Entrepreneurship & Management - Annual Plan - 2BGU (2014-2015)


Published on

Plan anual de Emprendimiento y Gestión I para 2do Año de Bachillerato general Unificado sección Bilingue, según lineamientos de MINEDUC - Ecuador.

Documento elaborado por
Andrés Bustamante
Machala, Ecuador

Published in: Education, Technology, Business
  • Be the first to comment

  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

Entrepreneurship & Management - Annual Plan - 2BGU (2014-2015)

  1. 1. Entrepreneurship  &   Management  2BGU   Annual  Plan  2014  -­‐  2015   Lcdo.  Andrés  Bustamante    
  2. 2.     2   Annual  Curriculum  Plan  –  Entrepreneurship  &  Management  -­‐  2nd  BGU   2014  –  2015     Lic.  Andrés  Bustamante  Flores    Website:  www.ueprim.edu.ec/languagelab  -­‐  Email:  labueprim@gmail.com     ANNUAL  CURRICULUM  PLAN   ENTREPRENEURSHIP  &  MANAGEMENT  2014  -­‐  2015     1. INFORMATIVE  DATA:         2.  AREA  FOCUS   The  deep  social-­‐economics,  political  and  cultural  changes  we  are  noticing  in  the  XXI  century,  have  made  new  scenery   in  which  emerge  all  kinds  of  challenges  and  unexpected  requests  for  the  professional  and  working  development  of   the  students.  In  this  new  context,  all  teenagers  are  required  to  receive  training  about  these  new  competences,  which   will  provide  them  with  a  better  understanding  of  the  requirements  of  its  context,  will  solve  in  a  creative  way  the   challenges   of   their   development;   as   the   immersion   in   the   working   environment,   their   social   integration   to   their   communities  and  the  civic  life  as  responsible  citizens.   This  skill  of  solving  the  challenges,  in  an  autonomous,  creative  and  effective  way,  have  been  designated  Entrepreneur   Capacity,   which   is   focus   in   different   types   of   entrepreneurship:   social,   cultural,   economics,   etc.   increasing   the   richness  and  diversity  of  the  Ecuadorian  society.             3.  AREA  INTEGRATING  PRINCIPLE:     Social  Studies:    To  understand  the  world  we  live  in  as  it  relates  to  our  national  identity.     4.  CROSS  CURRICULAR  THEME   Developing  Democratic  Citizenship     5.  AREA  EXIT  PROFILE:   By  the  end  of  Senior  High,  the  student  will  be  able  to:   • Take  new  challenges  based  on  clear  strategies  and  objectives  to  achieve  them   • Identify  the  chances,  the  resources  and  potential  tools  to  become  an  entrepreneur   • Develop  the  skill  to  plan  and  organize  a  working  plan   • Communicate  in  a  effective  and  empathic  way   • Develop  administrative  skills   • Work  in  a  collaborative  way   • Recognize  and  use  tools  for  problem  solving  and  decision  making   1.1  INSTITUTION:   UNIDAD  EDUCATIVA  PARTICULAR  BILINGUE     “PRINCIPITO  &  MARCEL  LANIADO  DE  WIND”   1.2  ADDRESS:   PROVINCIA  DE  EL  ORO,  CANTÓN  MACHALA,  CALLE  LUIS  ÁNGEL  LEÓN  R.  1ERA.  AV.  5TA.   1.3  WORK  SCHEDULE:   MORNING  SHIFT   1.4  LEVEL:   BACHILLERATO  (BGU)   1.6  GRADE:   SECOND  COURSE   1.7  AREA:   BILINGUAL   1.8  SUBJECT   ENTREPRENEURSHIP   1.9  CLASS  HOURS:   2  WEEKLY  CLASS  PERIODS   1.10  TEACHER  (S):   LCDO.  ANDRES  BUSTAMANTE  FLORES.   1.11  SHOOL  YEAR:   2014-­‐2015  
  3. 3.     3   Annual  Curriculum  Plan  –  Entrepreneurship  &  Management  -­‐  2nd  BGU   2014  –  2015     Lic.  Andrés  Bustamante  Flores    Website:  www.ueprim.edu.ec/languagelab  -­‐  Email:  labueprim@gmail.com   6.  EDUCATIONAL  OBJECTIVES  PER  AREA:   • Communicate   in   a   satisfactory   and   synergic   way,   which   has   a   better   efficacy   in   the   inter-­‐personal   relationships  to  satisfy  his/her  needs  and  somebody  else’s   • Work  in  teams  with  collaborative  attitude  to  achieve  common  objectives  in  an  effective  environment   • Develop  tools  to  solve  problems  and  make  decisions  to  achieve  his/her  own  projects   •  Identify  opportunities  through  out  the  observation  and  recognition  of  the  environment  needs  and  demand   economic,  social,  and  cultural  entrepreneur  projects;  useful  for  the  resolution  of  those  demands.   • Recognize  the  skills  and  personal  motivations  to  encourage  the  entrepreneur  spirit  which  will  allow  him/her   to  get  involve,  propose  and  make  projects     7.  EDUCATIONAL  OBJECTIVES  PER  YEAR:   • Create  through  the  application  of  basic  concepts  of  administration  of  diverse  resources  for  the  development   of  projects  with  growth  possibilities     • Acquire  basic  skills  to  establish  an  organizational  structure,  guide,  support  and  encourage  people  to  achieve   their  goals   • Develop  an  integral  vision  of  entrepreneur,  base  on  the  knowledge  of  local  examples  in  the  International  and   Ecuadorian  context     • Spread  the  communication  competences,  team  work  and  leadership     8.  METHODOLOGICAL  PRECISIONS:   This  subject  is  designed  as  a  workshop  focused  on  the  correct  balance  between  theory  and  practice.  The  class  will  be   carried  out  by  two  hours  weekly,  through  constructive  discussions  based  on  readings.  Topic’s  comprehension  and   will   be   assured   through   the   analysis   of   practical   cases,   brought   to   our   national   context.   Interactive   dynamic   and   collaborative;  the  course  ends  with  a  final  project  by  the  end  of  the  year.     9.  TIME  CALCULATION:                                       Number  of  class  weeks  per  year   40   -­‐  Number  of  weeks  for  meetings    2   -­‐  Number  of  weeks  for  other  activities      3   Total  Number  of  Class  Weeks  per  Unit   35   Number  of  Weekly  Class  Periods   2   Total  Number  of  Class  Periods  per  Year   70   Divided  by  two  “Quimesters”    2   Total  number  of  Class  Periods  per  “Quimester”   35  
  4. 4.     4   Annual  Curriculum  Plan  –  Entrepreneurship  &  Management  -­‐  2nd  BGU   2014  –  2015     Lic.  Andrés  Bustamante  Flores    Website:  www.ueprim.edu.ec/languagelab  -­‐  Email:  labueprim@gmail.com   10.  UNIT  STRUCTURE     UNIT  1:    Introduction  to  Entrepreneurship.   LEARNING  TOPICS:  What  are  the  principles  of  Administration?   DATES:  May  05TH    to  June  20TH  ,  2014   SKILLS  WITH   PERFORMANCE   CRITERIA   CONTENTS   LEARNING   ACHIEVEMENTS   EVALUATION   INDICATORS   NUMBER   OF  CLASS   PERIODS     -­‐Describes  the   functions  and  skills  of   an  entrepreneur  and   an  organization.     -­‐Understands  and   explain  the  different   theories  in  the  history   of  administration.     -­‐Communicates  in  an   effective  and  assertive   way.     -­‐Values  and  understand   the  impact  and   function  of  a  leader  in   an  organization.     -­‐Is  conscious  of  the   dynamic  and  changes   organizational   nowadays   -­‐Develop  strategies  to   solve  problems.     -­‐Defines  entrepreneur       -­‐Analyzes  the   entrepreneur  profile     -­‐Introduction  to   Administration  and  Societies     -­‐Administration  History       -­‐Entrepreneur  concept.     -­‐Entrepreneur  concept.     -­‐  Research  Assignment  #1     See  entrepreneurship  as   a  way  to  be   economically   independent       Understand   entrepreneurs  qualities   to  create  business     -­‐Class  Participation   -­‐Debates   -­‐Analysis  of   practical  cases   -­‐Research  works   -­‐Project:  Business   Plan   14  class   periods                
  5. 5.     5   Annual  Curriculum  Plan  –  Entrepreneurship  &  Management  -­‐  2nd  BGU   2014  –  2015     Lic.  Andrés  Bustamante  Flores    Website:  www.ueprim.edu.ec/languagelab  -­‐  Email:  labueprim@gmail.com     UNIT  2:  Elements  of  a  Successful  Enterprise.   LEARNING  TOPICS:  How  to  take  responsible  decisions,  how  to  build  a  business  plan.   FECHAS:  June  24th    to  August  1st  ,  2014   SKILLS  WITH   PERFORMANCE   CRITERIA   CONTENTS   LEARNING   ACHIEVEMENTS   EVALUATION   INDICATORS   NUMBER   OF  CLASS   PERIODS       -­‐Work  in  a  collaborative   way  on  taking  decisions     -­‐Describes  the  process   for  taking  decisions     -­‐Develops  and  values   the  creativity  and   innovation  in  the  area   for  taking  decisions.     -­‐Understands  the   concept  of  social   responsibility  and  the   influential  factors   -­‐Respects  and  values   the  working  obligations   and  the  professional   ethic.     -­‐Understands  the   purpose  of  planning   and  what  is  implied.       -­‐Taking  decisions     -­‐Social  responsibility  and   Ethics     -­‐Planning  foundations  and   entrepreneur     -­‐Final  project  lineaments     -­‐Research  Assignment  #2   Work  actively  in  groups.         Builds  his  owns  skills  to   solve  possible  problems   and  make  his  own   decisions.     -­‐Class  Participation   -­‐Debates   -­‐Analysis  of  practical   cases   -­‐Research  works   -­‐Project:  Business   Plan   14  class   periods                          
  6. 6.     6   Annual  Curriculum  Plan  –  Entrepreneurship  &  Management  -­‐  2nd  BGU   2014  –  2015     Lic.  Andrés  Bustamante  Flores    Website:  www.ueprim.edu.ec/languagelab  -­‐  Email:  labueprim@gmail.com     UNIT  3:  Market  study  and  Plan   LEARNING  TOPICS:  How  to  Develop  a  Market  Study  and  Marketing  Plan?   FECHAS:  August  04th    to  September  29th  ,  2014   SKILLS  WITH   PERFORMANCE   CRITERIA   CONTENTS   LEARNING   ACHIEVEMENTS   EVALUATION   INDICATORS   NUMBER   OF  CLASS   PERIODS     -­‐Analyzes,  and   compares  possible   entrepreneurs.     -­‐Works  in  a   collaborative  way  and   respects  the   classmate’s   contributions.     -­‐Works  on  a  Market   study,  Develops  a   marketing  plan     -­‐  Market  study     -­‐  Marketing  Plan.     -­‐Entrepreneur  Plan       -­‐  Research  Assignment  #3     Build  communicative   competences  to  work  as   a  leader  with  groups.     Analyze  market  surveys   and  plan  strategies  to   sell  products.     -­‐Class  Participation   -­‐Debates   -­‐Analysis  of  practical   cases   -­‐Research  works   -­‐Project:  Business   Plan   12  class   periods                                                  
  7. 7.     7   Annual  Curriculum  Plan  –  Entrepreneurship  &  Management  -­‐  2nd  BGU   2014  –  2015     Lic.  Andrés  Bustamante  Flores    Website:  www.ueprim.edu.ec/languagelab  -­‐  Email:  labueprim@gmail.com       UNIT  4:  Production  Plan   LEARNING  TOPICS:  How  to  develop  production  processes.   FECHAS:  August  04  to  September  26,  2014       UNIT  5:  Financial  Plan   LEARNING  TOPICS:  how  to  identify  viability  of  the  project?   FECHAS:  October  6th  to  November  21st,  2014   SKILLS  WITH   PERFORMANCE   CRITERIA   CONTENTS   LEARNING   ACHIEVEMENTS   EVALUATION   INDICATORS   NUMBER   OF  CLASS   PERIODS     -­‐Develop  strategies  for   a  good  interpersonal   communication     -­‐Value  the  human   resources  as  a  main   aspect  in  every   organization   -­‐Bussines  Costs.     -­‐  Working  capital.     -­‐  Selling  plan  and  costs.     -­‐  Research  Assignment  #5   Estimate  costs  ,  expenses   ,devaluations  and  profits   as  indicators  of  his     business     -­‐Class  Participation   -­‐Debates   -­‐Analysis  of   practical  cases   -­‐Research  works   -­‐Project:  Business   Plan   14  class   periods     SKILLS  WITH   PERFORMANCE  CRITERIA   CONTENTS   LEARNING   ACHIEVEMENTS   EVALUATION   INDICATORS   NUMBER   OF  CLASS   PERIODS     -­‐Debates  about  the   different  motivation   theories     -­‐Analyzes  the  strategies  to   obtain  capable   collaborators  with  high   performances   -­‐  Production  Processes   and  development.     -­‐  My  employees     -­‐  Enterprise  structure     -­‐  Equipment,  tools  and   raw  materials     -­‐  Facilities.  Design  and   distribution       -­‐  Motivation     -­‐  The  motivation  of   collaborators       -­‐  Research  assignment  #4     Use  strategies  to   achieve  goals  designed   previously       Develop  skills  to   encourage  staff  to  reach   goals     -­‐Class  Participation   -­‐Debates   -­‐Analysis  of  practical   cases   -­‐Research  works   -­‐Project:  Business  Plan   14  class   periods  
  8. 8.     8   Annual  Curriculum  Plan  –  Entrepreneurship  &  Management  -­‐  2nd  BGU   2014  –  2015     Lic.  Andrés  Bustamante  Flores    Website:  www.ueprim.edu.ec/languagelab  -­‐  Email:  labueprim@gmail.com     UNIT  6:  Final  Project   LEARNING  TOPICS:     DATES:  November  3rd      to  December  12th ,  2014   SKILLS  WITH   PERFORMANCE   CRITERIA   CONTENTS   LEARNING   ACHIEVEMENTS   EVALUATION   INDICATORS   NUMBER   OF  CLASS   PERIODS     -­‐Self-­‐evaluate  the  effort   and  strategies  used  to   achieve  the  goals.     -­‐Take  decisions  through   the  analysis  from   different  points  of  view   to  overcome  the   obstacles  .and  solve   specific  problems   -­‐Develop  and  work  of  the   final  project    Use  media  and   communicaton  efectively   to  adverise  products  and   gain  customers     -­‐Class  Participation   -­‐Debates   -­‐Analysis  of   practical  cases   -­‐Research  works   -­‐Project:  Business   Plan   12  class   periods       11.  LEARNING  STANDARDS       11.1  KNOWLEDGE  DOMAIN       11.1.1   HISTORIC  BUILDING  SOCIETY     In  this  domain  understanding  the  great  historical  processes  is  evident,  with  a  contextualized  view,  which  has   contributed   to   the   building   society   and   identity   through   the   analysis   of   concepts   and   categories   in   perspective  retrospective  review  and  proactive  manner.       11.1.2   RELATIONSHIP  BETWEEN  THE  COMPANY  AND  THE  GEOGRAPHIC  AREA     In  this  domain  understanding  of  the  main  features,  processes  and  dynamics  that  define  the  geographic  space   and   its   relationship   with   society   is   evident.   It   considers   the   human   being   as   the   active   entity   of   the   transformations   of   the   geographical   and   territorial   environment,   and   responsible   for   its   permanence   and   sustainability.   This   management   of   concepts,   categories   and   tools   that   facilitate   the   understanding   of   geographical  and  social  space  is  detailed.             11.1.3   LIVING  SOCIAL  AND  HUMAN  DEVELOPMENT     In  this  domain  the  understanding  of  the  functioning  of  society  considering  those  relations   and  social  problems  that  characterize  evidenced.  Describe  thinking  skills  to  analyze  society   from  their  forms  of  organization,  challenges  of  today's  living  and  improving  the  quality  of  life   from  the  perspective  of  citizen  engagement.  Includes  the  use  of  social  skills  through  related   attitudes  and  an  active,  critical  and  responsible  citizenship  practice.        
  9. 9.     9   Annual  Curriculum  Plan  –  Entrepreneurship  &  Management  -­‐  2nd  BGU   2014  –  2015     Lic.  Andrés  Bustamante  Flores    Website:  www.ueprim.edu.ec/languagelab  -­‐  Email:  labueprim@gmail.com           11.2  PROGRESSION  OF  STANDARDS  IN  SOCIAL  STUDIES               11.2.1   DOMAIN  A:             LEVEL  5         HISTORIC  BUILDING  SOCIETY     • Identifies,  analyzes  and  contrasts  approaches  and  points  of  view  on  historical  events  or   processes  arising  from  various  sources,  and  selects,  analyzes  and  contrasts  information   from  different  sources;  poses  problems  ,  hypothesis,  and  argues  on  historical  subjects   analyzed  from  different  perspectives  and  views  with  historical  perspective.  Communicate   findings  of  research  projects  and  issues  critical  judgments  (with  base)  on  historical  and   cultural  identities,  through  the  production  of  written  texts  and  through  various  forms  of   oral  expression.     • Interprets   historical   societies,   its   evolution   and   its   legacy,   characterized   by   different   factors   and   actors.   Establishes   relationships   between   history   of   Ecuador   and   its   continental   and   global   context.   Understands   and   argues   that   identity   formation   is   the   result  of  territorial  socio-­‐  historical  context.     • Manages  and  evaluates  own  or  other  actions  related  to  the  respect  and  preservation  of   tangible  and  intangible  cultural  heritage   humanity  ,  justifying  its  importance  and  valuing  it  as  part  of  their  historical  and  cultural   legacy.  Motiva  evidence  and  actions   respect,   tolerance   and   equality   to   the   world's   cultural   diversity   as   part   of   its   current   socio-­‐  historical  context  .           11.2.2   DOMAIN  B:               LEVEL  4               RELATIONSHIP  BETWEEN  THE  COMPANY  AND  THE  GEOGRAPHIC  AREA     • Selects,  analyze  and  contrast  information  from  statistical  data,  thematic  maps,  historical   maps   and   other   sources.   Develops   research   projects   in   which   a   hypothesis   and   raises   critical   issues   such   judgments   and   reasoned   conclusions   on   aspects   of   political,   social,   economic  and  territorial  linked  to  the  dynamics  and  spatial  development  of  the  country   in  relation  to  the  rest  of  the  world,  through  the  production  of  written  texts  and  various   forms  of  oral  expression.    
  10. 10.     10   Annual  Curriculum  Plan  –  Entrepreneurship  &  Management  -­‐  2nd  BGU   2014  –  2015   Lic.  Andrés  Bustamante  Flores    Website:  www.ueprim.edu.ec/languagelab  -­‐  Email:  labueprim@gmail.com   • Use  techniques  and  instruments  relating  to  the  mapping  or  statistical,  with  arguments   and  explains  the  dynamics  of  territorial  settings  and  the  factors  or  processes  involved  in   it,   both   Ecuador   and   America   and   the   world.   Analyzes   and   explains   the   demographic   dynamics  that  characterize  today's  world  and  establishes  linkages  with  economic,  social,   political,  historical  and  cultural  characteristics  of  a  given  territory.  Describes,  illustrates   and  classifies  causes  and  social  and  global  consequences  of  environmental  degradation.     • Manages   and   evaluates   actions   in   everyday   life   defense   and   recovery   of   ecological   balance   and   conservation   of   natural   and   cultural   heritage   of   a   national   or   global   geographic  space.       11.2.3   DOMAIN  C:       LEVEL  4     LIVING  SOCIAL  AND  HUMAN  DEVELOPMENT     •  Contrast  and  select  information  from  various  sources  ,  formulates  hypotheses  and  argues   about  social,  environmental  and  citizenship  issues  .  Communicate  critical  judgments  findings   and  results  ,  so  argued  ,  through  the  production  of  written  texts  and  various  forms  of  oral   expression,   reflecting   research   projects   on   the   practice   and   promotion   of   equity,   social   justice  ,  peace  culture  ,  human  rights  and  other  areas  of  social  concern.     •  Sets  standards  and  relations  between  spaces  that  hinder  or  facilitate  participation,  exercise   and   advocacy,   human   and   social   duties   in   different   historical   and   geographical   contexts.   Analyzes  and  related  social,  environmental  and  geopolitical  problems  of  the  world  with  the   situation  of  our  country  and  reflect  on  the  causes,  solutions  and  their  role  in  front  of  them.   Explain  the  scope  of  formal  and  non  -­‐  organizational  institutional  -­‐  instances  of  enforcement   of  civil  rights  and  social  factors  that  contribute  to  improve  coexistence  between  nations.   •  Exercise  your  rights  and  responsibilities  as  a  citizen,  and  assesses  its  situation  on  a  national,   continental  and  global  context.  Submit  troubleshooting  of  today's  society  through  the  use  of   approaches,  foundations  and  relevant  spaces       12.  STRATEGIES  FOR  CLASSROOM  MANAGEMENT         12.1   PERSONAL  TIPS  FOR  EFFECTIVE  CLASSROOM  MANAGEMENT.     • Pay  attention  at  all  times   • Keep  your  word   • Be  excited  about  teaching  what  you  teach   • Accept  responsibility  for  everything  that  happens  in  your  classroom,  whether  good  or  bad   • Assume  the  role  of  a  captain  of  your  classroom  and  be  in  control  at  all  times      
  11. 11.     11   Annual  Curriculum  Plan  –  Entrepreneurship  &  Management  -­‐  2nd  BGU   2014  –  2015   Lic.  Andrés  Bustamante  Flores    Website:  www.ueprim.edu.ec/languagelab  -­‐  Email:  labueprim@gmail.com               12.2   STUDENT  AND  PARENT  RELATIONSHIP  TIPS  FOR  EFFECTIVE  CLASSROOM  MANAGEMENT     • Greet  them  at  the  doorway  before  they  enter  the  classroom,  use  handshakes,  high  fives,  and   nicknames,  whatever   • Show  a  good  sense  of  humor,  joke  around  with  you  students,  but  have  a  way  to  get  them   back  on  task.   • Try  to  make  a  personal  connection  with  each  student.     • Share  (limited)  personal  information  with  them;  this  helps  to  establish  a  connection  with  the   students   • Speak  to  students  with  respect,  even  when  they  are  not  acting  respectfully  toward  you   • Stop   whatever   you   are   doing   whenever   you   see   something   remarkable   happening   in   the   classroom  and  point  it  out   • Do  not  give  in  to  every  request   • Give  in  to  some  requests  when  it  is  educationally  appropriate   • Do  not  be  afraid  to  ask  parents  for  help  in  the  classroom  or  with  events   • Keep  parents  informed  about  what  is  going  on  in  your  classroom       12.3   BEHAVIOR  AND  RULES  TIPS  FOR  EFFECTIVE  CLASSROOM  MANAGEMENT       • Whatever  your  rules,  make  them  clear,  keep  them  concise,  keep  them  consistent,  keep  them   fair   • Make  your  expectations  (for  both  behavior  and  learning)  high  and  very  clear  and  reinforce   them  regularly   • Don’t  make  threats  you  won’t  follow  through  on;  actions  speak  louder  than  words   • Use  behavior  contracts   • Stay  mobile;  as  they  work,  pace  the  room  and  watch  for  signs  of  confusion  or  distraction   • Gently  tap  off-­‐task  students  on  the  shoulder   • Spot  check  what  they  are  supposed  to  be  working  on                        
  12. 12.     12   Annual  Curriculum  Plan  –  Entrepreneurship  &  Management  -­‐  2nd  BGU   2014  –  2015   Lic.  Andrés  Bustamante  Flores    Website:  www.ueprim.edu.ec/languagelab  -­‐  Email:  labueprim@gmail.com               13.  EVALUATION  SYSTEM               EVALUATION  CRITERIA   TYPES  OF  EVALUATION   1. Diagnostic  test.       2. Independent  Academic  Work  (homework)   • Punctuality.   • Presentation.   • Spelling.   • Accuracy.   • Content.       3. Individual  Class  work.   • Participation.   • Presentation.   • Responsibility.       4. Teamwork.   • Participation.   • Responsibility.   • Collaborative.   • Organization.   • Leadership.       5. Quizzes.   • Oral.   • Written.   • Accuracy.   • Skills.   A. Diagnostic  evaluation.     B. Formative  assessment     C. Summative  evaluation     D. Self-­‐evaluation.     E. Co-­‐evaluation.     F. Hetero-­‐evaluation.  
  13. 13.     13   Annual  Curriculum  Plan  –  Entrepreneurship  &  Management  -­‐  2nd  BGU   2014  –  2015   Lic.  Andrés  Bustamante  Flores    Website:  www.ueprim.edu.ec/languagelab  -­‐  Email:  labueprim@gmail.com             14.  RESOURCES     MATERIALS   TECHNICAL   TECNOLOGICAL   § Texts.   § Teacher’s  guide.   § Notebooks.   § Flashcards.   § Magazines.   § Charts.   § Maps.   § English  Laboratory.   § Library.   § Audiovisual  Rooms.     § Smart-­‐board.   § DVD  rom.   § www.classzone.com   § www.youtube.com   § Power-­‐presentations.     15.    BIBLIOGRAFY:     a. Actualización  y  Fortalecimiento  Curricular  de  la  Educación  General  Básica  2013.  MINISTERIO  DE  EDUCACION.   GOBIERNO  ECUATORIANO.   b. Estándares   de   Calidad   Educativa:   Aprendizaje,   Gestión   Escolar,   Desempeño   Profesional   e   Infraestructura.   MINISTERIO  DE  EDUCACIÓN.  GOBIERNO  ECUATORIANO.   c. Emprendimeinto  y  Gestión.  Educate  +.  Nassim  Maldonado   d. Pasión  por  Innovar.  Ponti,  Ferrás.  Norma  2009.   e. www.wikipedia.com   f. www.classzone.com   g. www.forbes.com   h. www.onstartups.com   i. www.entrepreneur.com   j. www.lifehack.org   k. www.designsponge.com   l. www.taragentile.com   m. www.mashable.com             Elaborated  By:     Lcdo.  Andrés   Bustamante     Revised  By:     Area  Director                                                                                                            Level   Director   Approved  By:     Vice-­‐Principal     Machala,  May  1st  2014