I.

CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content The learners demonstrate an understanding of the range of verbal and non-verbal classroom
Standards communication, strategies that support learner understanding, participation, engagement and achievement.

The learners simulate interconnectedness of local and global through role play activity.
B. Performance
Standards Learning Competencies
1. The learners analyze the importance of local and global communication as applied in the multi-cultural classroom
C. Learning
settings.
Competenci
Learning Objectives
es and At the end of the lesson, the learners are expected to:
Objectives 1. Seek to clarify cultural and intercultural awareness and sensitivity in communication of ideas about Local and global
communication as applied in the multi-cultural classroom settings
2. Demonstrate competence in role playing concerning content knowledge on Local and global communication as
applied in the multi- cultural classroom settings and its application to the teaching profession.
3. Determine culturally appropriate terms, expressions, images that are responsive to the learners’ linguistic, cultural,
socio-economic and religious backgrounds (sensitivity to gender, race, class, etc) in the classroom settings through role
playing.

D. Content
 What is culture?
 What is intercultural communication?
 What is Local and Global communication?
 Cultural and intercultural awareness and sensitivity in communication
 Communicating across cultures
 Local and global communication in multicultural classroom settings involves a combination of skills, knowledge,
and practical applications
 Strategies and examples to help create a culturally responsive environment

1
2
 E. Integration SDG 4: Quality Education
SGD 9: Understanding, Collaboration and Teamwork, Cultural Resspect and Appreciation, Integrity, Patience

II. LEARNING RESOURCES

Khan, U. (2023). Choosing your career path: Job vs business. LinkedIn. https://www.linkedin.com/pulse/choosing-your-career-path-job-
vs- business-uzair-khan/
Phillips, A. (2023). ICT and career paths. Unpublished manuscript.

III. TEACHING AND LEARNING PROCEDURE NOTES TO

TEACHERS
A. Activating DAY 1 AND 2 1.
Prior Short Review
Knowledge what we have discussed last meeting?
Now, can somebody give an example of verbal and non-verbal cues
Now can somebody share at least 1 C of communication and explain its meaning to
the class?
2. Motivation
Title: The Global Greeting Game

Objective: Explore the diversity of greetings across cultures and practice using them
in a fun and interactive way.

Materials:
Index cards or sticky notes
Pens or markers

Divide students into 4 groups.

Provide each group with index cards or sticky notes.
Each group selects a different country or region
3 and writes down 10 common
greeting, including relevant cultural information or gestures.

Global Greeting Brainstorm:

Have students brainstorm list of greetings from around the world, considering both
verbal and non-verbal forms, along with cultural nuances. You will be given 5
minutes for brainstorming.

Greeting Game:
You will be giving 5 minutes to mingle with other students exchanging greeting cards
and practicing the greetings on them. You will be encourage to use of appropriate
gestures and tone. Students switch cards and greet others.

Facilitate a discussion on:

What greetings did you learn about today?
How did the greetings differ from each other?
What did you find interesting or surprising about the greeting?

3. Activity
Instruction: The class will be divided into four groups. 2 video clips will be played to
the class. EACH GROUP among the four groups will analyze, and understand the
videos carefully, and must provide reflection on what they have observed. The
students will be given 5 minutes to wrap up their work. Finally, each group must
choose one representative to present their work to the class.

Criteria :
Content: 30%
Accuracy: 30%
Overall Impact: 40%

4
B. Establishing 1. Lesson Purpose Start with questions that will pique
Lesson Purpose the interest and help the students
Ask the students, "Why is it important to understand the different local and global understand the practical applications
communication as applied in multi-cultural settings? of the concepts you're about to
introduce.
2. Unlocking Content Area Vocabulary
• Intercultural communication - refers to the communication between people from two Inform learners about what they
different culture. will achieve by the end of the
lesson.
• Multicultural communication - different cultures living together without much interaction
in the same place. By the end of the lesson, you will have
a deeper understanding of local and
• Culture -all the ways of life including arts, beliefs and institutions of a population that are global communication as applied in a
passed down from generation to generation. multi-cultural settings

• Local communication - being able to communicate with the members of your local area.
It can either be in your local language (mother tongue), or a common language that you
speak within your town.

• Global communication -the process of exchanging information and ideas across national
borders, utilizing various channels and platforms such as social media, language,
migration, and work

5
C. Developing and
Deepening What is culture?
Understanding – Culture is a combination of learned patterns, attitudes, beliefs, and even behavior. Culture is the Start the class with an engaging
catalyst of a community or a group of people. It all started in the family on how the parents taught activity by showing career pictures to
their children's on how to act, accept, connect, understand, and communicate to other people. What the students and allow them to identify
is intercultural communication? the sectors.
Intercultural communication Basically people grow in a very different environment where they
also developed different culture that’s why there is some miscommunication when people from
different backgrounds interacts.

High-context culture – relies heavily on implicit communication, shared understanding, and non-
verbal cues. In these culture, people often rely on context, relationships, and shared history to
interpret meaning.
While Low-context culture- In these cultures, people tend to rely on verbal language and written
communication to convey meaning. Direct, clear and explicit. Meaning is conveyed primarily
through words.”
“A multicultural classroom is an educational environment that includes students from diverse
cultural, linguistic, and socioeconomic backgrounds. It promotes inclusivity, respect for different
perspectives, and the celebration of various cultures, enhancing the learning experience for all
students. “

“ What is Local and Global communication?”

Local Communication Involves interactions within a specific community or region, encompassing
language, cultural norms, and social practices unique to that area.

Potential areas for misinterpretation in intercultural communication.

1. Opening and closing conversation – People have different attitudes, beliefs and behavior.
2. Taking turns during conversation – Taking turns in a conversation have different ways in different
cultures where others cultures do cut someone who’s talking to take turn in a conversation while
other culture waits until the sender of the message end their message to share their idea or response.”
3. Interrupting – In most culture, interrupting a conversation can be viewed as impolite or rude and
6
also not respectful and can lead to conflict or misunderstanding.
4. Using silence – Silence can be interpreted differently across cultures. In some, it signifies respect
and contemplation, while in others, it might be seen as discomfort or disapproval.
5. Using appropriate topics of conversation This shows that appropriateness is influenced by cultural
norms, personal beliefs, and even individual backgrounds
6. Sequencing elements during a conversation – The flow of a conversation is crucial. Knowing
when to introduce a topic, ask questions, or change direction depends on the context and cultural
norms.
7. Using humor- Humor is a powerful tool, but it’s effectiveness greatly depends on the cultural
context. In western cultures, it’s often used to break the ice and lighten the mood.”
8. Knowing how much to say – Communication styles vary across cultures. Western cultures often
favor directness, while asian cultures tend to be more indirect.”

Cultural and intercultural awareness and sensitivity in communication of ideas about Local and
global communication as applied in the multi- cultural classroom settings involve understanding and
respecting the diverse backgrounds and perspectives of individuals from different cultures.
Here are some essential components:
1. Cultural Awareness-Recognizing and appreciating the differences and similarities in cultures,
including beliefs, values, customs, and behaviors.
2. Intercultural Sensitivity- The ability to respond appropriately to cultural differences and to adapt
communication styles accordingly.
3. Active Listening-Fully concentrating, understanding, and responding to what others are saying,
especially in a culturally diverse context.
4. Nonverbal Communication Awareness- It is Understanding that gestures, facial expressions, and
body language can vary significantly across cultures.
5. Avoiding Stereotypes-Being cautious not to make generalizations about individuals based on their
cultural backgrounds.
6. Cultural Adaptability-The ability to adjust one’s communication style and behavior to fit different
cultural contexts.
7. Open-mindedness -Willingness to consider and respect different viewpoints and practices.

“By fostering these aspects of cultural and intercultural awareness, individuals can enhance their
communication skills and build more inclusive and understanding environments.”
7
COMMUNICATING ACROSS CULTURES
Communicating across cultures is challenging. Each culture has set rules that its members take for
granted. Few of us are aware of our own cultural biases because cultural imprinting is begun at a
very early age. And while some of culture‘s knowledge, rules, beliefs, values, phobias, and anxieties
are taught explicitly, most of the information is absorbed subconsciously.

Barriers to local and global communication in multicultural settings

Some of the barriers to effective communication are language, medium of communication,
personality and culture.

Multicultural refers to a society that contains several cultural or ethnic groups. People live
alongside one another, but each cultural group does not necessarily have engaging interactions with
each other.
“In cross-cultural communication, differences are understood and acknowledged, and can bring
about individual change, but not collective transformations.“
“Reactions to cultural communication encounters.
People could react differently when they encounter another culture. Literatures say that they could
react through: Assimilation, Accomodation And Separation.

According to Oetzel (2007), Assimilation is the effort to eliminate the cultural differences towards
home and host cultures.

Accomodation attempts to retain some cultural uniqueness and to transform the existing dominant
structures so that there is less hierarchy.
SEPARATION rejects the dominant society and organizations, and individuals attempt to join
similar co-cultural group members to form organizations that are reflective of their own values and
norms.
Also, some people have the tendency to think and feel that their culture is superior than the others so
they use their own culture as the standard in judging other people’s cultures. This is called
ethnocentrism. Cultural relativism on the other hand sees other cultures equal to their own.

8
Demonstrating competence in role palying within the context of local and global communication in
multicultural classroom settings involves a combination of skills, knowledge, and practical
applications. Here are some important points”

1. Cultural Awareness and Sensitivity involves understanding and respecting diverse cultural
backgrounds, traditions, and communication styles. A competent educator adjusts their
communication to be inclusive, ensuring that lesson plans and classroom interactions make all
students feel valued and understood.
2. Effective Communication in Local and Global Contexts involves engaging with students by
understanding local culture and communication norms, while also connecting across cultures to
facilitate meaningful exchanges in a diverse classroom.

3. Intercultural Competence involves adapting teaching methods to meet the needs of students
from diverse backgrounds, addressing cultural barriers through strategies like role-play and
dialogue. This ensures the classroom values cultural differences and fosters effective cross-cultural
communication.

4. Facilitation of Multicultural Learning Environments involves creating an inclusive classroom

where students feel safe to express their cultural identities and collaborate across cultures. Teachers
use role-playing to prepare students for real-world cross-cultural communication challenges.
5. Problem-Solving in Multicultural Contexts involves addressing cultural misunderstandings by
finding respectful solutions and adjusting communication styles based on students' cultural
expectations. This skill helps teachers create lesson plans and strategies that effectively manage and
resolve cultural conflicts, enhancing student learning.
6. Integration of Content Knowledge in Communication involves applying theoretical concepts
of local and global communication through role-playing, ensuring classroom activities are informed
by intercultural communication theories.
7.Reflective Practice and Continuous Improvement involves reflecting on role-playing
effectiveness and seeking feedback from students and colleagues to enhance multicultural
communication.

9
Determining culturally appropriate terms, expressions, and images for a classroom setting through
role-playing involves understanding and respecting the diverse backgrounds of students. Here are
some strategies and examples to help create a culturally responsive environment:

1. Research and Understand Diversity:

2. Familiarize yourself with the linguistic, cultural, socio-economic, and religious backgrounds of
your students.
3. Create Inclusive Scenarios:
4. Design role-playing scenarios that reflect the diversity of your students. This could include
situations that require negotiation, conflict resolution, or collaboration across different cultural
contexts.
4. Use Culturally Relevant Language:
5. Choose terms and expressions that are familiar and respectful to the cultures represented in your
classroom. Avoid jargon or idiomatic expressions that may not translate well across cultures.
5. Promote Gender Sensitivity:
Use gender-neutral language and terms that respect all gender identities. For example, instead of
saying “policeman,” use “police officer.”
6. Consider Socio-Economic Factors:
7. Be mindful of language that may unintentionally exclude students based on their socio-economic
status. For example, avoid references to products or experiences that may not be accessible to all
students.
8. Incorporate Religious Sensitivity:Recognize and respect religious beliefs and practices in your
language and scenarios. For instance, be aware of dietary restrictions when discussing food in role-
play activities.

10
11
 The teacher will ask the learners for
some questions, clarification, or muddy
parts in the lesson, and explain it with
further examples if necessary.

V. Synthesis/Extended
Practice/Differentiation

12
 D. Making 1. Learners’ Takeaways The teacher will ask the learners the
Generalizations Why is it important to address potential barriers in local and global communication? following questions.
In what ways can educators promote active listening among students from diverse backgrounds?
How does local communication differ from global communication in multicultural classroom The teacher will re-emphasize the
settings? highlights on the important
concepts/notes about the topics

Why is it important to understand both local and global communication when interacting in a
multicultural environment?

What are some common barriers to effective communication in multicultural classrooms, and how
can they be overcome?

2. Reflection on Learning
Addressing potential barriers in local and global communication is crucial because these barriers, such as
language differences, cultural misunderstandings, and varying communication styles, can lead to
misinterpretations and conflicts.

Educators can promote active listening among students from diverse backgrounds in the short term by
modeling effective listening behaviors, such as maintaining eye contact and summarizing what others
say.

Local communication is context-specific, focusing on shared cultural norms, language, and values of the
immediate community. Global communication, on the other hand, involves interacting with diverse
cultures and perspectives, requiring sensitivity to different languages, customs, and viewpoints.

Understanding both helps educators create inclusive environments where all students feel valued and
understood. It promotes effective teaching, reduces misunderstandings, and bridges cultural gaps,
ensuring that both local and international students can participate and succeed.
Language Barriers: Use simplified language, visuals, and translation tools.
Cultural Differences: Be aware of varying cultural norms and practices; incorporate culturally relevant
examples. 13
E. Application Objective:

The purpose of this role-play activity is to simulate real-life classroom scenarios that highlight the
importance of local and global communication in educational settings. Participants will act as teachers,
students, and administrators, practicing how to communicate effectively in a multicultural and
multilingual classroom. By exploring diverse perspectives, participants will develop skills to create an
inclusive learning environment that respects and values the backgrounds of all students.

Activity Overview:

Participants will engage in different classroom scenarios that involve teaching and communicating with
students from various cultural and linguistic backgrounds. The role-play will focus on addressing
communication barriers, fostering mutual understanding, and using strategies that promote inclusive
learning. Participants will practice using culturally sensitive language, adapting lesson plans, and
employing different communication techniques to ensure that all students can understand and participate,
regardless of their background.

Criteria:

Clarity of communication 30%

Cultural Awareness and Sensitivity 30%

Content 20%

Overall performance 20%

14
IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

A. Evaluating 1. Formative Assessment I. Answer Key: I.Multiple

Learning Multiple Choice choice
Directions: Choose the letter of the correct answer 1. b 2.
1. What is culture primarily composed of? b 3. a
A. Genetics 4. b 5.
c 6. b
B. Learned patterns and beliefs 7. b
C. Natural instincts 8. c
D. Economic status 9. c
10. b
2. High-context cultures primarily rely on: 11. c
A. Verbal communication 12. c
13. b
B. Non-verbal cues and shared context 14. b
C. Written communication 15. b
D. Direct statements 16. a
17. d
3. In a multicultural classroom, what is emphasized? 18. d
A. Inclusivity and respect for diverse perspectives B. 19. d
Competition among students 20. d
C. Standardized testing
D . Uniformity

4. Silence in communication can signify:

A. Discomfort only
B.Disinterest
C. Respect and contemplation
D. Lack of understanding

Which of the following describes intercultural sensitivity?

5.
A. Ignoring cultural differences
15
B. Avoiding interactions with other cultures
C. Adapting communication styles to fit different cultures
D. Enforcing one’s own culture as superior

6. What is ethnocentrism?
A. The appreciation of all cultures
B. Believing one’s culture is superior to others
C. The blending of different cultures
D. Cultural relativism

7. In terms of film production in education, what is an important skill to develop?

A. Only technical skills
B. Skills that connect with diverse audiences
C. Focusing solely on Western perspectives
D. Standard narrative styles

8. Active listening involves:

A. Waiting to speak
B. Ignoring the speaker’s message
C. Fully engaging and understanding the speaker
D. Formulating your response while the other person talks

9. Using neutral and inclusive language in the classroom helps to:

A. Alienate students
B. Create a hostile environment
C. Foster an inclusive learning environment
D. Promote only one cultural viewpoint

10. Community involvement in filmmaking promotes:

A. Isolation of students
B. Authentic storytelling and community
16 engagement
 C. Standardization of narratives
D. Elimination of cultural diversity

11. How can a teacher create a classroom environment that is inclusive of diverse communication
styles?
A. By only using one language for instruction
B. By ignoring cultural differences in communication
C. By encouraging students to share their communcation practices and perspectives
D. By imposing strict rules about how students should communicate
12. What is the benefit of using visual aids and multimedia in a multicultural classroom?
A. They can help to overcome language barriers
B. They can make learning more engaging for all students
C. They can provide opportunities for students to express themselves creatively.
D. All of the abive.

13. What is the role of non-verbal communication in intercultural understanding?

A. It is unimportant because verbal communcation is more important
B. It can be misinterpreted if cultural differences are not considered.
C. It is only relevant in certain cultures
D. It is always consistent across cultures

14. How can a teacher promote intercultural dialogue in the classroom?

A. By assigning studenrs to work in groups with people from the same cultural background
B. By encouraging students to share their experiences and perspective on topics related to culture and
communication
C. By avoiding discussions about cultural differences to prevent conflict
D. By focusing solely on academic content and ignoring cultural aspects

15. What is the purpose of using authentic materials ( e.g., texts, videos, music ) from different
cultures in the classroom?
A. To show students that other cultures are inferior
B. To expose students to a variety of perspectives and experiences
C. To make learning more challenging 17 for students
 D. To promote a single, dominant culture

16. Why is it important to be aware of cultural biases in educational materials?

A. Because they can reinforce stereotypes and create a sense of exclusion
B. Because they are always accurate and reflect the true nature of different cultures
C. Because they are necessary to teach students about the history of different cultures
D. Because they are the best way to promote cultural understanding

17. What is the role of technology in promoting global communication and intercultural
understanding?
A. It can be used to connect with students and educators from around the world
B. It can provide access to information and resources from diverse cultures
C. It can facilitate online collaborations and projects
D. All of the above

18. How can a teacher help students develop intercultural competence?

A. By provoding opportunities for students to interact with people from different cultures
B. By teaching students about different communication styles and cultural norms
C. By encouraging students to be open-minded and respectful of others
D. All of the above

19. Why is it important to address cultural differences in communication in a classroom setting?

A. To ensure that all students feel welcome and respected
B. To promote effective communication and understanding among students
C. To prepare students for a diverse and globalized world.
D. All of the above

20. What is the ultimate goal of fostering intercultural understanding in the classroom?
A. To create a more equiatble and just society
B. To prepare students to be successful in a globalized world
C. To promote peace and harmony among different cultures
D. All of the above
18
19
 3. Homework
For your assignment, kindly research the following;
1. What is local and global communication as applied in the
multicultural classroom setting?
2. What is the difference between local and global communication as applied
in the
multicultural classroom setting?

B. Teacher’s Note observations on The teacher may take note of some observations related to the
Remarks any of the following Effective Practices Problems effective practices and problems encountered after utilizing the
areas: Encountered different strategies, materials used, learner engagement and
strategies explored other related stuff.

materials used Teachers may also suggest ways to improve the different
learner engagement/ activities explored/ lesson exemplar.
interaction
others

20
 C. Teacher’s Reflection guide or prompt can be on: Teacher’s reflection in every lesson conducted/ facilitated is
Reflection ▪ principles behind the teaching
essential and necessary to improve practice. You may also consider
What principles and beliefs informed my
this as an input for the LAC/Collab sessions.
lesson? Why did I teach the lesson the way I
did?
▪ students
What roles did my students play in my
lesson? What did my students learn? How
did they learn?
▪ ways forward
What could I have done differently?
What can I explore in the next
lesson?

Prepared by: AMODIA, GWYNN I., CODES, JOLINA T., ENOVERO, RUBYROSE P., MABILOG, ZYREL, PORTAL JZANAIA, TORO KIMBERLY

21