formative Question:
1. What are the Models of Communication?
2. Why are Communication Models important for understanding communication?
MODELS OF COMMUNICATION
a. Aristotle’s Model of Communication
Aristotle’s Model of Communication Aristotle (5 BCE), a teacher of Rhetoric and a founder of an
academy that produced good speakers, came up with the first and earliest model of communication. This model
is more focused on public speaking than interpersonal communication. Speaker plays a very important role in
public speaking. To influence or persuade his audience, he must first prepare his speech and analyze the
audience before he speaks to them.

3. b. Transactional Model
In the transactional model, there is an exchange of messages between the sender and the
receiver where both take turns in sending and receiving messages. The roles of both
communicators reverse each time in the communication process. This is also called circular
model of communication and is used for interpersonal communication. Everyday talk and
interactions are examples of transactional model of communication. The participants in this
communication process who have common social and cultural systems and relational
situations can communicate with one another more effectively. A teacher discussing a lesson
with his students or teachers holding a virtual meeting communicate with one another
efficiently because they know each other and share the same social system. The model shows
that there is a continuous exchanging of messages, but barriers may take place and affect
communication.
c. Shannon – Weaver’s Model of Communication
Claude Shannon and Warren Weaver introduced the concept of noise. This model of
communication is also known as the Telephone Model for this is based on the experience of
using the telephone back in the 1940’s wherein the message was hindered by noise. Therefore,
the message received by the listener was not necessarily the message sent by the sender.
d. Schramm Model of Communication
Wilbur Schramm is known as the Father of Mass Communication. He came up with five models
but in the Schramm Model of Communication he developed in 1955, communication
breakdown is explained. He asserts that both the sender and the receiver should have the same
field of experience.
In this concept, field of experience refers to everything that makes an individual unique –
everything that he/she has ever learned, watched, seen, heard, read, and studied.
e. Eugene White Model of Communication
Eugene White’s Model of communication says that communication is circular and continuous,
without a beginning or end. His 1960 cyclical model, the communication process is composed
of eight stages- thinking, symbolizing, expressing, transmitting, receiving, decoding, feed-
backing, monitoring, and thinking. He also points out that although one can assume that
communication begins with thinking, it can be observed from any point in the circle. White was
also the one who introduced the concept of feedback which is a process also known as to close
the loop.
f. Berlo’s Model of Communication
Berlo’s model follows the SMCR model
S – Source
M – Message
C – Channel
R – Receiver

4. Berlo’s model of communication is composed of a several factors under each element. The
SOURCE is where the message originates. The person should have communication skills like
the ability to read, write, speak, and listen to the right attitude towards the listeners, subject,
and oneself. The individual must be knowledgeable about the topic he is communicating and
the audience’s familiarity with it. In communicating, the social system must be considered such
as the culture of the audience. The sender of the message from where the message originates is
referred to as the encoder.
Content is the body of the MESSAGE, from beginning to the end like whatever the teacher
teaches his students from the beginning up to the end. The speech must be accompanied by
elements such as gestures, facial expression or body language so that listeners will not lose
interest. Treatment is the way one treats his message. One must understand the importance of
the message know how to handle it. Berlo’s model asserts that a message must be properly
structured in order to be conveyed clearly. The code in this model refers to the means through
which a message is sent and in what form. It could be the language, gestures, expressions,
music, and so on. The code should be correct in the communication. Only when the code is
clear, the message will be clear.
The C in the SMCR stands for CHANNEL. Channel refers to the five sense organs: hearing,
seeing, touching, smelling, and tasting. These five senses help human beings to communicate
with one another. When the RECEIVER message reaches the receiver, he tries to understand
what the sender is trying to convey. This is also called decoding.
g. Helical Model of Communication
The Helical Model of communication was developed by Frank Dance in 1967. He thought of
communication similar to helix. Helix is a smooth curve like a spring that goes upwards and
downwards. This model presents the concept of time where continuousness of communication
process is very important. In helical model, communication is a dynamic process.
Communication progresses as an individual gets older and his experience and vocabulary
increases
Chunk 2: Communication Breakdown
Your Honor, its your turn!
The teacher will present a short video clip and the students will observe what is the video all
about. (Alice Guo video)
Formative Question:
3. What have you observed in the video? Was the communication process in the video
effective, why?
4. What were the possible barriers to communication highlighted in the video?
5. Recall a time when you were not understood by someone you were talking to. How did
you feel when it happened? What did you do in order for the person to comprehend what

5. you are saying?
Various Types of Barriers to Effective Communication
a. Linguistic/Semantic Barriers - also known as language barriers. These barriers
are caused due to improper communication between the sender and the
receiver.
Example: A manager is conversing in English to a group of workers who
understand and speak Bengali. It will create confusion among workers as they
will not be able to understand what is being conveyed by the manager.
b. Psychological Barriers - Psychological barriers play an important role in
interpersonal communication as the state of the mind of the sender or the
receiver can make it difficult to understand the information that is conveyed,
which often leads to misunderstanding.
c. Cultural barriers - Cultural barriers are those that arise due to lack of
similarities among the different cultures across the world. A term that can be
harmless in one culture can be regarded as a slang in another culture. Moreover,
various beliefs can differ from one culture to another.
d. Physical barriers - Physical barriers to communication are those that arise due
to certain factors like faulty equipment, noise, closed doors and cabins that
cause the information sent from sender to receiver to become distorted, which
results in improper communication.
Chunk 3:
Lights, Camera, Action!
Create a role-playing scenario that shows the different barriers of communication.
Scenario 1: (Linguistic Barrier)
The scenario could involve ordering food at a restaurant, asking for directions or explaining a
simple concept. Participants can use a language translator app, reply on gestures, or try to use
basic phrases in the other language.
Scenario 2: (Physical Barrier)

6. Imagine you are inside a bus and you receive a phone call but you can’t hear and understand
well what she’s saying because of the loud sound coming from the speaker inside the bus.
Scenario 3: (Psychological Barrier)
A student experiences extreme anxiety before giving a presentation in class, leading to a shaky
voice, poor eye contact and a lack of confidence in her delivery of presentation.
Scenario 4: (Cultural Barrier)
A patient from a non-English speaking background visits a doctor in a new country. They struggle
to understand the doctor’s instructions due to language barriers and cultural differences in
medical practices.
Synthesis
The students will be able to learn the definition of communication as well as function, nature,
process and elements. The modals of communication and why there is a communication
breakdown will also be learn by them.
Synthesis Question:
How would you communicate effectively towards others?
RUA of a Student’s Learning:
The students see how effective communications play in various contexts.
Post-lesson Remediation Activity:
Students will have a consultation with the teacher in order to be clarified on the topics that they
don’t understand well. They will be given handouts containing more information on the subject.