This is the Self-Learning Module (SLM) for Oral Communication in Context, Quarter 1 – Module 2: The Various Models of Communication. It is for Senior High School learners and was developed by DepEd National Capital Region under the Alternative Delivery Mode. After working through it, learners should be able to tell apart seven well-known models of communication and use them to plan their own oral communication activities.
On this page 7 sections
What learners will learn
The module states two goals. Learners are expected to:
- better understand and differentiate the various models of communication
- design and perform effective controlled and uncontrolled oral communication activities based on context
Lessons in this module
The module has one lesson, Lesson 2: The Various Models of Communication. It covers seven models, each explained with a diagram and an example.
The seven models of communication at a glance
| Model | Who developed it (as stated in the module) | Main idea |
|---|---|---|
| Aristotle’s Model | Aristotle | The speaker drives the communication: speaker, message, audience |
| Transactional Model | Not named | Sender and receiver take turns sending and receiving messages |
| Shannon–Weaver Model | Claude Shannon and Warren Weaver | Introduced noise; also called the Telephone Model |
| Schramm Model | Wilbur Schramm (1955) | Communication needs an overlap in the field of experience |
| White’s Model | Eugene White (1960) | Communication is circular and continuous, with no beginning or end |
| Berlo’s Model | Berlo | Follows the SMCR model and considers the emotional side of the message |
| Helical Model | Frank Dance (1967) | Communication grows over time, like a spring-shaped helix |
Key ideas explained
Aristotle’s Model
This is described as the first and earliest model. It focuses on public speaking rather than interpersonal communication. The speaker plays the most important role: to influence or persuade the audience, the speaker must prepare the speech and analyze the audience first. The flow is one-way: speaker, then message, then audience.
Transactional Model
Also called the circular model, it is used for interpersonal communication. The sender and receiver exchange messages and switch roles each time. Everyday talk is an example. People who share social and cultural systems communicate better, such as a teacher discussing a lesson with students. Noise and other barriers can still affect the exchange.
Shannon–Weaver Model
This model introduced the concept of noise. It is called the Telephone Model because it is based on telephone use in the 1940s, when noise often disrupted messages. Its parts are the sender, encoder, channel, decoder, receiver, and noise. The module’s example: Mr. Diaz calls his secretary and says “Please call the internet provider,” but because of noise she hears only “Please call” and asks, “Whom will I call, Sir?”
Schramm Model
Wilbur Schramm, known as the Father of Mass Communication, explained communication breakdown in this model. Its elements are source, encoder, message, channel, decoder, and receiver. A person’s field of experience is everything they have learned, watched, seen, heard, read, and studied. Communication happens only if the sender’s and receiver’s fields of experience overlap. For example, a Japanese speaker talking in Japanese to Filipino students who understand only English and Filipino will not be understood.
Eugene White Model
White’s cyclical model sees communication as a circle with stages such as thinking, symbolizing, expressing, transmitting, receiving, decoding, feedbacking, and monitoring. Although it seems to begin with thinking, the process can be observed from any point in the circle. The module credits White with introducing feedback, also called closing the loop.
Berlo’s Model
Berlo’s model follows SMCR: Source, Message, Channel, Receiver. It takes into account the emotional aspect of the message.
- Source: needs communication skills, the right attitude, knowledge of the topic, and awareness of the social system and culture.
- Message: includes content, elements (gestures, facial expressions, body language), treatment, structure, and code (language, gestures, music, and so on).
- Channel: the five senses: hearing, seeing, touching, smelling, and tasting.
- Receiver: understands, or decodes, the message, and is also shaped by skills, attitudes, knowledge, social system, and culture.
Helical Model
Frank Dance compared communication to a helix, a smooth curve like a spring. The model stresses time and the continuous, dynamic nature of communication. Communication develops as a person gets older and their experience and vocabulary grow, like a crying baby who later learns to ask for bread.
How to use this module
The module follows the usual SLM parts:
- What I Know: a pretest matching six models with their descriptions.
- What’s In and What’s New: compare two photos (a formal podium speech and a talk-show interview) and decide which shows more effective communication.
- What is It: the discussion of the seven models.
- What’s More: compare “Tonight with Boy Abunda” with a State of the Nation Address, including the advantages and disadvantages of each.
- What I Have Learned: a seven-item fill-in-the-blanks review.
- What I Can Do: create your own model of communication with a two- to three-paragraph description, scored by a rubric on design, attractiveness, and explanation.
- Assessment: a five-item multiple-choice post-test.
- Additional Activities: make a two- to three-minute video explaining one of the seven models and submit it to your teacher, scored on delivery, relevance of ideas, and organization.
Learners: write your answers on a separate sheet, not on the module. Check your work honestly with the answer key at the end.
Parents: the module is designed for home study. Help your child find a quiet place, and if possible, a way to watch the sample videos the What’s More activity suggests.
Teachers: the rubrics for the model design and the video task are printed in the module, so you can share them with learners before they start.
Frequently asked questions
What grade level is this Oral Communication in Context module for?
It is a Senior High School module. Oral Communication in Context is a core subject usually taken in Grade 11, but the module itself only says Senior High School.
What models of communication does Module 2 cover?
It covers seven models: Aristotle’s, the Transactional Model, Shannon–Weaver, Schramm, Eugene White, Berlo’s SMCR, and the Helical Model by Frank Dance.
Why is the Shannon–Weaver model called the Telephone Model?
It is based on the experience of using the telephone in the 1940s, when noise often interfered with the message. Because of noise, the message received is not always the message sent.
What does SMCR stand for in Berlo’s model?
SMCR stands for Source, Message, Channel, and Receiver. Berlo’s model also considers the emotional aspect of the message.
Does the module have an answer key?
Yes. The answer key at the end covers the What I Know pretest, the What I Have Learned activity, and the Assessment.
Full text of the module
The text below is a transcription of the PDF above, as printed.
Oral Communication in Context
Quarter 1 – Module 2: The Various Models of Communication
Senior High School
[illustration: students reading and studying outdoors and at a desk, with a teacher, a globe, and a child working by lamplight]
CO_Q1_Oral Communication in Context SHS_Module 2
Oral Communication in Context Alternative Delivery Mode Quarter 1 – Module 2: The Various Models of Communication First Edition, 2020
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them.
Published by the Department of Education Secretary: Leonor Magtolis Briones Undersecretary: Diosdado M. San Antonio
Printed in the Philippines by ________________________
Development Team of the Module
Writer: Julius Cezar D. Napallatan
Editor: Joselito E. Calios
Reviewers: Joselito E. Calios, Wilma Q. Del Rosario, Jenorie P. San Agustin, Arlene I. Donor, Aillen G. Sumagaysay,
Illustrator: Hannah Krystelle Q. Del Rosario, Ernesto D. Tabios
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Department of Education – National Capital Region
Office Address: Misamis St., Bago Bantay, Quezon City Telefax: 02-929-0153 E-mail Address: depedncr@deped.gov.ph
Oral Communication in Context
Quarter 1 – Module 2: The Various Models of Communication
Senior High School
Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear learners, can continue your studies and learn while at home. Activities, questions, directions, exercises, and discussions are carefully stated for you to understand each lesson.
Each SLM is composed of different parts. Each part shall guide you step-by-step as you discover and understand the lesson prepared for you.
Pre-tests are provided to measure your prior knowledge of lessons in each SLM. This will tell you if you need to proceed with completing this module or if you need to ask your facilitator or your teacher’s assistance for a better understanding of the lesson. At the end of each module, you need to answer the post-test to self-check your learning. Answer keys are provided for each activity and test. We trust that you will be honest in using these.
In addition to the material in the main text, notes to the teacher are also provided to our facilitators and parents for strategies and reminders on how they can best help you with your home-based learning.
Please use this module with care. Do not put unnecessary marks on any part of this SLM. Use a separate sheet of paper in answering the exercises and tests. And read the instructions carefully before performing each task.
If you have any questions in using this SLM or any difficulty in answering the tasks in this module, do not hesitate to consult your teacher or facilitator.
Thank you.
What I Need to Know
[illustration: hand pointing with a finger]
This module was designed to make you better understand and differentiate the various models of communication.
As you go through this module, you are expected to design and perform effective controlled and uncontrolled oral communication activities based on context.
What I Know
[illustration: hand holding a pencil]
Directions: Match the model of communication in column B with its brief description in column A.
| A | B |
|---|---|
| 1. The speaker is the one who drives the entire communication. | A. Claude Shannon and Warren Weaver Model of Communication |
| 2. This model of communication operates on the SMCR model. | B. Schramm’s Model of Communication |
| 3. It is often called the Telephone Model because it is based on the experience of having the message interfered by noise. | C. Aristotle’s Model of Communication |
| 4. This model asserts that communication takes place only if there is an overlap between the experience of both the speaker and the listener. | D. White’s Model of Communication |
| 5. The main characteristics of this model of communication is that it is evolutionary. | E. Berlo’s Model of Communication |
| 6. This model shows that communication is in circular and continuous motion without a beginning and end. | F. Helical Model of Communication |
What’s In
[illustration: hand holding a puzzle piece]
One of the best ways to understand the various models of communication is to show them graphically. Explaining a concept using a graph can be very helpful because it simplifies the learning process and allows for better understanding.
Lesson 2: The Various Models of Communication
What’s New
[illustration: hand holding a sprouting plant]
Directions: Compare and contrast the pictures below. Which of the two situations shows a more effective communication? Why do you think so?
[photo: two men seated at a table behind a podium, with a speaker in a white barong standing at the podium gesturing toward a seated audience]
[photo: two people seated in white armchairs in a talk-show set, facing each other across a round table with a flower arrangement]
What is It
[illustration: hand holding a magnifying glass]
The following are different models of communication that explain and illustrate how the process of communicating works.
a. 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.
[chart: flowchart; Aristotle’s Model of Communication]
SPEAKER → MESSAGE → AUDIENCE
Aristotle’s Model of Communication
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.
[chart: diagram; Transaction Model]
Labels printed in the diagram: Noise (four times), Sender (twice), Receiver (twice), Behaves (twice), Decodes (twice), Message (twice), Channel (s) (four times, printed as “Chanel (s)” at the bottom), Feedback (twice).
Transaction Model
Source: https://www.businesstopia.net/communication/transactional-model-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.
The Shannon – Weaver model of communication contains six important features.
Sender
The originator of message or the information source selects desire message.
Encoder
The transmitter which converts the message into signals
Note: The sender’s messages converted into signals like waves or binary data which is compactable to transmit the messages through cables or satellites. For example: In telephone, the voice is converted into wave signals and it transmits through cables
Decoder The reception place of the signal which converts signals into message, a reverse process of encode
Note: The receiver converts those binary data or waves into message which is comfortable and understandable for receiver. Otherwise, receiver can’t receive the exact message, and it will affect the effective communication between sender and receiver
Receiver The destination of the message from sender
Note: Based on the decoded message the receiver gives their feedback to sender. If the message is distracted by noise, it will affect the communication flow between sender and receiver
Noise The messages are transferred from encoder to decoder through channel. During this process the messages may be distracted or affected by physical noise like horn sounds, thunder, and crowd noise or encoded signals may distract in the channel during the transmission process which affect the communication flow or the receiver may not receive the correct message.
An example of Shannon – Weaver model of communication
Mr. Diaz made a call to his secretary “Please call the internet provider.” During his call, noise comes in (transmission error) and his secretary heard “Please call” only. The secretary replied (feedback) “Whom will I call, Sir?”
- Sender : Mr. Diaz
- Encoder : Telephone (Mr. Diaz)
- Channel : Cable
- Noise : Distraction in voice
- Reception : Telephone (Secretary)
- Receiver : Assistant
Due to transmission error or noise, the secretary was not able to understand the message.
[chart: diagram; Shannon – Weaver Model of Communication]
Labels printed in the diagram: Information source; Transmitter; Reception; Destination; Sender; Encoder; Channel; Decoder; Receiver; Noise; FEEDBACK
Shannon – Weaver Model of Communication
Source: https://communicationinlibraries.wordpress.com/2013/12/07/shannon-weaver-model-of-communication
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. In this model, communication has six elements
- Source
- Encoder
- Message
- Channel
- Decoder
- Receiver
He gives emphasis on encoding and decoding of message. This model shows how a message is transferred from the sender to the receiver. The model also asserts that message can be complicated by different meaning learned by different people. Schramm claims that communication can take place if and only if there is an overlap between the field of experience of the participants of the communication process. It means that the sender and the receiver have commonalities. For example, a Japanese is invited to give a talk to Filipino students. These students can only understand English and Filipino. If the speaker will speak in Japanese, the audience will not be able to understand him.
[chart: diagram; Schramm’s Model of Communication]
Labels printed in the diagram: Field of experience (two circles); Source; Encoder; Signal; Encoder; Source
Schramm’s Model of Communication
Source: https://methods.sagepub.com/images/virtual/how-to-build-social-science-theories/127_1.jpg
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.
[chart: cycle diagram; White’s Model of Communication]
Labels printed in the diagram: Symbolizing; Expressing; Transmitting; Receiving; Decoding; Feedbacking; Monitoring; Thinking
White’s Model of Communication
f. Berlo’s Model of Communication
You have already learned that Aristotle’s model of communication places the speaker in the central position and the one who drives the entire communication process. The Berlo’s model of communication takes into account the emotional aspect of the message.
Berlo’s model follows the SMCR model
- S – Source
- M – Message
- C – Channel
- R – Receiver
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.
[chart: diagram; Berlo’s Model of Communication]
Labels printed in the diagram: S – SOURCE; M – MESSAGE; C – CHANNEL; R – RECEIVER; under SOURCE: COMM SKILLS, ATTITUDES, KNOWLEDGE, SOCIAL SYSTEM, CULTURE; under MESSAGE: ELEMENTS, STRUCTURE, CONTENT, TREATMENT, CODE; under CHANNEL: SEEING, HEARING, TOUCHING, SMELLING, TASTING; under RECEIVER: COMM SKILLS, ATTITUDES, KNOWLEDGE, SOCIAL SYSTEM, CULTURE
Berlo’s Model of Communication
Source: https://www.managementstudyguide.com/berlo-model-of-communication.htm
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.
[illustration: spiral helix curve rising to an infinity symbol]
Helical Model of Communication
Source: https://www.businesstopia.net/communication/helical-model-communication
What’s More
Directions: Compare and contrast “Tonight with Boy Abunda” and the state of the nation address of any of the presidents of the Philippines. Explain how communication took place in each presentation. Include the advantages and disadvantages of each communication process used. You may watch a sample of each on YouTube.
Tonight with Boy Abunda
State of the Nation Address
What I Have Learned
Directions: Fill in the blanks with the suitable words.
Explaining a concept using a ___________ can be very helpful for it simplifies the learning process and allows for better understanding.
Aristotle’s model of communication is more focused on ________________ than interpersonal communication.
____________________’s 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.
________________ claims that communication can take place if and only if there is an overlap between the field of experience of the participants in the communication process.
Eugene White’s model of communication says that communication is _____________ and _____________, without a beginning or end.
Berlo’s model of communication takes into account the ________________ aspect of the message.
Helical model of communication claims that communication progresses as an individual gets older and his/her experience and ________________increases.
What I Can Do
Directions: Develop you own model of communication. Include a two- to three-paragraph description of your model and explain any special characteristic of it.
[transcriber’s note: empty bordered answer box, with no printed text]
Rubrics for Communication Model
| 5 | 3 | 1 | |
|---|---|---|---|
| Design | The diagram is clear and easy to understand. | There are some items which are confusing | The diagram does not show a clear idea about the process of communication |
| Attractiveness | The diagram is exceptionally attractive in terms of design and layout | The diagram is attractive in terms of design and layout | The diagram is poorly designed |
| Explanation | The process of communication is clearly explained as shown in the model | The process of communication is clearly explained, but there are ideas that are not shown in the model. | The process of communication is clearly explained, and the ideas are not shown in the model |
Assessment
Directions: Answer the question in each number. Circle the letter of your answer.
Which situation is the best example of Aristotle’s model of communication?
- A. A parent is talking to his child over the phone.
- B. Peter is watching TV Patrol.
- C. The students are planning for their cheering competition.
- D. The teachers are holding their general faculty meeting.
Which model considers the emotional aspect of the message?
- A. Aristotle’s Model of Communication
- B. Berlo’s Model of Communication
- C. Helical Model of Communication
- D. Eugene White Model of Communication
The child is crying because he is hungry, and his mother gives him milk signifies the communication between them. After a couple of years, the child tells his mother that he wants bread because he is hungry. This situation is an example of what model?
- A. Aristotle’s Model of Communication
- B. Berlo’s Model of Communication
- C. Helical Model of Communication
- D. Eugene White Model of Communication
- In Shannon and Weaver’s Transmission Model, what element is considered as a dysfunctional factor?
- A. noise
- B. transmitter
- C. channel
- D. feedback
- What model demonstrates a one-way process of communication in which one person, the sender, gives a message or speech to a person or group of people for a certain effect?
- A. Aristotle’s Model of Communication
- B. Transactional Model
- C. Shannon – Weaver’s Model of Communication
- D. Interactive Communication Model
Additional Activities
Directions: Choose one of the seven models of communication discussed in this module. Make a two to three-minute video explaining the model and then submit it to your teacher.
Rubric
| Criteria | 5 | 3 | 2 |
|---|---|---|---|
| Delivery | The learner proficiently and effectively explains the topic | The learner effectively explains the topic but with some important details missing | The learner somewhat effectively explains the topic but with several important details missing. |
| Relevance of Ideas | Details are relevant and adequate | Details lack elaboration | Few relevant details |
| Organization | The presentation is clear and very well organized with each section in clear and sequential order | The presentation is clear and sections are identified with a good amount of clarity and sequencing | The presentation is organized but not entirely sequential or with clarity |
Answer Key
[transcriber’s note: this page is printed upside down; the content below is transcribed in its upright reading order]
| What I Know | What I Have Learned |
|---|---|
| 1. C | 1. graph |
| 2. E | 2. Public speaking |
| 3. A | 3. Shannon Weaver’s |
| 4. B | 4. Wilbur Schramm |
| 5. F | 5. circular and continuous |
| 6. D | 6. emotional |
| 7. vocabulary |
| Assessment |
|---|
| 1. B |
| 2. B |
| 3. C |
| 4. A |
| 5. A |
References
Anudin, Ali G. and Andrew Rey Pena. Oral Communication. Quezon City: Vibal Group Inc., 2016
Balgos, Anne Richie G. and John Philippe F. Sipacio. Oral Communication in Cotext for Senior High School. Quezon City: C & E Publishing Inc., 2016.
Domingo, Loraine G. “Models of Communication.” Oral Communication, October 7, 2018. https://kablogsoralcomm.wordpress.com/2018/09/18/models-ofcommunication.
“Effective Communication Process.” Accessed November 5, 2019. https://www.tutorialspoint.com/effective_ communication/ effective_communication_process.htm.
in Communication Models, Group Communication. “Aristotle’s Communication Model.” Communication Theory, July 10, 2014. https://www.communicationtheory.org/aristotle%e2%80%99s-communication-model/?fbclid=IwAR3Ji-ji7LyGrdj5M-4KBJArUJkr6vmw7TeCGW4Upf1y7DlySVMrHLL5c4o.
in Communication Models, Interpersonal Communication. “BERLO’S SMCR Model of Communication.” Communication Theory, September 24, 2019. https://www.communicationtheory.org/berlos-smcr-model-ofcommunication.
in Communication Models, Interpersonal Communication. “Shannon and Weaver Model of Communication.” Communication Theory, July 10, 2014. https://www.communicationtheory.org/shannon-and-weaver-model-ofcommunication/.
Juneha, Prachi. “MSG Management Study Guide.” Berlo’s Model of Communication. Accessed May 30, 2019. https://www.managementstudyguide.com/berlo-model-ofcommunication.htm.
Kalpana, R. “Elements and Importance of Communication Process: Business Management.” Essays, Research Papers and Articles on Business Management, February 4, 2014. https://www.businessmanagementideas.com/communication/elementsand-importance-of-communication-process-business-management/2354.
“Nature and Elements of Communication.” Accessed November 4, 2019. https://www.acadshare.com/nature-and- elements-of-communicationquiz/.
Nordquist, Richard. “What Do Noise and Interference Refer to in the Communication Process?” ThoughtCo. Accessed November 4, 2021. https://www.thoughtco.com/noise-communication-term-1691349.
For inquiries or feedback, please write or call:
Department of Education – Bureau of Learning Resources (DepEd-BLR)
Ground Floor, Bonifacio Bldg., DepEd Complex Meralco Avenue, Pasig City, Philippines 1600
Telefax: (632) 8634-1072; 8634-1054; 8631-4985
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