Philippine Normal University

The National Center for Teacher Education

COLLEGE OF TEACHER DEVELOPMENT
FACULTY OF ARTS AND LANGUAGES

OBE COURSE SYLLABUS

PNU Vision- PNU shall become internationally recognized and nationally responsive teacher education university. As the established producer of knowledge
Mission workers in the field of education, it shall be the primary source of high-quality teachers and education managers that can directly inspire and
shape the quality of Filipino students and graduates in the country and the world.

PNU is dedicated to nurturing innovative teachers and education leaders.

PNU Quality As the National Center for Teacher Education, the Philippine Normal University commits to provide leadership in teacher education and nurture
Policy innovative teachers and education leaders imbued with values of truth, excellence, and service. We commit to the continual growth of the
University through compliance with international Quality Standards and statutory and regulatory requirements. We shall achieve this through our
core functions of instruction, research, extension, and production.

CTD Goals The College of Teacher Development promotes the University’s mission of nurturing innovative teachers and educational leaders. It is committed
to:
1. Providing the best teacher preparation and development training to produce teachers who are strong in content, grounded in the
discipline and possess the technological and pedagogical knowledge to effectively teach and lead in the on-going educational reforms
at all levels of education;
2. Promoting quality instruction by ensuring a strong philosophical and conceptual foundations for the teacher education curriculum
programs to develop graduates with the following qualities: humane and ethical educated person, reflective and responsive specialist,
critical and creative technology expert and transformative educator;
3. Advancing research in education by providing opportunities to students and faculty members of the College to conduct research to
produce and construct knowledge about teaching- learning, reflect and make meaningful connections between theory and practice, solve
problems and locate opportunities for strategic actions; and
4. Promoting a culture of sharing by extending scholarship and expertise to other educational institutions and agencies and establishing
partnerships with communities and organizations involved in education.

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Course Number GED-ENG01

Course Title Purposive Communication
Course
Prerequisite
Course This course addresses the development and enhancement of communication skills for teachers. These interactional and transactional
Description language skills should help facilitate classroom interaction, knowledge sharing and collaboration, research, community involvement, and
reflective practice to prepare them for 21st century teaching and learning.

The course employs interdisciplinary approach as it immerses students to content knowledge in different areas – Science and Mathematics,
Education Sciences, Arts and Languages, and Behavioral & Social Sciences. Students are expected to effectively present information in
oral, written, and technology-mediated forms after making comprehensive synthesis and critical reflection on information gathered from
various sources. The course also engages students in collaborative learning experience through class projects.

General Intellectual competencies

Education  Higher levels of comprehension (textual, visual, etc.)
Outcomes  Proficient and effective communication (writing, speaking, and use of new technologies)

Personal and civic responsibilities

 Capacity to reflect critically on shared concerns and think of innovative, creative solutions guided by ethical standards

Practical skills
 Working effectively in a group

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COURSE CONTENT

Instructional Delivery Design

Session Content
Course Learning Outcomes Face-to-Face Flexible Learning Assessment
No./Duration
Activities Activities
1 Course Orientation
 PNU VMG’s
 Learning outcomes
 Course content
 Course requirements
 Project options
 Grouping
 Rubrics
2-3 1. Exhibit understanding of Topic 1: Exploring Communication
the nature of
communication in various  How do communication models Lecture Offline activity on Reaction Paper
contexts through engaging describe the nature of exploring nonverbal
in intercultural language communication? Viewing communication Group
activities.  How does the communication Presentations
process work? Small Group
2. Employ critical and - non-verbal communication Discussion
reflective thinking in - technology-mediated
describing the elements communication
and functions of verbal and - interpersonal communication
non-verbal communication - group communication
through observing and - public speaking
analyzing real-life language  What is communicative
use. competence?
4-7 Topic 2: Understanding Intercultural
Communication

 Why should we be concerned with Reading Intercultural Film Pecha Kucha

culture in communication? Assignment Club
 What is intercultural Discussion
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communication? Viewing
 How can barriers in effective
intercultural communication be
addressed?
 What is intercultural
communicative competence?
8-11 Topic 3: Critical Reading
1. Exhibit depth of
understanding of Language Skill Focus: Reading Lecture Reading
multidisciplinary concepts Analytical and Evaluative Essays Debate Assignment
by using it to inform written Inquiry-Chart for Synthesis Essay
outputs. Theme: Responding to 21st century Synthesis Writing
2. Employ critical and learning environment
reflective thinking in
responding critically to Content Area:
analytical and evaluative Science and Mathematics (The role of
essays. technology in Science and Mathematics
education)

12-13 1. Exhibit depth of Collaborative Project: PLANNING

understanding of
multidisciplinary concepts Project Options:
by using it to inform oral 1. Online campaign (multimedia Writing a concept Consultations on Concept Paper
and written outputs. presentation, podcast, blog, or paper Concept Paper Time Table
2. Display proficient website) Preparing a time
communication skills in 2. Symposium table
presenting information. 3. Interactive Exhibit
3. Employ critical and 4. News Magazine
reflective thinking in 5. Others (may be suggested by the
integrating different class)
perspectives.
4. Work cooperatively and
collaboratively with others
to solve problems and
create new knowledge
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14-17 1. Exhibit depth of Topic 4: Writing in the disciplines

understanding of
multidisciplinary concepts Language Skill Focus: Writing a Lecture Position Paper
by using it to inform a position paper Viewing
position paper. Panel Discussion
2. Employ critical and Theme: Claiming a critical stance on Outlining position
reflective thinking in global issues paper
integrating different
perspectives. Content Areas:
Social Science (Media and Popular
Culture)
Languages (Language of Social Media)
Arts (The role and value of art in the
contemporary world)
18-20 1. Exhibit depth of Topic 5: Oral Presentation in
understanding of Education Lecture Group Oral
multidisciplinary concepts Presentation
by using it to inform an oral Language Skill Focus:
presentation. Approaches to Presenting Information
2. Display proficient Using Presentation Aids
communication skills in
presenting information
orally.

21-22 Committee work on collaborative

project

23-24 Group presentation on project’s

process and output

Peer and Self-Evaluation

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Course Axelrod, R. B., Cooper, C. R., & Warriner, A. M. (2005). Reading critically writing well: A reader and guide (7th ed.). New York: Bedford/St.
References Martin’s
Corbett, J. (2010). Intercultural language activities. Cambridge: Cambridge University Press.
Henry, D. J. (2005). The master reader. New York: Pearson Education.
Kennedy, M.L., Kennedy, W.J., and Smith, H.M. (2004). Writing in the disciplines: A reader for writers (5th ed.). New Jersey: Pearson
Education Inc.
Langan, J. (2003). College writing media edition (5th ed). Massachusetts: McGraw-Hill Companies, Inc.
Morreale, S. P., Spitzberg, B. H., and Barge, J, K. (2007). Human communication: motivation, knowledge, and skills (2nd ed). USA: Thomson
Learning, Inc.
O’ Hair, D., Stewart, R., and Rubenstein, H. (2001). A speaker’s guidebook: Text and reference. New York: Bedford/St. Martin’s.
Solomon, E. V. & Shelley, J. (2006). Key concepts 1: Listening, note taking, and speaking across the disciplines. Boston: Houghton Mifflin Co.
Verdeber, K. S. and Verdeber, R. F. (2008). Communicate! (12th ed.). California: Thomson Wadsworth.
Verdeber, K. S. and Verdeber, R. F. (2004). Inter-Act: Interpersonal communication, concepts, skills, and contexts (10th ed.). New York: Oxford
University Press, Inc.
Performance Course Performance Indicator Evidence of Performance Performance Standard
Indicator and
Evidence of 1. Effectively demonstrate critical understanding of Reading and writing assignments Reaction Paper
Performance content through employing independent (Synthesis Essay)  Clarity of Arguments
comprehension strategies.  Soundness of Supporting Details
2. Clearly define, describe, explain, and demonstrate  Organization
information in an oral presentation. Oral Presentation (Pecha Kucha  Sentence Skills
3. Successfully integrate different perspectives and and Group Oral Presentation)
establish connections in presenting ideas in an Pecha Kucha Presentation
academic paper.  Slideshow
4. Efficiently plan and carry out a collaborative project Position paper  Analysis and Organization
that will share relevant information and advocate a  Preparation of Script
critical stance on significant issues.  Visual Appeal and Creativity
 Presentation Skills
Collaborative Project
Synthesis Essay
 Introduction, thesis, and
conclusion
 Synthesis
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 Organization
 Sentence Skills

Position Paper
 Purpose
 Content
 Analysis
 Organization
 Sentence Skills

Collaborative Project (See rubrics for

specific project options)

Group Oral Presentation

 Organization
 Use of Communication Aids
 Content
 Use of Language

Course Class Activities / Seatworks / Exercises – 25%

Requirements Examination – 20%
Quizzes / Long Test – 30%
Papers / Oral Presentation – 25%
________
* 100%
***Percentages may be modified after consultation with the students.

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Course  Attendance in the class signifies readiness to participate in class discussions and activities.
Policies  A student is responsible for his/her absence; no make-up projects will be given.
 A student will be automatically marked UW (Unauthorized Withdrawal) after five absences.
 Requirements must be submitted within the designated date of submission.
 Plagiarism is considered a serious offense and may result to failure in the course.
 Others (agreed upon by the class):
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Consultation
Period

Prepared by: Approved by:

__Maria Teresa L. Manicio______ _________Ma. Jhona B. Acuña, PhD._________
Name of Faculty Associate Dean

Date: ______18 June 2018____________ ___________Rita B. Ruscoe, PhD.____________

Dean

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