Objectives

Foundational Objectives

Foundational objectives are broad objectives that are to be developed throughout a course or level. They cannot be achieved or met through a single lesson or activity. Students, through a variety of developmental learning experiences, will gradually grow toward the achievement of the foundational objectives. The foundational objectives for Communication Studies 20 are as follows:

Students will:

• recognize the importance of effective communication in various situations
• recognize that communication is a multi-faceted process
• recognize that communication involves problem solving and decision making
• recognize that speech is an important tool for thinking, learning, and communication
• practise the behaviours of effective speakers
• speak clearly and confidently in a variety of situations
• recognize listening as an active, constructive process
• practise the behaviours of effective, active listeners
• listen effectively in a variety of situations
• recognize writing as a constructive, meaningful process
• practise the behaviours of effective writers
• write confidently in a variety of formats
• recognize reading as an active, constructive process
• practise the behaviours of effective strategic readers
• view and interpret visual information critically
• enhance spoken and written presentations with appropriate visual, audio, multimedia, and other aids.

Specific Learning Objectives

Learning objectives are the specific, lesson-related objectives through which the students achieve the foundational objectives. The following list suggests learning objectives for Communication Studies 20. However, it is essential that teachers adjust these as necessary for the modules they choose and according to their own students' abilities and previous experiences.

Teachers may also need to add learning objectives related to the particular activities they select as learning experiences. For example, if students are working on interview projects, learning objectives should be developed to clarify learning expectations related to interview techniques. Learning objectives can also be related specifically to content from another subject area. For example, if the subject of a student's speech has to do with environmental issues, related learning objectives can be developed in collaboration with the biology teacher. The same is true of student experiences in the community.

The following learning objectives have been developed for Communication Studies 20. The boldface type indicates the foundational objective to which the learning objectives are related. The first section includes general objectives regarding communicating. The remaining sections are organized according to language process.

Communicating

Students will:

• recognize the importance of effective communication in various situations
  • recognize the importance of effective communication in one's personal life
  • recognize the importance of effective communication in work and professions
  • recognize the importance of effective communication in lifelong learning experiences
  • select and apply appropriate methods of communication in various experiences
  • work collaboratively with others

• recognize that communication is a multi-faceted process
  • recognize that communication is an interactive process between sender and receiver
  • recognize the role of culture in communication
  • consider purpose, audience, and context in communication endeavours
  • approach communication experiences (both sending and receiving) as active, thinking participants
  • manage time and resources when planning communication experiences

• recognize that communication involves problem solving and decision making
  • think creatively and critically when speaking, listening, reading, writing, viewing, and representing
  • solve problems and make decisions as part of the communication process
  • consider various types of reasoning
  • consider various appeals to an audience
  • consider the communicator's moral and ethical responsibilities

Speaking

Students will:

• recognize that speech is an important tool for thinking, learning, and communicating
  • recognize the need for formal and informal oral communication
  • speak to clarify and extend thinking
  • speak to express understanding
  • speak to persuade, demonstrate, or entertain
  • speak to share and present information

• practise the behaviours of effective speakers
  • practise basic oral communication skills
  • attend to voice, body language, and delivery of oral presentations
  • set clear objectives for speaking and organize talks in a logical manner
  • reflect on performance and activities for the purpose of self-assessment

• speak clearly and confidently in a variety of situations
  • deliver formal and informal talks of varying types and lengths
  • present arguments or information comprehensively and in a logical manner
  • participate in co-operative speech activities such as problem solving, decision making, negotiating, and interviewing

Listening

Students will:

• recognize listening as an active, constructive process
  • participate in oral communication experiences by listening critically and attentively
  • listen to make connections, interpret, or infer
  • listen to confirm, summarize, question, or predict

• practise the behaviours of effective, active listeners
  • recognize speaker's purpose, attitude, tone, and bias
  • analyze the way in which topics are organized, and identify speakers' techniques
  • provide appropriate feedback

• listen effectively in a variety of situations for a variety of purposes
  • listen to understand and learn
  • listen to analyze and to evaluate
  • listen for personal pleasure

Writing

Students will:

• recognize writing as a constructive, meaningful process
  • recognize the value of what is known as "the writing process"
  • use the writing process to organize their thoughts and discover new areas of knowledge
  • demonstrate the ability to transmit existing information with clarity and brevity
  • use specific concrete language to protect the integrity of the message

• practise the behaviours of effective writers
  • construct first drafts, rewrite, revise, edit, and proofread using appropriate writing strategies
  • confer with peers and teachers
  • analyze and evaluate their own and others' writing

• write confidently in a variety of formats for a variety of purposes and audiences
  • recognize various types of technical writing
  • practise writing for informational and practical purposes
  • experiment with co-operative writing for practical and relevant purposes

Reading

Students will:

• recognize reading as an active, constructive process
  • read technical and informational material critically and with purpose
  • read to find meaning and interpret
  • read to make connections and gain information
  • read to confirm predictions and to evaluate

• practise the behaviours of effective strategic readers
  • demonstrate the ability to find and select relevant text
  • recognize patterns of organization within text (chronological, spatial, logical)

Viewing and Representing

Students will:

• critically view and interpret visual information
  • determine the author's/speaker's purpose for including visual information
  • analyze visual information and make a judgement about its validity
  • use graphs, charts, maps, and other forms of visuals as sources of information

• enhance spoken and written presentations with appropriate visual, audio, multimedia, and other aids
  • design and create aids to illustrate, focus, reinforce, demonstrate, or attract attention
  • determine the need for aids based on relevance or interest
  • present aids to their best advantage at appropriate times in oral or written presentations
  • create computer-generated images, charts, transparencies, etc. using available software.

Language Study

In addition to developing the knowledge, skills, and processes needed to communicate effectively through speaking, listening, reading, and writing, students need to develop an understanding and appreciation of the English language and how it is used. Because language is best learned contextually and through real communication experiences, Communication Studies 20 offers many opportunities for students to enhance their understanding of the following broad concepts:

• language varies according to audience, purpose, and situation
• language has structures and conventions
• language changes over time.