LANAO SCHOOL OF SCIENCE AND TECHNOLOGY INC.

Maranding, Lala, Lanao del Norte

COURSE OUTLINE IN PURPOSSIVE COMMUNICATION

A.Y. 2021-2022
2nd Semester

Subject: PURPOSSIVE COMMUNICATION

Instructor: JOGRAZIELLE HANN G. GORDILLO
Time: 7:00-8:30 AM TTH

PRELIM MIDTERM
COURSE TIME ACTIVITY/ COURSE TIME
ACTIVITY/OUTPUT
OUTLINE FRAME OUTPUT OUTLINE FRAME
Chapter 1.  Pre-test Chapter 5:  Module
Communication 2 weeks  Module Evaluating 2 weeks  Identifying Quiz
Processes,  Identifying messages and/or  Essay
principles, and Quiz images of different
ethics  Essay types of text
1.1 What is  Multiple reflecting different
communicati Choice Quiz cultures
on? 5.1 Linguistic
1.2 Types of Landscapes
Communicati 5.2 Geosemiotics
on 5.3 Kinds of Signs
1.3 Elements of 5.4 Online
Communicati Landcapes
on
The Five C’s in
Communication
Chapter 2:  Module 5.2 Evaluating  Module
Communication 2 weeks  Multiple Messages 2 weeks  Multiple Choice Test
and Globalization Choice Test 5.2.1 Strategies for
 a. What is Evaluating a
Globalizat Message
ion? 5.2.2 Four Main
Impacts of Qualities for an
Globalization on Effective Message
Communication
Chapter 6:
Analyzing the
Text/Images
6.1 Content
Analysis
6.2 Visual Analysis
6.3 Image Source

Chapter 3: Local  Module Chapter 7: 2 weeks  Module

and Global 2 weeks  Multiple Communication  Multiple Choice Test
Communication in Choice Test aids and strategies  Exam
Multicultural using tools of
Settings technology
7.1 Presentation
Chapter 4: Varieties  Module Media
and Registers of 2 weeks  Multiple 7.2 Using
Spoken and Written Choice Test Traditional Visual
Languages  Exam and Audio Media
4.1 Language 7.3 Using Computer
Varieties Technology
3.1 4.2 Language 7.3 Strategies Using
Registersv Tools of
Technology
7.4 Powerpoint
Presentation Tips
7.5 Tips in Using
 Presentation Media

SEMI-FINAL FINAL
COURSE TIME ACTIVITY/ COURSE TIME
ACTIVITY/OUTPUT
OUTLINE FRAME OUTPUT OUTLINE FRAME
Chapter 8:  Module Chapter 12: Six  Module
Communication for 2 weeks  Story Problem Ways to Turn 2 weeks  Multiple Choice Test
Various Purposes  Multiple Nervousness from a  Essay
8.1 Purpose of Choice Test Negative Force into
Communication a Positive Force
8.2 Informative (Lucas, 2015)
8.2.1 Tips in doing 12.1 Pieces of
an informative Advice
presentation
8.3 Persuasive
8.3.1 Tips in doing
a persuasive
communication
8.4 Argumentative
8.4.1 Tips in doing
an argumentative
presentation

Chapter 9: Public  Module Chapter 13:  Module

Speaking 2 weeks  Story Problem Interview 2 weeks  Multiple Choice Test
9.1 What is Public  Multiple 13.1 Characteristics  Essay
Speaking? Choice Test of an Interview
9.2 Three Major 13.2 Planning an
Differences Interview
between 13.3 Conducting an
Conversation and Interview
Public Speaking
(Lucas, 2015)
Chapter 10:  Module Chapter 14: 2 weeks  Module
Several Ways of 2 weeks  Story Problem Guidelines for both  Multiple Choice Test
Delivering a  Multiple the interviewer and  Essay
Speech Choice Test interviewee in the
10.1 Read Speech conduct of an
10.2 Memorized interview
Speech
10.3 Impromptu Chapter15:
10.4 Communication for
Extemporaneous Work Purposes

Chapter 11:  Module 15.1 Workplace

Guidelines on 2 weeks  Story Problem Communication
Writing a Speech  Multiple 15.2 Broad
(Lucas, 2015) Choice Test Categories of
11.1 Elements for a Workplace
Good Delivery Communication
15.2.1 Upward
Communication
15.2.2 Lateral
Communication
15.2.3 Downward
Communication
15.2.4 Tone

PROJECT: PROJECT: COMPILATION OF OUTPUT

V. DESIGN MATRIX

LEARNING PLAN
Desired
Course Teaching and Learning
Learning Student Learning Textbook/ Assessment of Resources Time
Content/Subject Experiences/Activities
Outcomes Outcome (SLO) References Tasks(ATs) Materials Table
Matter (TLAs)
(DLO)
Illustrates the Chapter 1.  Differentiate  Online Discussion  Child and  Formativ  Online 16
concept and Childhood and Childhood Adolescent e Learning weeks
differentiate Adolescent and  Modular Development Assessm Material
the child and  Childhood Adolescent Resource ent s
adolescent  Childhood and  Identifying Book PDF  Summati  Book
as a social comprehend childhood and https:// ve  PDF
Understanding and the stages of adolescent www.google.com/ Assessm
the cultural and cultural adolescent child+and+adolesce ent
social aspect of concept  Fill-in the blanks nce+resource+book  Essay
a child  Adolescent quiz &q23fgyhcvf7rsnh writing
 Main ki8ldrvd76
stages of  Essay writing
Adolescent  Who are the
 Vulnerabili Child and
ty in  Multiple Choice Adolescent
children (requires Higher Learners
and Order Thinking PDF
adolescent Skills) http://
s www.google.com/
who+are+the+child
+and+adolescent+l
1.1Characteristic earners+?
s of Children  Online Discussion 7yhgdrvAGScdkol
Distinguish the 1.2 0ywv6
different kinds Characteristic  Understandin  Modular
of s of g the
characteristics Adolescence characteristics  Child and
of a child;  Fill-in the blanks
of children; Adolescent
characteristics quiz
characteristics Development
 LANAO SCHOOL OF SCIENCE AND TECHNOLOGY INC.
Maranding, Lala, Lanao del Norte

SYLLABUS IN CHILD AND ADOLESCENT LEARNERS and LEARNING PRINCIPLES

A.Y. 202012022
1st Semester
NEW NORMAL

COURSE TITLE

CHILD AND
ADOLESCENT
LEARNERS and
LEARNING
PRINCIPLES

MODULAR/ONLINE
Required Meetings Units

3 hrs x 16 weeks 3 units

Schedule Contact Number MARIA FE C.
SALISIG
10:00-11:30 am TTh 09264142653 Faculty
II. COURSE DESCRIPTION
This course focuses on child and adolescent development with emphasis on current research and theory on biological,
linguistic, cognitive, social and emotional dimensions of development. Further, this includes factors that affect the
progress of development of the learners and shall include appropriate pedagogical principles applicable for each
development level.

III. COURSE OBJECTIVES: At the end of the semester, the students must have;
A. Develop a basic understanding of educational psychology
 B. Apply course content in understanding one’s role as an educator
C. Comprehend the physical, psychological and social needs that must be met to enable healthy growth and
development
D. Appreciate individual’s differences, diversity of learners

IV. COMPUTATION OF GRADES

15 % Quizzes
20 % Paper works/ written works
40 % Performance Task
25 % Examination

V. REFERENCES
Child and Adolescent Development Looking at Learners at Different Life Stages BOOK

Child and Adolescent Development Resource Book PDF

https://www.google.com/child+and+adolescence+resource+book&q23fgyhcvf7rsnhki8ldrvd76

Who are the Child and Adolescent Learners PDF

http://www.google.com/who+are+the+child+and+adolescent+learners+?7yhgdrvAGScdkol0ywv6