Task: Designing online learning activities

Main Topic –TLE IV Unit IV: Entrepreneurship

(Philippines/DepED Basic Education Curriculum)

Topics Content Type Instructional Strategy

I. Home and Family Economics Facts Mnemonics

A. Home Nursing Practice strategy
B. Food Service Management
C. Clothing Construction Concepts Integration
D. Cosmetology Organization
Elaboration

Principles Integration
Procedures Elaboration

Interpersonal Skills Developing

verbal/imaginal model
of the interaction
Mental rehearsal of the
interaction
Overt practice (role
play)

Attitudes Developing
verbal/imaginal model
Mental rehearsal of
behavior
Overt practice of
behavior
II. Agricultural Arts and Technology Facts Mnemonics
A. Crop Production Practice strategy
B. Aquaculture
C. Livestock Concepts Integration
Organization
Elaboration

Principles Integration
Procedures Elaboration
 Interpersonal Skills Developing
verbal/imaginal model
of the interaction
Mental rehearsal of the
interaction
Overt practice (role
play)

Attitudes Developing
verbal/imaginal model
Mental rehearsal of
behavior
Overt practice of
behavior

III. Industrial Arts and Technology Facts Mnemonics

A. Automotive Practice strategy
B. Refrigeration and Air
Conditioning Concepts Integration
C. Civil Technology: Basic Organization
Carpentry Elaboration
D. Introduction to Electronics
Principles Integration
Procedures Elaboration

Interpersonal Skills Developing

verbal/imaginal model
of the interaction
Mental rehearsal of the
interaction
Overt practice (role
play)

Attitudes Developing
verbal/imaginal model
 Mental rehearsal of
behavior
Overt practice of
behavior

IV. Entrepreneurship Facts Mnemonics

A. Business Management Practice strategy
B. Office Management
C. Guide to Web Designing Concepts Integration
D. Introduction to the Call Organization
Center Operation Elaboration

Principles Integration
Procedures Elaboration

Interpersonal Skills Developing

verbal/imaginal model
of the interaction
Mental rehearsal of the
interaction
Overt practice (role
play)

Attitudes Developing
verbal/imaginal model
Mental rehearsal of
behavior
Overt practice of
behavior
 Topics Content Type Instructional Strategy Learning Activity

IV. Entrepreneurship Facts Mnemonics Learner-content

Practice strategy -reflection
-quiz
Concepts Integration
Organization
Elaboration

Principles Integration
Procedures Elaboration

Interpersonal Skills Developing Learner-learner

verbal/imaginal model of -brainstorming
the interaction -collaborative
Mental rehearsal of the writing
interaction -case study
Overt practice (role play) -discussion
-WebQuest

Attitudes Developing
verbal/imaginal model Learner-teacher
Mental rehearsal of -group
behavior project/portfolio
Overt practice of -test/exam
behavior -essay
IV. Entrepreneurship Facts Mnemonics Learner-content
Practice strategy -reflection
A. Business Management -online quiz
(Accounting Concepts Integration -drill and
Cycle/Bookkeeping) Organization practice
Elaboration

Principles Integration
Procedures Elaboration

Interpersonal Skills Developing Learner-learner

verbal/imaginal model of -discussion
the interaction
Mental rehearsal of the
interaction
Overt practice (role play)

Attitudes Developing Learner-teacher

verbal/imaginal model -test/exam
 Mental rehearsal of -essay
behavior
Overt practice of
behavior

IV. Entrepreneurship Facts Mnemonics Learner-content

Practice strategy -reflection
B. Office Management -quiz
(Word Processing) Concepts Integration
Organization
Elaboration

Principles Integration
Procedures Elaboration

Interpersonal Skills Developing Learner-learner

verbal/imaginal model of -brainstorming
the interaction -collaborative
Mental rehearsal of the writing
interaction -Webquest
Overt practice (role play) -discussion

Attitudes Developing Learner-teacher

verbal/imaginal model -test/exam
Mental rehearsal of -essay
behavior
Overt practice of
behavior
IV. Entrepreneurship Facts Mnemonics Learner-content
Practice strategy -reflection
C. Guide to Web Designing -quiz
Concepts Integration
Organization
Elaboration

Principles Integration
Procedures Elaboration

Interpersonal Skills Developing Learner-learner

 verbal/imaginal model of -brainstorming
the interaction -collaborative
Mental rehearsal of the work
interaction -case study
Overt practice (role play) -discussion

Attitudes Developing Learner-teacher

verbal/imaginal model -group project
Mental rehearsal of -test/exam
behavior -essay
Overt practice of
behavior
IV. Entrepreneurship Facts Mnemonics Learner-content
Practice strategy -reflection
D. Introduction to the Call -quiz
Center Operation Concepts Integration
Organization
Elaboration

Principles Integration
Procedures Elaboration

Interpersonal Skills Developing Learner-learner

verbal/imaginal model of -brainstorming
the interaction -group work
Mental rehearsal of the -discussion
interaction -online chat
Overt practice (role play)

Attitudes Developing Learner-teacher

verbal/imaginal model -group project
Mental rehearsal of -test/exam
behavior -essay
Overt practice of
behavior
(Format adapted from EDDE210 Annex 5-1 and revised to conform to the lesson)
Unit IV Title: Entrepreneurship
Lesson 2: Planning a Business
Objective: At the end of the lesson, the student should be able to
1. Cognitive - enumerate the steps in creating a business plan
2. Affective - relate the relevance of entrepreneurial characteristics to family self-sufficiency,
productivity and community development (social enterprise)
3. Psychomotor - demonstrate the knowledge and skill in planning a business by presenting a
business plan proposal

Rationale

Now that you’ve learned about the qualities that set entrepreneurs apart from the rest of the
population, the problems that they encounter to make their business work, and the different business
ventures that you can go into, it is time for you to get to know how to prepare a business plan proposal.

Task and Expected Output

As a group, gather resources on how to set up a business. Choose one livelihood topic from your
previous TLE courses for your business plan proposal and then present them to the class. Each group
will submit a written report of the business plan proposal at the end of this unit. In addition, each of you
will write a reflection on what you have learned from planning a business.

Procedure/Steps

1. Create an account in Google Docs or Wikispaces (if you don’t have one yet).
2. Students will be in groups of four and have assigned numbers 1-4.
3. For the proposal project, the students who will be responsible for the following portions of the
proposal:
Cover Page and Table of Contents- All Students
Executive Summary- All Students (to be completed at the end of the project)
Company Overview- Students 1 and 2
Marketing Analysis- Students 3 and 4
Marketing and Sales Strategies- Students 3 and 4
Operations Plan- Students 1 and 2
Management Plan- Students 1 and 2
Financial Data- All Students
4. Please watch the videos, How to Write a Business Plan and Business Proposals in WebQuest. Take
down notes and keep these questions in mind:
The three parts of the writing process are:
The three parts of planning are:
What is the difference between a report and a proposal?
How can your writing be concise?
What is it important to take a break from your writing before editing?
What are the four important parts of editing?
5. Please also read the report in SIFE Pilipinas about social enterprise. You can also read the other
sections of To Green or Not to Green in WebQuest to obtain more ideas for your business plan.
6. Answer these following questions about your project:
Who are your readers?
How much do your readers know about your subject?
What do I want this document to accomplish?
What do I want from my reader?
Who, what, when, where, how, why?
7. Before writing the actual proposal, groups must create an OUTLINE via Google Docs or a wiki (so all
group members have access to editing). The following elements should be included in the proposal.
Company Overview
Market Analysis
Marketing and Sales Strategies
Operations Plan
Management Plans
8. Once you are finished with your business plan/proposal, your group must present the plan/proposal
to the class. Your classmates will provide ideas, concerns, questions, clarifications, feedback, and
constructive criticism. Please use your classmates’ feedback as an editing tool before you present your
final copy to the teacher. Please watch the video, Steps to an Effective Business Presentation, to help
you with your presentation.
9. Write the lessons learned in your blog.
10. Invite your classmates to comment on your work.
11. Fill out the self-assessment and peer assessment forms.
12. Fill out the survey form.
13. Be prepared for a short quiz and final exam.

Resources

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)

Blog
http://www.blogger.com/ or http://www.wordpress.com/ (or your existing blog site)

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
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/

Assessment criteria

This is how your work will be evaluated

Beginning Developing Qualified Exemplary Student’s Teacher’s
(0-2 pts) (3-4 pts) (5-6 pts) (7-8 pts) Rating Rating

Set-up, but not used Set-up and used Set-up and used Used by all as an
or used only a occasionally, but frequently, more integrated tool to
Wiki Set-up
couple of times. less than 3-x than 4-x weekly. frequently share
weekly. ideas.

Collaborated, but Collaborated Collaborated Collaborated

Collaboration did so rarely and/or regularly. frequently. frequently and
ineffectively. effectively.

Choice of the Choice of the Choice of the Choice of the

product for the product for the product for the product for the
business plan does business plan business plan business plan
Product/ not show any shows some shows imagination shows a great of
Service imagination and imagination and and understanding imagination and
understanding of the understanding of of the target understanding of
target market. the target market. market. the target market.

Information was Accurate Accurate Accurate

gathered from only information was information was information was
Data one source and/or gathered from a gathered from a gathered from
Gathering information not couple of sources couple of sources in several sources in a
accurate. but not a systematic systematic manner.
systematically. manner.

7 or more 4-6 grammatical 1-3 grammatical, No grammatical,

Spelling/
grammatical, spelling or spelling or spelling or
Mechanics/
spelling, or punctuation punctuation errors. punctuation errors.
Grammar
punctuation errors. errors.

Paragraphing Paragraphs Most paragraphs All paragraphs

Paragraph
structure was not included related include include
Construction
clear and sentences information but introductory introductory
 were not typically were typically not sentence, sentence,
related within the constructed well. explanations or explanations or
paragraphs. details, and details, and
concluding concluding
sentence. sentence.

One or more sources All sources All sources All sources

are not accurately (information and (information and (information and
documented. graphics) are graphics) are graphics) are
Sources documented. documented, but accurately
have 1-2 errors. documented.

The information is Information is Information is Information is very

disorganized. organized, but organized with organized with
Organization paragraphs are well-constructed well-constructed
not well paragraphs. paragraphs and
constructed. subheadings.

Total
Unit IV Title: Entrepreneurship
Chapter II: Office Management
Lesson 3: Word Processing - Business Letter
Objective: At the end of the lesson, the student should be able to
1. Cognitive - 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 - demonstrate the knowledge and skill in the fundamental methods and
techniques in word processing by writing a business letter

Rationale

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)

Task and Expected Output

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:
1. be specific and brief;
2. be reasonable;
3. provide complete, accurate information.

Many of you probably have not written any type of letter since elementary school (or maybe middle-
school). This task was designed to assist you with increasing your level of understanding and comfort
with writing letters. 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.

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:
a. the name of the item being ordered;
b. quantity desired;
c. description;
d. unit price;
e. method of payment;
f. desired delivery date;
h. method of shipment;
i. delivery address;
j. authorized signature.

3. Completion of this task/assignment from start to finish should take about four to five
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.
5. Invite your classmates to comment on your work.
6. Write the lessons learned in your blog.
7. Fill out the survey form.
8. Be prepared for a short quiz and final exam.

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/

Assessment criteria

This is how your work will be evaluated

Beginning Developing Qualified Exemplary Student’s Teacher’s
(0-2 pts) (3-4 pts) (5-6 pts) (7-8 pts) Rating Rating

The writer The writer shows The writer uses The writer uses
demonstrates a a vague the correct form the correct and
lack of understanding of of a business complete form
understanding of the correct form letter and omits for a business
the correct form of a business only minor letter. It contains
of a business letter. elements A the six essential
Organization and letter. The letter business letter parts; heading,
Form lacks two or more contains the six inside address,
essential parts. essential parts; salutation, body,
heading, inside, closing and
address, signature.
salutation, body,
closing and
signature.

Most parts of the More than one One part of the Each part is
letter are part of the letter letter may complete and
incomplete or may be be incomplete or correct. The
incorrect. The incomplete or incorrect. The writer briefly, but
writer does not incorrect. The writer states clearly states the
state the purpose writer states the the purpose of purpose of the
for writing. The purpose of the the letter. The letter. The body
writer does not writing, but not body contains contains
use formal necessarily at the courteous, formal courteous, formal
Elements of language, or uses beginning. The language and all language and all
Practical Business it inconsistently. level of language of the necessary the details that
Writing is inappropriate; details. the reader will
it may sound need. There are
stifled and overly no extraneous
formal; or it may details.
contain slang or
other informal
examples. One
or more
important details
may be missing.

Grammar, Usage, The letter is There are several There are minor There are few or
Mechanics, and difficult to errors in errors in no errors in
Spelling understand mechanics, mechanics, mechanics,
 because of errors usage, grammar, usage, grammar, usage, grammar,
in mechanics, or spelling. Some or spelling. or spelling.
usage, grammar, hinder
or spelling. comprehension.

Total
Unit IV Title: Entrepreneurship
Chapter I: Business Management
Lesson 2: Bookkeeping - Terms and Forms
Objective: At the end of the lesson, the student should be able to
1. Cognitive – define basic bookkeeping and accounting terms and forms
2. Affective - relate the relevance of bookkeeping and accounting to family self-sufficiency,
productivity and community development (social enterprise)
3. Psychomotor - demonstrate the knowledge and skill in bookkeeping by performing simple tasks
such as posting journal entries (day book)

Rationale
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)

Task and Expected Output

At the end of this task, you should be able to define basic bookkeeping terms and forms. Together with
your group mates or on your own, try to answer the online quiz and exercises. Afterwards, write a
reflection on what you have learned about bookkeeping and accounting.

Procedures/Steps
1. Go over the different resources in bookkeeping provided for you.
2. Try to answer the online quiz provided (crossword puzzle),
http://www.accountingcrosswords.com/interactive/bookkeeping-1.html
3. On a wiki page, discuss what you have learned so far about bookkeeping. You can also include your
realizations on the importance of bookkeeping and responsibilities of a bookkeeper and accountant.
4. Try to answer the exercises in Using Formulas in Excel,
http://technology-education-livelihood.webs.com/tle4/using_formulas_in_excel.html.
You can collaborate with your classmates or existing group mates. Use the wiki for your discussion
and collaborative activity.
5. Write the lessons learned in your blog.
6. Invite your classmates to comment on your work.
7. Fill out the survey form.
8. Be prepared for the final exam.

Resources

Wikispaces
http://www.wikispaces.com/ or
Google Sites
http://sites.google.com/site/projectwikitemplate_en/home (or your existing wiki site)

Blog
http://www.blogger.com/ or http://www.wordpress.com/ (or your existing blog site)
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://technology-education-livelihood.webs.com/tle4 /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/

Assessment criteria

The Rubric below lists the criteria you will be graded on

Beginning Developing Qualified Exemplary Student’s Teacher’s

(0-2 pts) (3-4 pts) (5-6 pts) (7-8 pts) Rating Rating

Set-up, but not Set-up and used Set-up and used Used by all as an
used or used only occasionally, but frequently, more integrated tool to
Wiki Set-up
a couple of times. less than 3-x than 4-x weekly. frequently share
weekly. ideas.
 Collaborated, but Collaborated Collaborated Collaborated
did so rarely regularly. frequently. frequently and
Collaboration
and/or effectively.
ineffectively.

At least eight Listed and basic Thoroughly Thoroughly

listed. descriptions described. described,
given. compared, and
Importance of
discussed with
Bookkeeping
good reasons
presented for
each.

At least eight Listed and basic Thoroughly Thoroughly

listed. descriptions described. described,
Characteristics/
given. compared, and
Responsibilities
discussed with
of a Bookkeeper
good reasons
and Accountant
presented for
each.

The letter is There are several There are minor There are few or
difficult to errors in errors in no errors in
Grammar, Usage, understand mechanics, mechanics, mechanics,
Mechanics, and because of errors usage, grammar, usage, grammar, usage, grammar,
Spelling in mechanics, or spelling. Some or spelling. or spelling.
usage, grammar, hinder
or spelling. comprehension.

Total
Initial online learning materials for this subtopic were developed during EDDE 201/221/202 using
exeLearning. (TLE IV http://technology-education-livelihood.webs.com/tle4 or http://edde210-
activities.tripod.com)

Unit IV Title: Entrepreneurship

Chapter III: Guide to Web Designing
Lesson 1: Web Designing
Objective: At the end of the lesson, the student should be able to
1. Cognitive – identify the important characteristics of a Web site
- list down the important considerations in designing a Web site
- generate appropriate domain names for businesses and organizations
- use appropriate graphics for the Web
2. Affective - relate the relevance of Web designing to family self-sufficiency, productivity and
community development (social enterprise)
3. Psychomotor - demonstrate the knowledge and skill in the fundamental methods and
techniques of Web designing by creating a Web site

Rationale

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)

Task and Expected Output

Work as a group to develop Web site. 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.

Procedures/Steps
1. Create an account in Wikispaces (if you don’t have one yet).
2. Students will be in groups of four.
3. Collaborate with your group mates in answering the activities in TLE IV Principles of Web Design.
http://technology-education-livelihood.webs.com/tle4/principles_of_web_design.html
4. Use a wiki page for your discussion.
5. After you have created a Web site, post the URL in your wiki page.
6. Write the lessons learned in your blog.
7. Invite your classmates to comment on your work.
8. Fill out the self-assessment and peer assessment forms.
9. Fill out the survey form.
10. Be prepared for a short quiz and final exam.
Resources

Wikispaces
http://www.wikispaces.com/ or
Google Sites
http://sites.google.com/site/projectwikitemplate_en/home (or your existing wiki site)

Blog
http://www.blogger.com/ or http://www.wordpress.com/ (or your existing blog site)

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://technology-education-livelihood.webs.com/tle4/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/

Assessment criteria

This is how your work will be evaluated

Beginning Developing Qualified Exemplary Student’s Teacher’s
(0-2 pts) (3-4 pts) (5-6 pts) (7-8 pts) Rating Rating

Set-up, but not Set-up and used Set-up and used Used by all as an
used or used only occasionally, but less frequently, more integrated tool to
Wiki Set-up
a couple of times. than 3-x weekly. than 4-x weekly. frequently share
ideas.
 Collaborated, but Collaborated Collaborated Collaborated
did so rarely regularly. frequently. frequently and
Collaboration
and/or effectively.
ineffectively.

Incomplete, Somewhat complete, Complete, Complete, website

website does not website is missing website contains contains a Word Art
contain three or one or two parts a Word Art title, title, a clip art
more parts such such as a Word Art a clip art animation, at least 3
as a Word Art title, a clip art animation, at pictures, at least 5
Website
title, a clip art animation, a picture, least 3 pictures, facts, and at least 3
animation, a fact, or a hyperlink. at least 5 facts, hyperlinks, student
pictures, facts, or and at least 3 added additional
hyperlinks. hyperlinks. information,
pictures, or
hyperlinks.

Very few pictures, Some pictures are Pictures are Pictures are related
information and related to text, related to text, to text, information
Layout of
graphics are information and information and and graphics are
Graphics and
arranged poorly graphics are graphics are arranged well on all
Text
on all pages. arranged fairly well arranged well on pages
on most pages. most pages.

Selections do not Some of the All the selections All the selections
suit the topic and selections suit the suit the topic and suit the topic and
Appearance
make the topic, however the make the make the
Word Art title,
information choices make the information easy information easy to
font, and
difficult to view. information difficult to view. view; as well, the
background
to view. overall appearance
is eye- catching.

Hyperlinks do not Some hyperlinks do One hyperlink All hyperlinks

Navigation
work. not work. does not work.

Quality of Information is Information is Facts are Facts are accurate

Information inaccurate and inaccurate or lacks accurate and and information is
lacks interest. interest. information is interesting, as well
interesting. the writing offers a
great deal of insight
into the topic.

Information is Some of the Most of the All of the

copied from information is in the information is information is
Use of Own another source student's own words written in written in student's
Words e.g., Internet, and some has been student's own own words.
resource book. copied from another words.
source.

Grammar, The letter is There are several There are minor There are few or no
 Usage, difficult to errors in mechanics, errors in errors in mechanics,
Mechanics, understand usage, grammar, or mechanics, usage, grammar, or
and Spelling because of errors spelling. Some usage, grammar, spelling.
in mechanics, hinder or spelling.
usage, grammar, comprehension.
or spelling.

Work handed in Up to one week late. One day late. Work handed in on
Timeliness more than one time.
week late.

Total

Unit IV Title: Entrepreneurship

Chapter IV: Introduction to the Call Center Operation
Lesson 1: Call Center Defined
Objective: At the end of the lesson, the student should be able to
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
community development (social enterprise)
3. Psychomotor - demonstrate the knowledge and skill in basic call center operation through a
role-play

Rationale
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)

Task and Expected Output

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). 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).
7. Write the lessons learned in your blog.
8. Invite your classmates to comment on your work.
9. Fill out the self-assessment and peer assessment forms.
10. Fill out the survey form.
11. Be prepared for a short quiz and final exam.

Resources

Yahoo! Messenger (or your preferred messenger, with or without web cam)
http://webmessenger.yahoo.com/ or http://messenger.yahoo.com/

Wikispaces
http://www.wikispaces.com/ or
Google Sites
http://sites.google.com/site/projectwikitemplate_en/home (or your existing wiki site)

Blog
http://www.blogger.com/ or http://www.wordpress.com/ (or your existing blog site)

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
Assessment criteria

This is how your work will be evaluated

Beginning Developing Qualified Exemplary Student’s Teacher’s
(0-2 pts) (3-4 pts) (5-6 pts) (7-8 pts) Rating Rating

Set-up, but not Set-up and used Set-up and used Used by all as an
used or used only a occasionally, but frequently, more integrated tool to
Wiki Set-up
couple of times. less than 3-x than 4-x weekly. frequently share
weekly. ideas.

Collaborated, but Collaborated Collaborated Collaborated

Collaboration did so rarely and/or regularly. frequently. frequently and
ineffectively. effectively.

Poor Presentation. A Competent Thoroughly Excellent &

Very Poor Delivery. Presentation. Prepared Creative
Very Poor Visual Sufficient enough Presentation. presentation.
Aids. to warrant a Good Delivery. Excellent
Presentation lacked pass. Good Use of Visual Delivery.
any Adequate Delivery. Aids. Excellent Use of
planning. Poor Use of Visual Good assignment, Visual Aids.
Lacks any Aids. however Very logical
Role-play creativity. A canned minor flaws structure.
Fails to grab presentation. present Captures and
audiences’ Presentation Mostly clear and maintains
attention. lacked adequate logical. audiences’
Fails to highlight planning. Grabs audiences’ interest.
any of Not well attention.
product’s/service’s. structured.
Poorly structured,
Very difficult to
follow.

Unable to express Expressing Expressing Expressing

information clearly, information in a information in a information in a
with rambling, clear and concise clear and concise clear and concise
unpleasant manner with slight manner with slight manner without
speaking tone, very rambling; speaking rambling; speaking rambling;
low volume, poor in a pleasant tone in a pleasant tone speaking in a
voice inflection and and volume most and volume, pleasant tone
enthusiasm, more of the time; with although not and volume;
than several errors two or more errors consistent using effective
Communication
in vocabulary, in voice inflection throughout; with voice inflection
grammar, and and enthusiasm; slight errors in and enthusiasm;
sentence structure. with more than voice inflection using correct
two errors in and enthusiasm; vocabulary,
vocabulary, with one or two grammar, and
grammar, and errors in sentence
sentence structure vocabulary, structure.
grammar, and
sentence
structure.
 Unable to comply. Compliance with Compliance with Latest software
the minimum the minimum or tools beyond
requirement but requirement and the minimum
needs more with ease of use. requirement and
Technology
practice with the with ease of use
technology (web cam,
(navigation, webinar, video
buttons, etc.). conferencing).

The script is There are several There are minor There are few or
difficult to errors in errors in no errors in
Grammar,
understand mechanics, usage, mechanics, usage, mechanics,
Usage,
because of errors grammar, or grammar, or usage, grammar,
Mechanics, and
in mechanics, spelling. Some spelling. or spelling.
Spelling
usage, grammar, or hinder
spelling. comprehension.

More than one Up to one week One day late. Requirements

Timeliness week late. late. submitted on
time.

Total
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Bean Counter’s Free Accounting and Bookkeeping Tutorial Site (for non-commercial and educational
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Dax Cheng ‘s Business Letter Format – with invitation to share the page; HTML link code was even
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Writing Business Letters Lessons - A 7 Lesson E-Mail Mini-Course and Getting Clear About What You
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