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Facilitating Entrep subject [Autosaved].pptx
- 1. FACILITATING LEARNING FOR THE G12 ENTREPRENEURSHIP SUBJECT Prepared by: Jemima V. Wayan
- 2. I. OBJECTIVE A. CONTENT STANDARD THE LEARNER DEMONSTRATES UNDERSTANDING OF KEY CONCEPTS, UNDERLYING PRINCIPLES, AND CORE COMPETENCIES IN ENTREPRENEURSHIP
- 3. I. OBJECTIVE B. PERFORMANCE STANDARD THE LEARNER INDEPENDENTLY CREATES/PROVIDES A QUALITY AND MARKETABLE PRODUCT AND/OR SERVICE IN ENTREPRENEURSHIP AS PRESCRIBED IN THE TESDA TRAINING REGULATION
- 4. I. OBJECTIVE C. LEARNING COMPETENCY TLE_ICTAN11/12PC- IA-1
- 5. II. CONTENT/ SUBJECT MATTER Core Competencies in Entrepreneurship
- 6. LEARNING RESOURCES Learner’s materials page: Entrepreneurship hand-out, pages 1- 9 Additional material from learning resources (LR) portal: Entrepreneurship Module- Second Semester Quarter 1 Other learning resources: Android phone, LED projector
- 7. IV. PROCEDURES “UWU” is a trending word that has a social meaning for the youngsters
- 8. Learner’s with disability Difficulty in displaying/ interpersonal behavior Difficulty in basic learning & applying knowledge Difficulty in communicating Difficulty in mobility Difficulty in hearing Difficulty in seeing Difficulty in remembering or concentrating in performing adaptive skills
- 9. IV. PROCEDURES While it is fun, it can also enhance the learners’ vocabulary
- 11. IV. PROCEDURES B. Establishing the purpose for the lesson Operation decoding: Entrepreneurial Mind The teacher will randomly group the learners into four and provide QR codes for the activity. The students will scan each code using their mobile device to get the question. They are expected to write their answers in 2 minutes. QR Code Quiz Generator
- 12. IV. PROCEDURES C. Presenting examples/instances of the new lesson Activity # 3: Let’s jump in! The learners will list down specific qualities of a good businessman inside the box provided for them. Example: Risk-taker
- 13. IV. PROCEDURES D. Discussing new concepts and practicing new skills # 1 ACTIVITY: WHO WANTS TO BE A BILLIONAIRE? The teacher will give each group with 100 pesos (convertible into grade or equivalent to points). Each level of the game has a corresponding value. The first group who will get the correct answer will receive the amount from other groups who lost the chance to answer promptly and correctly and so with the following questions.
- 14. IV. PROCEDURES D. Discussing new concepts and practicing new skills # 1 Questions: (Situation # 1) P 10.00 Lila creates a colorful face mask paired with a headband. What PEC does Lila possesses since she made an artistic and imaginative idea that makes her facemask product more attractive and original? Answer: Creativity (Situation # 2) P 20.00 Lila knows that creating such artistic products requires detailed processing, the exigency of service and, full responsibility of sewing the colorful face mask and headbands. What are the four Personal Entrepreneurial Competencies that Lila shows for industriously sewing her product even if it requires her for overtime? Answers: Hardworking, Disciplined, Committed, Initiative
- 15. IV. PROCEDURES D. Discussing new concepts and practicing new skills # 1 (Situation # 4) 40.00 At the end of the year, If Lila’s business assets are worth 130,000 pesos plus 25,000 cash on hand and her accounts payable is 25,000 plus total bills amounting to 35,000. How much will be Lila’s revenue at the end of the year? Answer: P 95,000
- 16. IV. PROCEDURES E. Discussing new concepts and practicing new skills # 2 Activity # 5: Who wants to be a billionaire version 2.0 (The level of difficulty is leveled up) P 50.00 Present a situation that will exemplify each of the entrepreneurial skills. Each group will be given 2 minutes to discuss. Then a reporter will present the output in front.
- 17. IV. PROCEDURES F. Developing Mastery (Leads to formative assessment 3)
- 18. IV. PROCEDURES F. Developing Mastery (Leads to formative assessment 3)
- 19. IV. PROCEDURES G. Finding Practical application of concepts and skills in daily living Activity # 7: Assess your Personal Entrepreneurial Skills: SELF-RATING QUESTIONNAIRE (PECs SRQ) Instruction in answering the PEC: The questionnaire consists of 55 brief statements. Read each statement and decide how well it describes you. Be honest about yourself. Remember, no one does anything very well, nor is it even good to do everything very well. Besides that, your rating of the individual questions remains your secret and you may take this questionnaire home
- 20. IV. PROCEDURES H. Generalizing and abstractions about the lesson Activity # 8: Take a vow As a future entrepreneur, write a self-commitment on a bond paper, may it be in a form of a song, poem or a commitment statement. Choose five volunteers to read the written commitment in front of the class. Tell the learners to keep the commitment and encourage them to read it every day to inspire them to
- 21. IV. PROCEDURES I. Evaluating Learning Activity # 9: I learn, I write! In a one-half sheet of paper, the learner will answer the following question: What do you think is the significance of having an entrepreneurial skill during pandemic? Why?
- 22. AGYAMANAK! AGBIYAG DAGITI NATAY! CHAR! NARAGSAK A PANAGKASANGAY, MA’AM JELYN!
Editor's Notes
- Today, I will be presenting ways or strategies on how to deliver a lesson or how to facilitate learning for Grade 12 Entrepreneurship subject.
- For the learning resources under learner’s materials page, I made a hand out consisting all the activities and the content of the topic or the subject matter consisting of 9 pages. I disseminated a copy of it already.
- For the procedure part of the learning, if you noticed I divided the activity part into two. Under the reviewing of previous and presenting a new lesson, the second column consist of the typical activity for learners however, the third column is modified since this an activity developed to cater to learners with special needs which is also appropriate for the regular type of learners. During our webinar on inclusive education, it was highlighted to always develop a modified activity that caters to different type of learners especially that we sometimes don’t notice those learners na may special needs pala.
- For the procedure part of the learning, if you noticed I divided the activity part into two. Under the reviewing of previous and presenting a new lesson, the second column consist of the typical activity for learners however, the third column is modified since this an activity developed to cater to learners with special needs which is also appropriate for the regular type of learners. During our webinar on inclusive education, it was highlighted to always develop a modified activity that caters to different type of learners especially that we sometimes don’t notice those learners na may special needs pala.
- The discussion of learning will be in a manner of playing. One of the highlights of 21st century learning is that the teacher will act as the facilitator and allow the learners to discover new things on their own with proper guidance from the teacher.
- Instead of defining and discussing the terms or the topic, it will be better if it will be in a manner of a situation to enhance their higher order thinking skills. Example, instead of defining what is creativity, we can anchor the definition into a situation that will reflect or describe the word creativity so that they will have a full grasp on the meaning and the thought of the word and not just barely limited on the given definition. Aside from that we can take advantage on the situation we are giving to students to integrate previous learning, values, and knowledge of content within and across curriculum teaching areas.
- In relation to the integration of learning from within and across curriculum teaching areas, example the presented situation, the assets and liabilities is a separate topic on entrepreneurship. Since, personal entrepreneurship is a prerequisite topic then I can already give an explanation on assets and liabilities. Another, in computing revenue, mathematics is needed, in this way we can already tell the learners the significance of mathematics in our daily life. If we don’t learn mathematics, how can we possibly know if we are into bankruptcy or we are gaining profit.
- For the discussion of new concepts and practicing new skills, since the learners understand the entrepreneurial skills. In this part, incorporating the theories into practice, and so, the strategy that I use is through the learned concepts, they will relate it to an experience. From theory to experience.
- In developing mastery which leads to formative assessment, in this process the teacher will diagnose the areas where the learners don’t understand and areas in which they have a full grasp on the topic. So, I used the alternate response which is the true or false. Again, this is to divert from the usual manner of answering true or false at the same caters to all types of learners, may it be the kinesthetics, auditory, or the visuals. So, instead of answering through board works then they can do the thumbs up and down.
- Since
- Since the previous learning strategies were into groups, it is importance to diagnose the understanding in a personal manner to be able to trace the comprehension of students individually. Hindi po iyong mula simula hanggang matapos yung class is they are still into groups. We have to break them down too individually to diagnose individual learning. And so, in finding practical application of concepts and skills in daily living. The strategy I am using is through self-rating questionnaire. For Grade 12 students, at their age, we have to recognize that they are already in the transition of self-independence. As discussed by Sir Dick last time, we have to acknowledge that adult learners which includes senior high school students especially that they are already in Grade 12 and to prepare them to the education system in higher education, then we have to apply to them the four differentiated supervision and one is self directed with of course proper monitoring from the teacher. So, the learners will assess their personal entrepreneurial skills to know their entrepreneurial skill level.
- In generalizing and abstraction about the lesson, we can already integrate valuing of lesson in these part by processing their answers and providing conclusion of the learning. On this subject, I will let them create a commitment through a song, poem, or a statement. It is important that the digestion of learning after the teacher’s processing of the topic, the learner should be able to put their learning into conclusion or abstraction. Para hindi palaging ang guro ang magbibigay ng conclusion. Besides, hindi lahat ng abstraction or generalizing of lesson is through the teacher. It should be more from the student and less from the teacher.
- In the evaluation of learning, the approach I did was integrating
- In the evaluation of learning, the approach I did was integrating