Subject

Manual in
TLE
ICT 7-8
PHILOSOPHY AND RATIONALE

Any secondary education technology livelihood and entrepreneurship program

should be based on the new Basic Education Curriculum in Technology and Livelihood
Education (TLE) for easier assimilation. It should be made more relevant to the present needs
of the time. They are revised by integrating new imperatives to the Basic Education
Curriculum. New concepts, knowledge and processes are also introduced so that students
and teachers will not be left behind in getting across these new elements.
The development of the basic skills in the four areas of TLE, namely: (l) Home
Economics, (2)Agriculture,(3) Industrial Arts and (4) Entrepreneurship, should be the
main concern along with the formation of desirable work values and attitudes.
Lessons are made flexible to give the teacher an opportunity to innovate ideas and
work processes. It is however important that all suggested activities and projects be
pursued ffectively to realize the objectives of the program. Care was exercised to make
concepts and thinking and work practices appropriate for the needs, interests and learning
abilities of students.

The course/subject is intended to help teachers to attain its objective optimally and to
experience a sense of achievement in having contributed to the formation of the individual
student into knowledgeable, morally responsibleand economically productive human being.
TLE program is designed especially for the first year students. It aims to reinforce the work
skill training and value orientation of the first year students.

FACILITATOR GUIDELINES

Here are some tips to help the facilitators get the best from the students and their time in the
sessions.

Give clear instructions. Give clear instructions in English if you can. Check your
instructions. There are many ways of doing this. You can repeat the instructions clearly.
If this is not effective, then you will need to make the language of the instructions
simpler. Translation is also an effective way of checking instructions. A quick way of
involving trainees in this process is to ask them to tell you orally what the instructions
are and what they are supposed to do. Demonstration is another excellent way of
checking instructions.

Finish activities promptly. It can waste a lot of time to wait until every single
student/pair/group has finished an activity in their own time. When the majority have
finished, tell the remaining student/pair/group they must finish. Allow a few more
seconds,
then stop the activity.

Include everybody. Don’t let the strong participants dominate the sessions. Make sure
weaker students are following the session, and don’t get left behind. Be sure to
include
everybody, including the students who seem less interested in the session.
Avoid pointless repetition. Avoid going slowly around the session getting students to take
it in turn to do the same thing, such as answering the same question, as this can be a
waste
of time. It is often more efficient to get students to do thus type of activity in pairs
instead.

If the class is moving slowly, find out why. Different activity can take different amounts
of time to get through the same material. If your session is moving too slowly, try to
identify the types of activity which are taking too long. Why are they taking too long?
Do
the students need more help and support?

Feedback technique. Provide feedback in plenary discussion in a positive way. Point out
the strength point and then the developing area. Ask the students to express their
opinions and motivate them to use the discussed techniques and methodology in their
classroom
practices.

Journal keeping. Read the journals and point out the developing areas that need to be
addressed and discussed in the session and change your mode of delivery if
required.
Distribute the journal with positive comments.

Reading practice. Provide opportunity to read and discuss in pair, group and individually.
In case of pair reading, allow the pairs to read alternately and in group, everyone to read
a
part of supplied reading materials one after another and to discuss after every one’s
reading.
 TLE-ICT 7-8
COMPUTER HARDWARE SERVICING

The Computer Hardware Servicing NC II program is a vocational program that teaches students
how to install, configure and maintain computer systems and networks. It develops students’
skills in diagnosis and troubleshooting of computer systems, as well as in the performance of
computer operations.

The program enhances a student’s ability in basic computer application programs, MS-DOS/
Windows and Linux installation and PC software and hardware support. Also covered in the
program are simple programming and creation of budget projections based on departmental
needs.

UNIT OBJECTIVES

The learner demonstrates understanding basic concepts and underlying theories of computer
hardware servicing.

Lesson 1:

SKILLS IN FOCUS

The learner independently demonstrates common competencies in computer hardware servicing

as prescribed by TESDA Training Regulations.

ACTIVITIES

1. Envisioning the future business career related to computer hardware servicing by creating
essay reflections about the learner’s greatest dream business in the future.

ASSESSMENT

1. Discuss the relevance of the course

2. Explain basic concepts in computer hardware servicing
3. Explore opportunities in computer hardware servicing as a career

RESOURCES

DepEd CHS
Learning Module
Brilliant Computing
www.google.com
www.youtube.com
www.wikipedia.com

Lesson 2:
SKILLS IN FOCUS

The learner recognizes his/her PECs and prepares an activity plan that aligns with the PECs of a
practitioner/entrepreneur’s in computer hardware servicing.

ACTIVITIES

1. Discussion about PECs

2. Perform pair assessment of learner's PECs
3. Perform pair assessment of professional/practitioner's PECs
4. Actual survey questions related to PEC's assessment with other learners
5. Actual survey related to PEC's assessment with that of professional/practitioners
6. Actual alignment procedure of learner's PECs to that of professional/practitioner's PECs.

ASSESSMENT

Recognize PECs needed in Computer Hardware Servicing

1.1 Assess one’s PECs: characteristics, attributes, lifestyle, skills, traits

1.2 Assess practitioner’s PECs: characteristics, attributes, lifestyle, skills, traits
1.3 Compare one’s PECS with that of a practitioner/ entrepreneur’s
1.4 Align one’s PECS with those of a practitioner/entrepreneur’s

RESOURCES

DepEd CHS
Learning Module
Brilliant Computing
www.google.com
www.youtube.com
www.wikipedia.com

Lesson 3:
SKILLS IN FOCUS

The learner independently generates a business idea based on the analysis of environment and
market in computer hardware servicing.

ACTIVITIES

1. Discussions about SWOT:

a) Strength
b) Weaknesses
c) Opportunities
d) Threats

2. Conducting SWOT analysis inside and outside the classroom.

a) Other learner's competencies
b) Professional/practitioner's competencies.

3. Generating business ideas based on the target customer's needs and wants
4. Generating product design and specifications based on the generated business ideas

ASSESSMENT

Generate a business idea that relates with a career choice in Computer Hardware Servicing

a) Conduct SWOT analysis

b) Identify the different products/services available in the market
c) Compare different products/services in computer hardware servicing business
d) Determine the profile potential customers
e) Determine the profile potential competitors
f) Generate potential business idea based on the SWOT analysis

Prepare hand tools and equipment for computer hardware servicing

a) Prepare hand tools and equipment according to function and task requirement

RESOURCES

DepEd CHS
Learning Module
Brilliant Computing
www.google.com
www.youtube.com
www.wikipedia.com

Lesson 4:
SKILLS IN FOCUS

The learner independently uses hand tools and equipment for computer hardware servicing.

ACTIVITIES

1) Discussions about different hand tools and equipment for computer hardware servicing
2) Perform hand tool preparation and identification based on the given task.

ASSESSMENT

Prepare hand tools and equipment for computer hardware servicing

a) Prepare hand tools and equipment according to function and task requirement

RESOURCES

DepEd CHS
Learning Module
Brilliant Computing
www.google.com
www.youtube.com
www.wikipedia.com

Lesson 5:

SKILLS IN FOCUS

The learner consistently observes and practices occupational health and safety procedures in the
workplace.

ACTIVITIES

1) Discussions about potential hazards and risks in the workplace

2) Conducting hazard check in the workplace
3) Evaluating hazards and risks based of its classifications and effects
4) Generate OHS policies and procedures in controlling the hazards and risks in the workplace.
5) Perform actual drills in preparing controls in OHS policies and procedures

ASSESSMENT
Identify hazards and Risks

a) Explain hazards and risks in the workplace

b) Identify hazards and risks indicators in the workplace
c) Apply contingency measures in accordance

Evaluate hazards and risks

a) Determine the effects of hazards and risks

b) Classify the types of hazards and risks in the workplace

Control hazards and Risks

a) Follow OHS Procedures for controlling hazards and risks

b) Use personal protective equipment (PPE)
c) Follow and observe organizational protocol when providing emergency assistance

Maintain occupational health and safety regulations

a) Participate in related drills and training

b) Prepare OHS personal records in accordance with workplace requirements

RESOURCES

DepEd CHS
Learning Module
Brilliant Computing
www.google.com
www.youtube.com
www.wikipedia.com
Lesson 6:

SKILLS IN FOCUS

The learner independently performs accurate measurements and calculations based on a given
tasks.

ACTIVITIES

Perform a discussion about:

1.2 Data storage capacity
1.3 Processor
1.4 Video card

ASSESSMENT

Perform basic mensuration

1.1 Identify object/s to be measured

1.2 Use the correct specifications as specified in the operating system

Carryout mensuration and calculation

2.1 Perform calculation needed to complete task using the four mathematical fundamental
operations (addition, subtraction, multiplication and division)
2.2 Employ different techniques in checking accuracy of the computation

RESOURCES

DepEd CHS
Learning Module
Brilliant Computing
www.google.com
www.youtube.com
www.wikipedia.com

Lesson 7:
SKILLS IN FOCUS

The learner independently prepares and interprets technical drawings and work plans accurately.

ACTIVITIES

Perform a discussion about:

1. Basic symbols
2. Basic Elements
2.1 Schematic diagram
2.2 Charts
2.3 Block diagrams
2.4 Layout plans
2.5 Loop diagram

3. Flowchart interpretation
3.1 Types of flowchart

ASSESSMENT

Identify different kinds of technical drawings

1.1 Identify basic symbols used in technical drawing
1.2 Select technical drawing in accordance with the job requirement

Interpret technical drawing

2.1 Identify the basic symbols used in flow charting
2.2 Interpret the symbols used in flow charting
2.3 Create a flowchart that depicts a simple scenario

RESOURCES

DepEd CHS
Learning Module
Brilliant Computing
www.google.com
www.youtube.com
www.wikipedia.com

Lesson 8:
SKILLS IN FOCUS

The learner independently prepares and interprets technical drawings and work plans accurately.

ACTIVITIES

Perform a discussion about:

1. Basic symbols
2. Basic Elements
2.1 Schematic diagram
2.2 Charts
2.3 Block diagrams
2.4 Layout plans
2.5 Loop diagram

3. Flowchart interpretation
3.1 Types of flowchart

ASSESSMENT

Identify different kinds of technical drawings

1.1 Identify basic symbols used in technical drawing
1.2 Select technical drawing in accordance with the job requirement

Interpret technical drawing

2.1 Identify the basic symbols used in flow charting
2.2 Interpret the symbols used in flow charting
2.3 Create a flowchart that depicts a simple scenario

RESOURCES

DepEd CHS
Learning Module
Brilliant Computing
www.google.com
www.youtube.com
www.wikipedia.com