TLE4: Unit 4 Entrepreneurship

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TLE IV
Technology and Livelihood Education IV
file:///Users/rutharsenue/Desktop/Kiwi/tle4b/index.html Page 1 of 82
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TLE IV: Introduction

TLE...THE...HE...Domestic Science
This course has evolved throughout the years. Normally offered to girls to obtain social graces
and mastery of the household, Domestic Science later on became Home Economics.
Afterwards, it became Technology and Home Economics. Today, it is Technology and
Livelihood Education. The course content is similar to the three subjects also offered in
American secondary schools. . These are Family and Consumer Science (home economics),
Business Education (entrepreneurship), and Technology Education (pre-engineering).
Fourth Year TLE is designed to develop and reinforce students' values, attitudes, and skills in
the world of work through the practical application of the principles and techniques taught in
Home and Family Economics, Agricultural Arts and Technology, Fishery Arts and Technology,
Industrial Arts and Technology, and Entrepreneurship. (Asuncion et.al., 2004)
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TLE IV: Introduction

When it comes to Computer Education, some schools would start to offer it in the First Year
Level. Other schools would offer it in the Fourth Year Level. Some schools also offer career
pathways in TLE but do not offer computer education. Some schools would only offer selected
areas in Third and Fourth Year such as Food Service and Computer Education. Tech-Voc
secondary schools would usually offer all areas of TLE.
ICT (Computer Education II)

http://tle4.webs.com/ict
This learning material is intended for the fourth-year high school students in the Philippines
enrolled in Technology and Livelihood Education IV (TLE IV). Moreover, they can also access
the e-learning material anytime or anywhere through the Internet. In compliance with
UNESCO’s and DepED’s Education for All, inclusion of students with special needs were also
considered. Futhermore, education students who are sourcing for more reference materials in
TLE IV and special education may also benefit from this e-learning material for their
classroom, online, or blended learning needs. Lastly, the integration of online collaboration
tools would enable students with varied school/work/home schedules and geographic
locations to engage in group activities or cooperative learning successfully.
(raa edde201/221/202/210 prc#1042051 reviewing for praxis ii series)
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Learning Objectives
The course TLE IV aims to prepare the students for the challenges in the local and
global workforce, to be self-sufficient, productive, and improve their lives, and empower
them to participate in the livelihood projects in their communities and the world. The
students will also learn how to use the different tools, resources, and processes to solve
problems and integrate it with practical arts which is the new concept of technology
education.
After completing this course, learners should be able to:
1. Cognitive
define the concepts and principles in technology and livelihood education.
define the concepts and principles in home and family economics.
define the concepts and principles in agricultural arts and technology.
define the concepts and principles in industrial arts and technology.
define the concepts and principles in entrepreneurship in the context of small and
medium scale industries.
2. Psychomotor
demonstrate the knowledge and skill in the fundamental methods and techniques
in home care, food service management, clothing construction, and cosmetology.
in crop production.
in automotive, refrigeration and air conditioning, carpentry, and basic electronics.
in bookkeeping, word processing, Web designing, and basic call center operation.
3. Affective
explain the importance of home and family economics in modern times.
integrate the principles of art and design with technology.
combine aesthetic values with the appropriate tools and processes to produce
economical output.
relate the relevance of personal and entrepreneurial characteristics to family self-
sufficiency and productivity, its contribution to community-development, to nation-
building, and to the global community.
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Time allotment
(Inspired from T.H.E. in the 21st Century III by Cruz, Technology and Livelihood Education for Global
Competitiveness IV by Leuterio, Worktext in Technology and Livelihood Education IV by Asuncion et. al.,
Developing Useful Computer Applications for Today’s World (Web Design) by Patiño, and H.E. Ed. 114
Syllabus (HELE/T.H.E.) of 1998-99.)
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Course Requirements
To obtain the final rating at the end of the school year:
1st Grading Period Rating x .02 (20%)

2nd Grading Period Rating x .02 (20%)
3rd Grading Period Rating x .02 (20%)
4th Grading Period Rating x .04 (40%)
Final Grade Sum of % equivalent
Components of the Student’s Grade
Periodic Test - Summative assessment of student’s learning at the end of the

quarter
Quiz - Summative assessment of student’s learning at the end of the lesson
Unit Test - Summative assessment of student’s learning at the end of the unit
Participation/Performance - Student’s involvement in the learning process
individually and/or in group; student’s demonstration of a skill or process (e.g. role
play, theatrical performance, music, dance, choral reading, speech delivery,
experiment, etc.
Output/Project - Product of a skill or process (e.g. book report, book/movie review,
journal, research, etc.)
Assignment - Work usually done outside the classroom in preparation for the next
lesson and may involve an application or extension of student learning
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Grading System
Assessment
Assignments Outputs/Projects Outputs/Projects 2 Participation - Page 1
Participation - Page 2
Percentage
96 and above Excellent

91-95 Very Good
86-90 Good
81-85 Satisfactory
76-80 Fair
70-75 Pass
66-69 Conditional
65 and below Fail
Reference: http://en.wikipedia.org/wiki/Academic_grading_in_the_Philippines
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DepED
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Discussion Guidelines
Discussion Guidelines
You are expected to contribute at least one posting for each discussion question.
Cursory remarks (e.g. I agree) are not considered substantial postings. Cite examples
from personal experience and/or the research literature to support your points. Any
source used must be properly cited.
Netiquette
Emoticons and photos are allowed as long as they are relevant to the content.
You may attach files or photos not exceeding 500KB.
Do not copy and paste from a Word document; use Notepad instead to avoid
garbled characters appearing in your post.
No crude language, no personal attacks, no vulgar language, no racist remark, no
sexually oriented remark, or religious persecution will be tolerated; be polite all the
time.
Capital letters should only be used occasionally in special situations (it is seen as
representing screaming).
If you want to speak to a specific person, mention his or her nickname at the start
of the sentence.
Observe other posts or activity before deciding to join.
Submitting requirements
1. Students can submit the reports to this e-mail: ricaweb@yahoo.com.

2. URLs of blogs, wikis, and other online collaboration tools or references that you
used should also be submitted.
3. If you used chat or messenger, provide a recorded copy of your online
collaboration or discussion.
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Rubrics
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Blog
Rubric for Blog
(Adapted from DepED Sample Rubric for Assessing Outputs)
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Online Discussion
Rubric for Participation in Online Discussion
Evaluation criteria for facilitating an online/class discussion (Adapted from Dabbagh, 2000)
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Peer Assessment
Group Member's Contribution
Name: ______________
Group number: _______
Reference: EDDE 210 Module 6
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Unit 1: Home and Family Economics
A. Home Nursing
B. Food Service Management
C. Clothing Construction
D. Cosmetology
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Unit 2: Agricultural Arts and Technology
A. Crop Production
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Unit 3: Industrial Arts and Technology
A. Automotive
B. Refrigeration and Air Conditioning
C. Civil Technology: Basic Carpentry
D. Introduction to Electronics
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Unit 4: Entrepreneurship
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Description
Self-reliance
Productivity
Business enterprises help in improving the status of our economy through the help of
our successful entrepreneurs. Entrepreneurship, rigorously defined, refers to the creation
of a new economic entity centered on a novel product or service or, at the very least,
one which differs significantly from products or services offered elsewhere in the market.
(Deakins and Freel, 2009, from Curran and Stanworth, 1989) Do you want to become an
entrepreneur? In Unit IV, you’ll know more about entrepreneurs and how to start a small
business.
There are four subtopics under this unit - Business Management (Accounting
Cycle/Bookkeeping), Office Management (Word Processing), Guide to Web Designing,
and Introduction to the Call Center Operation. These are prescribed to be offered in all
Philippine secondary schools in the senior year. This unit, Unit IV, would run for 85 days
or 17 weeks. (DepED Calendar SY 2011-2012)
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Unit Objectives
After completing this unit, Unit IV, learners should be able to:
1. Cognitive
define the concepts and principles in entrepreneurship in the context of small and
medium scale industries.
define the concepts and principles in an accounting cycle.
define the concepts and principles in office management.
define the concepts and principles in Web design.
define the concepts and principles in basic call center operation.
enumerate the challenges encountered by an entrepreneur.
enumerate the steps in creating a business plan.
enumerate the competencies in office management.
enumerate the steps in designing a Web site.
enumerate some of the tools and equipments used when engaging in an
entrepreneurial activity.
2. Psychomotor
in bookkeeping, word processing, Web designing, and basic call center operation.
demonstrate the knowledge and skill in planning a business by presenting a
business plan proposal.
3. Affective
relate the relevance of personal and entrepreneurial characteristics to family self-

sufficiency and productivity, its contribution to community development, to nation-
building, and to the global community. (Social Enterprise)
relate the relevance of entrepreneurship to people with disabilities.
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Entrepreneurship
3rd Quarter, Week 1-6
Learning Outcomes/Specific Objectives:
At the end of the lesson, the student should be able to:
1. Cognitive
define entrepreneurship in the context of small and medium scale industries.
define who is an entrepreneur.
describe the characteristics of a successful entrepreneur.
enumerate the challenges encountered by an entrepreneur.
identify the business opportunities in the community.
enumerate the importance of sources of finance for start-up entrepreneurs and
established SMEs.
enumerate the government assistance and other incentives extended to
entrepreneurs.
describe examples of good practice within the field of social entrepreneurship.
enumerate the components in creating a business plan.
describe the importance of strategic planning for the successful development of a
business.
discuss the advantages and limitations of business plans for the adequate
monitoring of business performance.
enumerate some of the tools and equipments used when engaging in an
2. Affective
relate the relevance of home and family economics, agricultural arts and
technology, and industrial arts and technology to entrepreneurship.
relate the relevance of entrepreneurship to family self-sufficiency, productivity and
community development. (social enterprise)
relate the importance of small firms for job creation.
relate the relevance of entrepreneurship to people with disabilities (PWDs).
convey the importance of social responsibility in an entrepreneurial activity.
relate the relevance of social entrepreneurship to society.
3. Psychomotor
demonstrate the knowledge and skill in planning a business by presenting a
business plan proposal.
Time Allotment: 6 weeks, 60 minutes per meeting, 4 meetings per week
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Learning Resources
Read, watch, and explore
Google Docs
https://docs.google.com
Wikispaces
http://www.wikispaces.com/ or
Google Sites
http://sites.google.com/site/projectwikitemplate_en/home (or your existing wiki
site/preferred online collaboration tool)
Blog
http://www.blogger.com/ or http://www.wordpress.com/ (or your existing blog site)
Deakins and Freel, Entrepreneurship and Small Firms (Sample Quiz, Links)
http://highered.mcgraw-hill.com/sites/0077121624/student_view0/index.html
McGrath et al., To Green or Not to Green (Business Plan Proposal)

http://questgarden.com/107/34/2/100723174514/index.htm
Examples:
Videos
McGrath et al., To Green or Not to Green – How to Write A Business Plan, Business
Proposals, Steps To an Effective Business Presentation
http://questgarden.com/107/34/2/100723174514/t-process.htm
National Connections Academy, Lemonade Stand (Game)
http://www.nationalconnectionsacademy.com/private-school/curriculum/instructional-
tools.aspx
Report
SIFE Pilipinas – Social Enterprise
http://www.pilipinassife.org/materials/projects/Social-Enterprise.pdf
Business Plan Proposal

http://sampleproposal.net/
Wiki
http://umstrategicplan.wikispaces.com/Meetings
http://greetingsfromtheworld.wikispaces.com/
Blog
http://saoyuth.wordpress.com/2010/11/10/everybodys-talking-about-business-plan/
http://emilysblog3s.edublogs.org/
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Learning Activity
Lesson 9: Planning a Business (Week 3-6)
Aside from knowing the qualities of entrepreneurs, the problems they encounter to make
their business work, and the different business ventures that you can go into, you should
also know how to plan a business.
Task and Expected Output
Read the resources and view the examples on planning a business. You are also
allowed to seek other resources as long as you can comply with the deadline.
Collaborate with your group mates on how to set up a business. Choose one livelihood
topic from your previous TLE courses (home care, cosmetology, food service, crop
production, automotive, etc.) for your business plan proposal and then present them to
the class. Afterwards, revise and refine your business plan. At the end of the topic, each
group will submit a written report of their business plan proposal. In addition, each of you
will write a reflection on what you have learned from this activity about planning a
business.
Procedures/Steps
1. Create an account in Wikispaces (if you don’t have one yet or your preferred online
collaboration tool). You can use the wiki page for your discussion.
2. Collaborate with your group mates and use the discussion questions as your guide
in choosing a product or service as well as in drafting your business plan proposal.
3. Assign each member their assignment (e.g. company overview, market study,
organizational study, presenter, etc.)
4. Post a copy of your business plan proposal in your wiki page.
5. Present to the class your business plan proposal (at most 10 minutes).
6. Other groups are allowed to comment and provide suggestions after the
presentation.
7. Revise and refine your business plan.
8. Update the business plan proposal in your wiki page.
9. Invite your classmates to comment on your work.
10. Submit your final business plan proposal at the end of week 6 before we start on
the next topic.
11. Submit the peer assessment form.
12. Write a reflection on what you have learned in your blog.
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Discussion Questions
1. Given what you have learned about business planning, can you relate its relevance
to family self-sufficiency, productivity and community development?
2. Which type/s of business organization/s do you want to work with and replicate?
Why?
3. Do you think disabled persons can also engage in entrepreneurial activities? How?
Can you cite some studies or success stories?
4. Identify the business opportunities in your community and relate them to your
previous lessons. Which of the activities would you like to develop into a small
business? Why?
5. What are the important components of a business plan?
6. Which business plan format are you going to use? Why?
7. Enumerate the importance of sources of finance for start-up entrepreneurs and
established SMEs.
8. Enumerate the government assistance and other incentives extended to
entrepreneurs.
9. Describe examples of good practice within the field of social entrepreneurship.
10. Describe the importance of strategic planning for the successful development of a
business.
11. Discuss the advantages and limitations of business plans for the adequate
monitoring of business performance.
12. Enumerate some of the tools and equipments used when engaging in an
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Business Plan Format

Sample
A business plan indicates what the proponent aims, plans, or intends to do.
Cover Page
Name of Business
Name of Owner/s
Address of Business Enterprise
Telephone Number
The Business
Description
Product/Service
Location
Marketing Plan
SWOT Analysis
Sources of merchandise
Pricing
Competitors
Promotion
Channel of distribution
Financial Plan
Sources and applications of fundings
Capital equipment list
Balance Sheet
Break-even analysis
Income Statement
1. Five-year summary
2. Detail monthly for the first year
3. Explanations
Cash Flow Projections
Detailed monthly for the first year
Explanations
Historical Financial Reports for Existing Business
Balance sheet for the past five years
Income statement for the past five years
Tax returns
Supporting Documents
Resume of proposed personnel
Legal documents - license, permits, etc.
Production Plan
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Number or volume of intended production

Production space available
Supply and demand
Inventory control
Organizational Plan
Goals and objectives
Strategies
Types of business organization
Advantages and disadvantages
Flow chart of duties and responsibilities of officers and employees
Management Plan
Goals and objectives
Strategies
Business policies for customers
Store policies for employees
Source: Asuncion et al., 2004, Worktext in Technology and Livelihood Education IV, pp. 319-320
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Assessment
Learning Activity 1: Planning a Business
Scoring Guide
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Chapter 1: Business Management
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Bookkeeping
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Learning Outcomes
3rd Quarter, Week 7-9

1. Cognitive
define basic bookkeeping, accounting terms, and forms.
2. Affective
relate the relevance of bookkeeping and accounting to family self-sufficiency and
productivity, its contribution to community-development, to nation-building, and to
the global community. (social enterprise)
3. Psychomotor
in bookkeeping.
perform a simple bookkeeping task by posting journal entries.
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Learning Resources
Wikispaces
Google Sites
Blog
Bean Counter’s Free Accounting and Bookkeeping Tutorial Site
http://www.dwmbeancounter.com/moodle/mod/resource/view.php?id=10
WikiBooks
http://en.wikibooks.org/wiki/Accountancy/Introduction_to_Accountancy
Accounting Coach LLC

http://www.accountingcoach.com/bookkeeping-course/
http://www.accountingcrosswords.com/bookkeeping.php
http://www.accountingcrosswords.com/interactive/bookkeeping-1.html
Learning Link Finders Inc

http://accountingaide.com/examples/journal.htm
Bookkeeping Financial Accounting Resources

http://www.bookkeeping-financial-accounting-resources.com/sample-general-ledger-
journal-entry.html
TLE IV Using Formulas in Excel

http://tle4.webs.com/ict/using_formulas_in_excel.html
Stadnik, Why do we need a Bookkeeper?

http://questgarden.com/85/76/8/090731172450/evaluation.htm
Examples:
Videos
QuickBooksMac , Bookkeeping 101
http://youtu.be/fHS0xv0U_dA
doofus865, acctgbookkeeping
http://youtu.be/nVeJwbIRkYk
World News, Trial Balance
http://wn.com/trial_balance
Blog
http://dmarron.com/2010/02/22/the-spectre-of-creative-bookkeeping/
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Learning Activity
Lesson 2: Bookkeeping - Terms and Forms (Week
7)
As an entrepreneur, you also need to know if your business is earning or not. To be able
to know this, you should have knowledge in accounting and bookkeeping. The basics of
journalizing, posting, and preparing trial balance and financial statements should be
understood. As a bookkeeper, you must be familiar with the different terms in accounting.
(Asuncion et al, 2004)
At the end of this task, you should be able to define basic bookkeeping terms and forms.
Read the resources and view the examples on bookkeeping and accounting. You are
also allowed to seek other resources as long as you can comply with the deadline.
Answer the activity sheet and submit it on our next meeting. Afterwards, write a reflection
on what you have learned about bookkeeping and accounting in your blog.
Procedures/Steps
1. Search for the meaning of the following terms.
2. Study the table below.
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3. Answer the activity sheet on bookkeeping terms and forms.

Analyze the transaction as to value received and value parted with. Given the value
received, give the value parted with. (10 Points)
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1. What do you mean by transaction?

2. Given what you have learned in bookkeeping, can you think of some other ways to
make the task more efficient? How?
3. In what ways can bookkeeping or accounting reports help the family and
community?
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Assessment
Learning Activity 2: Bookkeeping Terms
Scoring Guide
Activity sheet - 1 point for each correct answer, a total of 10 points.
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Chapter 2: Office Management
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Word Processing
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Learning Outcomes
4th Quarter, Week 1-3
1. Cognitive
define the concepts and enumerate the competencies in office management.
enumerate the steps in writing a business letter.
2. Affective
relate the relevance of a word processed business letter to family self-sufficiency,
productivity and community development. (Social enterprise)
3. Psychomotor
in word processing by writing a business letter.
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Learning Resources
MS Word (or Open Office, Pages etc.)

Blog site
http://www.blogger.com/ or http://www.wordpress.com/ (or your existing blog)
Barron, Tutorials for Open Office-Microsoft Office and Open Office

http://www.tutorialsforopenoffice.org/tutorial/Microsoft_Office_And_OpenOffice.html
ubuntuhal, Open Office Word Processor (video)

http://youtu.be/v_csQkz-rIE
Campbell, Business Request Correspondence

http://questgarden.com/118/63/8/110207182223/index.htm
Examples:
Letters
CSU Writers Style Guide - Business Letter, Block Format
http://ccs.colostate.edu/_support/docs/sg_letter.pdf
The Writing Center, University of North Carolina at Chapel Hill – Business Letters
http://www.unc.edu/depts/wcweb/handouts/business.html
Stewart, Write101
http://www.write101.com/businessletter.htm
Cheng, Writing Business Letters

http://www.writing-business-letters.com/business-letter-format.html
Blog
http://kjenkins.edublogs.org/rachel/
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Learning Activity
Lesson 2: Writing a Business Letter (Week 1)
As an entrepreneur, you will at some point have to write a request letter. The need for
information, services or products arises daily in almost every type of business. While
certain requests, such as ordering merchandise, are routine matters, the general
guidelines for business letter writing are especially important when writing any request.
(Campbell)
At the end of this task, you should be able to write and type a formal business request
letter, using the block-style format that is accepted by most businesses. Be able to write
a reflection on what you have learned from this word processing activity in your blog.
Tact and courtesy are very important when you want your reader to act. And if you want
them to act promptly, your letter must encourage them to do so. All requests should:
be specific and brief;

be reasonable;
provide complete, accurate information.
Procedures/Steps
1. Type the following letter using Microsoft Word, and the block-style format.
As assistant buyer for Wilcon’s Plumbing Supply Store, 2 Anywhere Avenue,
Libis, Quezon City 1110, write a letter to the Marco Plumbing Company, Inc.,
34 Sauyo Road, Novaliches, Quezon City 1116, to order two dozen 12"
Copper Pipes (at P250 each), one dozen 12" Galvanized Steel Pipes (at
P350 each), and two dozen of white PVC Pipes (at P150 each). You would
like to have these items in stock in time for the April 15th plumbers’
convention. You want to purchase these supplies on account and have them
shipped air express. If Marco has available any special spring displays for
their merchandise, you would like to receive these, too.
2. Be sure that your letter includes COMPLETE, ACCURATE INFORMATION because
incomplete orders result in delayed deliveries, and inaccurate facts can result in
receiving the wrong merchandise.
Every request order should include:
the name of the item being ordered
quantity desired
description
unit price
method of payment
desired delivery date
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method of shipment
delivery address
authorized signature
3. Completion of this task from start to finish should take about 2 to 3 school days. The
research aspect, letter creation portion and finding the example is probably going to be
the most time consuming. But this will give you an opportunity to brush up on your
researching and letter writing skills.
4. Post the letter in your blog.
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1. What is word processing?

2. Enumerate the criteria for a word processing system?
3. What are the different types of word processing equipment?
4. Is human element important in word processing? How? Can we or can’t we rely
everything on a word processor?
5. Discuss the job opportunities in word processing.
6. Given what you have learned in word processing, is it still relevant today even if we
have telephone, mobile phone, e-mail, Facebook, wiki, and other online
collaboration tools and social media? Why?
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Assessment
Learning Activity 3: Writing a Business Letter
Scoring Guide
(Adapted from Campbell and DepED Sample Rubric for Assessing Outputs.)
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Chapter 3: Guide to Web Designing
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Web Designing
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Learning Outcomes
1. Cognitive
identify the important characteristics of a Web site.
list down the important considerations in designing a Web site.
2. Affective
relate the relevance of Web designing to family self-sufficiency, productivity and
relate the relevance of a Web site to e-business or Internet entrepreneurship.
3. Psychomotor
of Web designing by creating a Web site.
generate appropriate domain names for businesses and organization.
use appropriate graphics for the Web.
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Learning Resources
Myspace
http://www.myspace.com/ or
Google Sites
http://sites.google.com/site/projectwikitemplate_en/home (or your existing/preferred site)
Blog
David and UNESCO, Web Page Concept and Design: Getting a Web Site Up and
Running
http://www.unesco.org/webworld/publications/ictlip6/
TLE IV Principles of Web Design

http://tle4.webs.com/ict/principles_of_web_design.html
TechnoKids Inc., TechnoWeb Rubric

http://www.technokids.com/documents/intermediate/web-rubric.pdf
Examples:
Video
eHow, Internet Guide: How to Build a Website for Free
http://youtu.be/UeLmgsuKdvA
(with interactive transcript)
Templates
http://www.entheosweb.com
http://www.webs.com
http://www.weeblytutorial.com/
http://www.tripod.lycos.com/#1
http://www.google.com/sites/overview.html
Blog
http://kelvenmay.edublogs.org/2010/11/01/good-web-design/
Enterprise
http://www.myspace.com/goldilocks_usa
http://www.myspace.com/449944121
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Learning Activity
Lesson 2: Designing a Web Site (Week 4)
Web design is a process of conceptualization, planning, modeling, and execution of

electronic media content delivery via Internet in the form of Markup language suitable for
interpretation by the Web browser and displayed as Graphical User Interface (GUI). The
intent of Web design is to create a Web site – a collection of electronic files that reside
on the Web server/servers and present content and interactive features/interfaces to the
end user in the form of Web pages once requested. A Web site is also one way through
which you can promote your business or products to a wider audience. (Leuterio, 2009)
Before creating and uploading a Web site (or use the ready made templates in Myspace,
Google, Tripod, Webs, Weebly, etc.), it is important to take time to plan exactly what is
needed in the Web site. Thoroughly considering the audience or target market, as well
as defining the purpose and deciding what content will be developed, are extremely
important.
Read the resources and view the examples on Web design and creating a Web site. You
are also allowed to seek other resources as long as you can comply with the deadline.
Collaborate with your group mates on how to design and create a Web site for your
business.
At the end of this task, you should be able to create a Web site that you can use to
promote your business or product. Afterwards, write a reflection on what you have
learned from creating a Web site in your blog.
Procedures/Steps
1. Collaborate once again with your group mates in entrepreneurship.

2. Brainstorm on how you are going to design and develop a Web site for the product
or service in your business plan.
3. Create the Web site for your product or service.
4. Submit the URL of your Web site at the end of the week.
7. Write the lessons learned in your blog.
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1. Given what you have learned in creating a Web site, can you relate its relevance or
importance to the entrepreneurial activities of a family? How about the community?
2. What are your criteria in judging whether a site is good or not?
3. What are the design standards in creating a Web site?
4. Describe examples of e-business and Internet start-up business.
5. Describe and give examples of various levels of Internet entrepreneurship.
6. Discuss the drawbacks of online business (e-commerce).
7. Discuss the strategic benefits of collective/collaborative online presence for firms.
8. Do you feel that some form of government censorship is needed on the Web for
content that is legal but may be dangerous or unhealthy for society? Why or Why
not?
tle4 4/19/11 10:43 AM
Assessment
Learning Activity 4: Designing a Web Site
Scoring Guide
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Chapter 4: Introduction to Call Center

Operation
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Call Center Defined
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Learning Outcomes
1. Cognitive
define the basic concepts in a call center industry.
2. Affective
relate the relevance of the call center to family self-sufficiency, productivity and
relate the relevance of the call center to entrepreneurs.
relate the relevance of a call center to PWDs.
3. Psychomotor
demonstrate the knowledge and skill in basic call center operation through a role
play.
tle4 4/19/11 10:43 AM
Learning Resources
Yahoo! Messenger (or your preferred messenger, with or without web cam)
http://webmessenger.yahoo.com/ or http://messenger.yahoo.com/
Wikispaces
Google Sites
Blog
Reports
http://www.insidecrm.com/features/good-call-center-employee-attributes-052908/
http://www.ebusinessbpo.com/philippinecallcenter.aspx
http://www.squidoo.com/nightshifts
http://www.squidoo.com/BPO-training--physically-challenged
Assessment
Employment Technologies Corporation (2008)
http://www.etc-easy.com/services/jobmatch/ccseskills.htm
http://etc-easy.com/ci/eskills/index.htm
http://www.rubrics4teachers.com/roleplay.php
Examples:
Videos
salesforce, ICMI: Call Center Operations 101
http://youtu.be/R2rT3IzHlQA
live2sellgroup, Philippines Call Center – Virtual Assistant, Inbound Customer Service,

Outbound Telemarketing!
http://youtu.be/2SaePTrpLiA
ServiceSkillsDOTcom, Call Center Agent Training

http://youtu.be/dOSceytSiOQ
Blog
http://www.callcenterphilippinesblog.com/living-on-a-call-center-agents-wage/
http://pinoyworkingstudent.multiply.com/journal
tle4 4/19/11 10:43 AM
Learning Activity
Lesson 1 - Call Center Defined (Week 7)
A call center is a centralized office used for the purpose of receiving and transmitting a
large volume of requests by telephone. It is operated by a company to administer
incoming product support or information inquiries from consumers. Outgoing calls for
telemarketing, clientele, and debt collection are also made. In addition to a call center,
collective handling of letters, faxes, and e-mail at one location is known as a contact
center. Basic knowledge on how a call center operates can also help you in your
business by communicating with your customers. (Leuterio, 2009)
Read the resources and view the examples on basic call center operation. You are also
allowed to seek other resources as long as you can comply with the deadline.
Collaborate with your group mates and create a scenario about a basic call center
operation that you will also execute through a role play. Write a reflection on what you
have learned from this role-play.
Procedures/Steps
1. Create an account in Yahoo! Messenger (or your preferred messenger). All

students must use the same messenger.
2. Students will be in groups of four.
3. Create an account in Wikispaces (if you don’t have one yet or your preferred online
collaboration tool). You can use the wiki page for your discussion.
4. Collaborate with your group mates in creating a call center scenario.
5. Post a copy of your script in your wiki page.
6. Execute the call center scenario through a role play (at most 10 minutes) at the
end of the week 8.
8. Write the lessons learned in your blog.
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1. Describe the challenges in working in a call center.

2. Given what you have learned about call center operation, can you relate its
importance to family self-sufficiency, productivity, and community development?
3. Do you think disabled persons can also benefit from call centers? How?
tle4 4/19/11 10:43 AM
Assessment
Learning Activity 5: Call Center Defined
Scoring Guide
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References
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Print
Arinto, P. and Garcia, P. (2009). Module 6: Facilitating Online Learning and Building a
Community of Learners. In Online Teaching and Learning (2nd Edition). University of the
Philippines Open University.
Asuncion, Myrna ES., Cabigat, Peter L., Estanislao, Cheerie A., Garfin, Imelda V.,
Gonzales, Lea G., Malong, Jesusa M., Marquez, Consolacion P., Ruiz-Casamplong,
Rosella, Valerio Marquez, Ferdinand, and Victoria, Teodora L. (Authors), Marquez,
Consolacion P. and Ruiz-Casamplong, Rosella (Coordinators), and Aquino, Remedios
G. (Consultant) (2004). Worktext in Technology and Livelihood Education IV. Manila:
Innovative Educational Materials, Inc. and Authors.
Cezar, Ma. Celina F., dela Rosa, Neriza C., Laurora, Mylene S., Omangay, Arcelita C.,
Cabigat, Peter L., Malong Jr., Benedicto I., Arandia, Erwin B., Manuel, Evelyn C.
(Authors), Marquez, Consolacion P., Casamplong, Rosella R. (Coordinators), and
Aquino, Remedios G. (Consultant) (2003). Worktext in Technology and Livelihood
Education I. Manila: Innovative Educational Materials, Inc. and Authors.
Cruz, R.C. (2003). T.H.E. in the 21st Century III. Manila: Rex Book Store.
Deakins, D. and Freel, M. (2009). Entrepreneurship and Small Firms (5th Edition). UK:
McGraw-Hill Education.
Leuterio, Florida C. (2009). Technology and Livelihood Education for Global
Competitiveness IV. Manila: St. Augustine Publications, Inc. and Author.
Patiño, Dennis Cesar R. and Rapatan Miguel Q. (Series Designer/Coordinator) (2008).
Developing Useful Computer Applications for Today’s World: Fundamentals of Web
Design and Development I. Quezon City: Phoenix Publishing House, Inc.
Philippine Small & Medium Business Development Foundation and CIDA-PEARL

(2001). The Entrepreneur’s Handbook. Pasay: PHILSMED.
Stair, Ralph M. and Baldauf, Ken (2007). Succeeding with Technology (2nd Edition).
Massachusetts, Thomson Course Technology.
Suratos, C.P. and Simpliciano, J. S. (2005). Technology and Livelihood Education I.
Quezon City: St. Bernadette Publishing House Corporation and Authors.
tle4 4/19/11 10:43 AM
Online
Chatiquettes
https://www.doctohelp.com/SuperPages/ChatCodeofConduct/
http://www.livinginternet.com/r/ru_chatq.htm
http://en.wikipedia.org/wiki/Chatiquette
http://www.beep.com/chatiquette.html
http://www.englishclub.com/esl-chat/etiquette.htm
http://www.ker95.com/html/morenonos.html
http://en.wikipedia.org/wiki/Online_chat
Disabled Entrepreneurs
YouTube Videos
http://www.youtube.com/watch?v=MuBtQMsXQvI&hd=1
http://youtu.be/lPStsuvcAEYmrsite
http://youtu.be/VwyTqTFRDqE
http://youtu.be/Ccfteb38CEM
http://youtu.be/CeEMOgz1ygE
tle4 4/19/11 10:43 AM
A to I
Resources - A to I
Anderson, T. (2008). Towards a theory of online learning. In T. Anderson (Ed.), Theory

and Practice of Online Learning (2nd edition). Edmonton: AU Press. Retrieved June 2,
2010, from
http://www.scribd.com/doc/6703653/Theory-and-Practice-of-Online-Learning-2nd-
Edition-edited-by-Terry-Anderson.
Ashoka (2009). Creating Change: Innovations in the World of Disability. Warszawa:

Stowarzyszenie Przyjacioł Integracji – Ashoka Innowatorzy dla Dobra Publicznego.
Retrieved February 27, 2011, from http://www.ashoka.org/story/6495#comment-1270
and
http://www.scribd.com/doc/25125890/Creating-Change-Innovations-in-the-World-of-
Disability.
Ashoka (200?). Case Study: Renata Arantes Villella. In Innovators for the Public.
Retrieved February 27, 2011, from http://www.ashoka.org/impact/change.
Ashoka (200?). What is a Social Entrepreneur?. In Innovators for the Public. Retrieved
February 27, 2011, from
http://www.ashoka.org/social_entrepreneur.
British Council. Social Entrepreneurship School Caravan. Retrieved February 24, 2011,
from
http://www.britishcouncil.org/
philippines-know-our-projects-current-projects-skills-for-social-entrepreneurs-
school_caravan.htm.
Business Week (2011). America's Most Promising Social Entrepreneurs. Retrieved
http://images.businessweek.com/ss/09/04/0403_social_entrepreneurs/10.htm.
Cahalane, Claudia (2011, January 8). Social entrepreneurs: doing good business. In The
Guardian Co. UK. Retrieved February 27, 2011, from
http://www.guardian.co.uk/money/2011/jan/08/social-entrepreneurs-good-business?
INTCMP=SRCH .
Department of Science and Technology, PSHS, Diliman, QC (2010). School Calendar
2010-2011. Retrieved March 21, 2011, from
http://www.pshs.edu.ph/images//school%20calendar%202010.pdf.
Foundation for International Training and Regional and Sustainable Development

Department, Asian Development Bank (2005). Disabled People and Development:
Philippines Country Report. Retrieved February 27, 2011, from
http://www.adb.org/documents/reports/disabled-people-development/philippines.pdf.
Gill, Ian (2009). Helping Those with Disabilities. In Partnering for Development: ADB
Donor Report 2009. Retrieved March 10, 2011, from
http://www.scribd.com/doc/30372784/Partnering-for-Development-ADB-Donor-Report-
2009.
Hancock, Melissa (2008). Encouraging enterprise among disabled entrepreneurs. In

Real Business. Retrieved February 26, 2011, from
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http://realbusiness.co.uk/archive/encouraging_enterprise_among_disabled_entrepreneurs.
Hutchinson, Vivian (2001, June 27). Social Entrepreneurs. In The Jobs Letter No. 147.
New Zealand: Jobs Research Trust. Retrieved February 27, 2011, from
http://www.jobsletter.org.nz/pdf/jbl147.pdf.
Independent Living Institute (1991). Disabled People's Development Projects. In Diane

Driedger (Ed.), Independent Living Institute. Retrieved February 27, 2011, from
http://www.independentliving.org/print/1156.
ILO (2011, February 17). ILO Global Business and Disability Network. Retrieved March
2, 2011, from
http://www.dpiap.org/reports/ppt/ILO_Business_Disability_Network_11_02_17.ppt.
ILO, UNESCO, UNICEF, WHO (2002). Community-based Rehabilitation With And For
People With Disabilities (Draft, Joint Position Paper). Retrieved February 27, 2011, from
http://www.aifo.it/english/resources/online/books/cbr/reviewofcbr/
Joint%20Position%20paper%20Final%20Document.pdf.
tle4 4/19/11 10:43 AM
J to Z
Resources - J to Z
Jansen, Paul J. and Kilpatrick, Andrea R. (2004). The Dynamic Nonprofit Board. San
Francisco: McKinsey & Company. Retrieved February 27, 2011, from
http://www.mckinseyquarterly.com/The_dynamic_nonprofit_board_1407.
Lamb, Paul (2006). How Social Entrepreneurs Collaborate When In Different Locations.
Retrieved February 25, 2011, from
http://www.socialedge.org/discussions/business-building/
how-social-entrepreneurs-collaborate-when-in-different-locations/?searchterm=
How%20Social%20Entrepreneurs%20Collaborate%20When%20In%20Different%20Locations.
Leonard Cheshire Disability (2011). Stelios Award For Disabled Entrepreneurs. In The
UK 2010. Retrieved February 27, 2011, from http://www.lcdisability.org/stelios.
Leonard Cheshire Disability (2011). Leonard Cheshire International : Philippines :

Cheshire Services. Retrieved February 27, 2011, from http://www.lcint.org/?lid=3480.
Lone Eagle Consulting. Reports and Surveys on Self-Employment for People with
Disabilities. Retrieved March 1, 2011, from
http://lone-eagles.com/successes.htm.
McKinsey&Company (2011, January). IT Growth and Global Change: A Conversation

with Ray Kurzweil. Retrieved February 1, 2011, from
https://www.mckinseyquarterly.com/PDFDownload.aspx?ar=2728&srid=17.
National Connections Academy (2011). Lemonade Stand (Game). Retrieved February 5,

2011, from
http://www.nationalconnectionsacademy.com/private-school/curriculum/instructional-
tools.aspx.
Northwest Regional Development (2009). Untapped Economic Value of Disabled

Entrepreneurs Recognised in New Report: Research Identifies Potential Economic
Benefit of Over £2 Billion. Retrieved February 27, 2011, from
http://www.nwda.co.uk/news--events/press-releases/200801/wealth-bringers.aspx.
Philippine Center for Entrepreneurship (2009). GoNegosyo. Retrieved February 24,

2011, from http://www.gonegosyo.net/.
Pioquinto, Julito L. (2010). Persons with Disabilities Trained on Entrepreneurship.

Retrieved February 24, 2011, from
http://www.ati.da.gov.ph/rtc1/node/73.
Priebe, Maryruth Belsey (2010, December). Social Entrepreneur Interview: Anthony

Cheeseman Helps the Underemployed. (Social Entrepreneur + Non-Profit Innovation =
MadCap Cafe for Meaningful Employment.) In Green Marketing TV. Retrieved February
27, 2011, from http://www.greenmarketing.tv/2010/12/16/madcap-cafe-social-
entrepreneur-interview/.
Project SEARCH (2010). Fifth Third Bank Project SEARCH Success Stories. Retrieved
http://georgetown.edublogs.org/files/2010/10/Project-Search-Info.pdf,
https://www.53.com/wps/portal/content/?
tle4 4/19/11 10:43 AM
New_WCM_Context=/wps/wcm/myconnect/Diversity/
Diversity+Landing/Community/Project+SEARCH,
http://www.cincinnatichildrens.org/svc/alpha/p/search/, and
http://www.acteonline.org/uploadedFiles/Publications_and_Online_Media/files/files-
techniques-2008/ Transitioning-Students-with-Disabilities-into-Work.pdf.
Republic of the Philippines Department of Education. DepED Updates. Retrieved July 3,
2010 from
http://www.deped.gov.ph/updates/default.asp.
Republic of the Philippines Department of Education (2004). Implementing Guidelines on
the Performance-Based Grading System for SY 2004-2005. Retrieved March 21, 2011
from
http://www.deped.gov.ph/cpanel/uploads/issuanceImg/DO%2039_6-10-04_00001.pdf.
Republic of the Philippines Department of Education. Primer on 2002 Secondary

Education Curriculum. Retrieved July 17, 2010 from
http://eduphil.org/forum/primer-on-2002-basic-education-curriculum-for-teachers-t-
1544.html.
SIFE Pilipinas (2010). Social Enterprise. Retrieved February 16, 2011, from
http://www.pilipinassife.org/materials/projects/Social-Enterprise.pdf.
Social Entrepreneurs, Inc. (2010). Sustainability Planning. Retrieved February 27, 2011,
from
http://www.socialent.com/clients-case-studies/case-studies/sustainability-planning-ii/.
Thomas, Pam and Bichard, Erik (2008). Wealthbringers. Retrieved February 27, 2011,
from
http://www.nwda.co.uk/pdf/Wealthbringers2008.pdf.
UNICEF and Victor Pineda Foundation (2008). It’s About Ability. New York: United
Nations Children’s Fund (UNICEF). Retrieved March 1, 2011, from
http://www.unicef.org/publications/files/Its_About_Ability_final_.pdf and
http://www.dpi.org/files/uploads/Its_About_Ability_Learning_Guide_EN.pdf.
Yonghyun Kim (2008). Can Social Enterprise Stand for People with Disabilities? (The
Case of Korean Social Enterprises, 2007-2008). Department of Sociology, Yonsei
University, 134 Shinchon-dong, Seodaemun-ku, Seoul, Korea 120-749. Retrieved
https://www.appam.org/conferences/international/singapore2009/sessions/downloads/1391.doc.
tle4 4/19/11 10:43 AM
Companion Web Sites
Home
Course-wide Content Entrepreneurship and Small Firms , 5/e

Case Studies
David Deakins
Choose a Chapters
Mark Freel
Entrepreneurship and Small Firms, 5e provides a comprehensive analysis of entrepreneurship by

integrating academic theory with the day-to-day realities that entrepreneurs may encounter. This ful
Enter author, title, ISBN or keyword on
Home | Contact Us | Tech Support | Find Your Rep | College Stores | Press Releases
Succeeding with Technology, 4th Edition
Succeeding with Technology, 4th Edition
Kenneth Baldauf, Ralph M. Stair

Blackboard Test ISBN-10: 0538745789
Banks ISBN-13: 9780538745789
Global Tech Watch
tle4 4/19/11 10:43 AM
Permissions
We all benefit by being generous with our work. Permission is granted for others to use
and modify this WebQuest for educational, non-commercial purposes as long as the
original authorship is credited. The modified WebQuest may be shared only under the
same conditions. See the Creative Commons Attribution • Non-Commercial• Share-Alike
license for details. WebQuests in this assignment were created in QuestGarden.
UNESCO grants permission to link as long as it is used for educational and non-
commercial purposes. Any image obtained from UNESCO should also be linked back to
their site.
Permission to link granted by RICHARD S.T. UY <richardstuy@gmail.com>, National

Programme Manager of SIFE-Country Office Philippines www.pilipinassife.org while the
main SIFE page (headquarters) is at www.sife.org.
Bean Counter’s Free Accounting and Bookkeeping Tutorial Site (for non-commercial and
educational use)
Dax Cheng ‘s Business Letter Format – with invitation to share the page; HTML link
code was even provided. Dax also owns or is a partner in or consults with other online
and offline businesses. Apart from being an entrepreneur, he is also the author of The
Essential Guide to Writing Business Letters, Writing Business Letters Lessons - A 7
Lesson E-Mail Mini-Course and Getting Clear About What You Want. Before he went full
time to run his business, he was a global IT service manager for one of the largest
multinational in the world and a consultant with Deloitte Consulting.
Entheos - Permission to link website www.entheosweb.com granted by Rachna

Kingston rachna@entheosweb.com.
YouTube videos – once posted for public view, they can be shared or embedded in other
sites. The contributor or author has the option to make the video available to invited
viewers only (through email) and sometimes with a password to grant access. The
opposite of public view is private where the video is only available for the author’s view.
Google Docs – same with YouTube, the author has options to share the document with
the world (public view), limited viewership (by invitation/password), or private view only.
tle4 4/19/11 10:43 AM
Curriculum/Competencies
2010 National Secondary Education Curriculum ('UbD curriculum')

Revised Secondary Education Curriculum (RSEC)
Updated 2005 PSSLCs
BEC Makabayan
Original Philippine Secondary Schools Learning Competencies
Basic Education Curriculum (BEC) / PSSLC / Philippine Elementary Learning
Competencies (PELC)
http://eduphil.org/forum/ubd-rbec-nsec-bec-psslc-pelc-etc-materials-t-2927-2.html
tle4 4/19/11 10:43 AM
@Manipal Thread Rating:

TLE Guidelines 409 people like
Admissions
Open for T.L.E. Majors : Table Threaded Mode | Linear Mode
NRI/Foreign of Specifications
Students at MIT,
Author Message Jonalyn
Manipal. Apply
now
www.Manipal.edu/Ad… andrewsdlc T.L.E. Majors : Table Post: #1
Junior Member of Specifications
English for To my fellow TLE majors, here

Mirna
Work Posts: 43
is the Table of Specifications
Corporate and Joined: Jun 2008 for BSED TLE Majors for Facebook social plugin
Business English September 2009 LET.
Courses, Central Anybody who is kind enough
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Global
I am a Computer Educ major
Full Time MBA Entrepreneurship
Index of /download/BSE site_/BSE WEBSITE

2010/2010SEC/TLE
Name Last modified Size Description
Parent Directory 17-Feb-2011 01:47 -

Agri-fishery I Q3 Po..> 23-Aug-2010 00:27 490k
Agri-fishery I Q4 Fi..> 23-Aug-2010 00:29 496k
HE Beauty Care I.pdf 23-Aug-2010 02:54 1.5M
HE Clothing and Text..> 23-Aug-2010 02:58 1.5M
tle4 4/19/11 10:43 AM
Tech-Voc/TVET
PRESS RELEASE
DepEd Tech-Voc continues to produce nationally-certified

graduates
The Department of Education’s strengthened technical vocational (tech-voc)
curriculum continues to produce a new generation of high-skilled workforce as it
has generated a total of 1,751 holders of competency certificate after hurdling
various skills tests administered by a national certifying body.
“With the kind of training and preparation we are providing our students, we
Philippine TVET
anticipate an increase System
in the number of tech-voc graduates who pass the highly-
competitive skills test of Technical Education and Skills Development Authority
(TESDA),” said Education Secretary Mona Valisno.
Under the Strengthened Technical-Vocational Education Program (STVEP), DepEd

http://www.tesda.gov.ph/uploads/file/Phil%20TVET%20system.pdf
supervises a total of 282 tech-voc high schools where students can take
specialization in automotive, computer hardware service, cosmetology, furniture
and cabinet-making, garments, air conditioning and refrigeration, food production,
crop production, food processing, fish culture, and fish capture, among others.
These fields of specialization are taken alongside academic subjects, thus

producing graduates who are ready for both the world of work and higher education
whichever they choose.
There are more than 4,000 tech-voc graduating students nationwide that have yet
to complete this school year’s TESDA-administered skills assessment.
Expectations are high that a significant number will pass TESDA’s skills test this
year.
Home About Tesda Program & Services News
“We know that we have achieved a level of success in this program because we’ve
Certified Workers
been having 95 to 100Verification
percent passing rate inJob Opportunities
our competency assessments,” Gallery
Valisno added.
DepEd continues to raise the quality of the tech-voc program through the provision
of competency-based curriculum, teachers’ training, acquisition of physical facilities,
development of instructional materials, provision of manpower requirement, and
other logistics support.
Tech-voc high schools are distributed all over the country, and their specialization
depends on what is suitable in particular regions, whether fishery, agriculture, or
arts and trade.
Despite initial good results, DepEd wants to thoroughly evaluate the program for
which Memorandum No. 11 was issued. This is specifically to assess the
efficiency of the use of a P461 million fund allocated for these schools’ acquisition
of new tools and equipment (P410 million) and competency assessment subsidy
(P51.05 million).
OSEC COMMUNICATIONS | DEPED COMPLEX, MERALCO AVENUE, PASIG CITY 1600

T (02) 6316033 | F (02) 6364876 | WEBSITE www.deped.gov.ph | EMAIL depedcommunications@gmail.com
tle4 4/19/11 10:43 AM
Related Programs
DepED Memorandum No. 71, s. 2011

Computerization Program for Technical Vocational Secondary Schools
tle4 4/19/11 10:43 AM
ETS (PRAXIS)
ETS HOME PRAXIS HOME FOR TEST TAKERS FOR INSTITUTIONS SEARCH:
MY PRAXIS ACCOUNT
For Test Takers For Institutions >
tle4 4/19/11 10:43 AM
Business Education
MY PRAXIS ACCOUNT
ETS Home > Praxis > Prepare for a Test > Preparation Materials
About the Tests

Preparation Materials
Register for a Test
Prepare for a Test Business Education (0100)
Strategy and Tips

Business Education
Test Code: 0100
Develop a Study Plan
Test Prep Webinars
On Test Day Free Test Preparation

Scores
Test at a Glance (PDF)
Frequently Asked
Reducing Test Anxiety (PDF)
Questions
General Information and Study Tips (PDF)
tle4 4/19/11 10:43 AM
Family and Consumer Sciences

MY PRAXIS ACCOUNT
About the Tests

Register for a Test
Prepare for a Test Family and Consumer Sciences (0121)
Strategy and Tips

Family and Consumer Sciences
As of September 1, 2008, ETS began administering a new version of the Family and
Consumer Sciences test. The new test covers the same content as the previous test. However,
Test Prep Webinars scores are reported on a different scale, so requirements will vary from the previous version.
All scores for discontinued tests are reportable for 10 years.
On Test Day
Consult the appropriate state requirements page for specific score requirements.
Scores
Frequently Asked Test Code: 0121

Questions
tle4 4/19/11 10:43 AM
Technology Education
MY PRAXIS ACCOUNT
About the Tests

Register for a Test
Prepare for a Test Technology Education (0050)
Strategy and Tips

Technology Education
Test Code: 0050
Test Prep Webinars
On Test Day Free Test Preparation

Scores
Test at a Glance (PDF)
Frequently Asked
Reducing Test Anxiety (PDF)
Questions
General Information and Study Tips (PDF)
tle4 4/19/11 10:43 AM
DepED
1. Select from category

All categories
2. Enter a keyword
3. Press Search button
search
Under Construction!
Public Schools
Private Schools
December 1-31 2010:
The Top News of 2010

Luistro warns schools and officials who violate �no collection policy�
DepEd launches summer training program for foreign language teachers
[more]
tle4 4/19/11 10:43 AM
Field Study (TCP 2009)
DepED NCR
FS 2009: http://tle4.webs.com/fs2009
Field Study is a requirement in the Teacher Certificate Program. It is also an opportunity to

visit the local schools, observe classes, inspect the facilities, and interview the teachers.
Through this course, I was able to take a glimpse on how EPP/HELE and TLE were taught in
selected local schools within the division of Quezon City.
tle4 4/19/11 10:43 AM
NOH-SCC
Additional information
The initial learning material (http://technology-livelihood-education.webs.com/tle4/) was

developed in coordination with National Orthopedic Hospital-School for Crippled
Children (NOH-SCC). The school is one of the special schools in the country set-up by
the government in 1947 to cater to the educational needs of physically disabled children
(elementary and secondary education). Some of the students have learning (cognitive)
disabilities aside from physical disabilities. Their learning pace is also slower than the
students in regular schools. The students are also categorized under the following
physical conditions:
I. Those who are in bed and are not allowed by their physical condition to sit-up
II. Those who are in casts, traction or in other medical devices that limit movements of
the body
III. Those who are in wheelchairs
IV. Those who ambulate with the aid of braces and crutches
V. Those who are in wheelchairs and those who can ambulate are grouped together in
classrooms for daily school activities while the rest receive bedside teaching
If these students are not within the school premise, they can also be found in the
different wards of the hospital. The senior high school students of NOH-SCC can read
and write that is why the TLE teacher also uses the prescribed basic education
curriculum. They are computer literate and they even know how to use Facebook for
social networking, e-mail, and YouTube. Special education teachers modify some
activities to accommodate the special learners.
More information about NOH-SCC Banawe:
http://www.scribd.com/doc/45415758/Web-based-Facilitated-Learning-or-Blended-
Learning
http://www.scribd.com/doc/46951995/NOH-SCC-Banawe-QC-July-Dec-20
tle4 4/19/11 10:43 AM
Photos/Contest
NOH-SCC Banawe, QC
Mission Vision Calendar SY 2010-2011 TLE Computer Lessons
Ms. F. Ramos - TLE

TLE Computer Lessons TLE Computer Lessons Orthopedically impaired
Teacher
Ma. Clara/Banawe
Admission Rehab/PT Dept. of Rehab Medicine
Entrance
Contest
DepED Memorandum No. 66, s. 2011

2011 Search for the Most Outstanding Special Education (SPED) Teachers and SPED
Centers
tle4 4/19/11 10:43 AM
Directory of Facilities (Disabled)

Directory of Facilities for People with Disabilities in Asia & Pacific
[Hong Kong, China] [Indonesia] [Korea] [Philippines] [Thailand]
Facilities in Philippines
Name of Facility Address Telephone
(074)
4424216
Baguio General Hospital Baguio City
information;
442-3165
(044) 463-
M. V. Gallego Cabanatuan General
Maharlika Highway, Cabanatuan City 3982; 463-
Hospital
1628
928-0611
East Avenue Medical Center
East Avenue, Diliman, Quezon City trunkline:
(eamc)
926-9740
Fort Bonifacio General Hospital 12-7431 Ioc.
Ort Bonifacio, Makati City
Philippine Army 4600
Jose P. Reyes Memorial Medical San Lazaro Compound, Rizal Avenue, Sta. Cruz,
7321077
Center Manila
tle4 4/19/11 10:43 AM
QC Public Library
Home About Us OPAC Research Services Quezonian Newsletter Branch Locations Library Tour
LOCATION AND DETAILS MAP
Bagong Pag-asa Branch (District 1)

Road 9, Barangay Bagong Pag-asa, Quezon City
Librarians: Ms.Cora D. Sesperes;
Ms.Susan Tamayo; Ms.Conchita Castro
With 4 computers for OPAC and internet, with WIFI
02 929 3587, email: susantamayo518@gmail.com
©2011 Google -
M-F 8-5pm; Sat 8-2pm Map data ©2011 Google -
View Larger Map
Balingasa Branch (District 1)

Second floor, Crisologo Building
Barangay Balingasa, Quezon City
Librarian: Ms. Maribel Alnas
tle4 4/19/11 10:43 AM
Survey
E-Learning Course: Technology and Livelihood Education IV

Welcome to my survey. Please take the time to evaluate the e-learning material that I have developed for classroom teaching and/or
online learning. (Disregard this invitation if you have already participated.)
Here are the URLs for your reference:
TLE4
http://technology-livelihood-education.webs.com/tle4 http://tle4.webs.com/tle4
ICT
http://tle4.webs.com/ict
(Main sites: http://technology-livelihood-education.webs.com and http://tle4.webs.com)
Zip file: You can download the .zip file and run it in your computer. Go to the links below and access the .zip link. Download, open
folder, and click on index.html.
URLs of .zip file:

Please go to,
https://sites.google.com/site/tle4webdesign/
Thank you.
tle4 4/19/11 10:43 AM

TLE4: Unit 4 Entrepreneurship

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TLE4: Unit 4 Entrepreneurship

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Technology and Livelihood Education IV

TLE IV: Introduction

TLE IV: Introduction

ICT (Computer Education II)

(raa edde201/221/202/210 prc#1042051 reviewing for praxis ii series)

To obtain the final rating at the end of the school year:

1st Grading Period Rating x .02 (20%)

Components of the Student’s Grade

Periodic Test - Summative assessment of student’s learning at the end of the

Assignments Outputs/Projects Outputs/Projects 2 Participation - Page 1

96 and above Excellent

1. Students can submit the reports to this e-mail: ricaweb@yahoo.com.

(Adapted from DepED Sample Rubric for Assessing Outputs)

Reference: EDDE 210 Module 6

Unit 1: Home and Family Economics

Unit 2: Agricultural Arts and Technology

Unit 3: Industrial Arts and Technology

relate the relevance of personal and entrepreneurial characteristics to family self-

Learning Outcomes/Specific Objectives:

At the end of the lesson, the student should be able to:

Time Allotment: 6 weeks, 60 minutes per meeting, 4 meetings per week

McGrath et al., To Green or Not to Green (Business Plan Proposal)

Business Plan Proposal

Task and Expected Output

Business Plan Format

Number or volume of intended production

Chapter 1: Business Management

Learning Outcomes/Specific Objectives:

Time Allotment: 3 weeks, 60 minutes per meeting, 4 meetings per week

Accounting Coach LLC

Learning Link Finders Inc

Bookkeeping Financial Accounting Resources

TLE IV Using Formulas in Excel

Stadnik, Why do we need a Bookkeeper?

Task and Expected Output

1. Search for the meaning of the following terms.

2. Study the table below.

3. Answer the activity sheet on bookkeeping terms and forms.

1. What do you mean by transaction?

Activity sheet - 1 point for each correct answer, a total of 10 points.

Chapter 2: Office Management

Learning Outcomes/Specific Objectives:

At the end of the lesson, the student should be able to:

Time Allotment: 3 weeks, 60 minutes per meeting, 4 meetings per week

MS Word (or Open Office, Pages etc.)

Barron, Tutorials for Open Office-Microsoft Office and Open Office

ubuntuhal, Open Office Word Processor (video)

Campbell, Business Request Correspondence

Cheng, Writing Business Letters

Task and Expected Output

be specific and brief;

1. What is word processing?

Chapter 3: Guide to Web Designing

Learning Outcomes/Specific Objectives:

At the end of the lesson, the student should be able to:

Time Allotment: 3 weeks, 60 minutes per meeting, 4 meetings per week

TLE IV Principles of Web Design

TechnoKids Inc., TechnoWeb Rubric

Web design is a process of conceptualization, planning, modeling, and execution of

Task and Expected Output

1. Collaborate once again with your group mates in entrepreneurship.

Chapter 4: Introduction to Call Center

Call Center Defined