TPC 12 - Writing, Representing, and Speaking (Planning)

This sub-organizer contains the following sections:
Prescribed Learning Outcomes
Suggested Instructional Strategies
Suggested Assessment Strategies
Recommended Learning Resources

PRESCRIBED LEARNING OUTCOMES

It is expected that students will:

formulate the communication problem(s) or challenge(s) in given situations with reference to purpose and audience
propose a variety of communication options for addressing communications problems or challenges
identify, describe, and independently apply as appropriate a range of strategies for organizing information
use planning tools in carrying out technical and professional communications projects

SUGGESTED INSTRUCTIONAL STRATEGIES

Present students with situations such as:
- Members of the community have been surveyed on a very important local issue; 60% are in favour, 40% opposed. Work in groups to each create your own response to the assigned issue, decide on a communication to further your cause, and carry out the strategy. Take account of the audience's particular characteristics and available media options.
- Imagine you are the public relations officer for a company involved in a crisis. Develop a crisis communication response that includes preparing a press release to the newspapers, a message for the evening TV news, and an Internet home page.
Have students brainstorm a list of target audiences that a bank must reach when seeking to communicate a critical message to all its customers. Highlight the following customer groups: visually impaired, hearing impaired, physically challenged, unable to speak English, unable to read or write. Challenge students to create the message and the means of communication. Then have them analyse the modes used, difficulties encountered, and adjustments needed to accommodate receivers.
Select a newspaper containing several articles on a single broad topic. Cut the articles into separate pieces, each of which presents a bit of information. Make several sets of copies and distribute them to groups of students, asking each group to assemble the pieces into a coherent presentation order. Compare the results of the different groups, discussing various strategies for organizing information (e.g., chronological, spatial, standard categories, general-specific, cause and effect).
Have students create samples of each of the following: web diagrams, flow charts, timetables, timelines, organizational outlines, prioritized "to do" lists. Each sample should be used in an appropriate context.

SUGGESTED ASSESSMENT STRATEGIES

When students analyse and respond to communication problems, look for evidence that they are able to:
- define the situations or problems
- identify the desired results
- describe the specific audiences that must be addressed
- analyse audience needs and characteristics
  (e.g., What do they already know? Believe? What questions, concerns, or suspicions do they have? What authorities or information sources do they find credible? What sources do they rely on? What images or qualities are most often used to appeal to particular groups?)
- make connections between audience needs and characteristics, and communication strategies and techniques
- consider and evaluate more than one option
- seek out feedback about their plan and their chosen option
Have students design planning processes they can use for a wide variety of communications. Encourage them to consider their personal learning styles and preferences, as well as the strategies that will result in some of the key elements of effective planning, such as:
- definition of the message, audience, and purpose
- audience analysis (prior knowledge, needs, preferences)
- identification of potential problems or barriers
- brainstorming or other methods of generating initial ideas
- planning strategies (including research plans where appropriate)
- organized and usable records of information and ideas
Ask small groups to create displays illustrating the effective use of various tools and strategies for planning or for organizing information. Have each group work with a different tool (e.g., web diagram, flow chart, timeline, work plan). Ask groups to include in their displays definitions, samples, guidelines for effective use, and analyses of strengths and limitations. Teacher or peer assessment can focus on the extent to which the information provided is comprehensive; relevant; accurate; clear; and sufficiently detailed, so that others can use the tool without further instruction.