Written in English — 39 pages. Libraries near you: WorldCat. The Beauchamp family First published in People Beauchamp family. Edition Notes "Reprint from the Filson Club history quarterly, vol. Classifications Library of Congress CS B , CS B Community Reviews 0 Feedback? Lists containing this Book. It refers to the deepening and broadening of content as it is taken up in the higher levels.
The horizontal connections are needed in subject areas that are similar so that learning will be related to one another. This will help the learner get a holistic or unified view of reality and outlook in life. Learning requires a continuing application of the new knowledge, skills, attitudes states so that there will be used in daily living. Instead it will link instructional strategies and methods to curriculum experiences, the core or the heart of the curriculum.
The instructional strategies and methods will put into action the goal and use the contents in order to produce an outcome.
Teaching Strategies convert the written curriculum to instruction. Both the teacher and the learner take actions to facilitate learning. The actions are based on planned objectives, the subject matters to be taken and the support materials to be used. There will include a multitude of teaching methods and educational activities which will enhance learning. Educational activities like field viewing, conducting experiments, interacting with computer programs, field trips and other experiential learning will also form part of the repertoire of teaching.
Whatever methods the teacher utilizes to implement the curriculum, there will be some guide for the selection and use.
Here are some of them: 1. Teaching methods are means to achieve the end. They are used to translate the objectives into action. There is one single best teaching method. Its effectiveness will depend on the learning objectives, the learning and skill of the teacher. Teaching methods should stimulate the learners desire to develop the cognitive, affective, psychomotor, social and spiritual domain of the individual.
In the choice of the teaching methods, learning styles of the students should be considered. Every method should lead to the development of the learning outcomes in the three domains: cognitive, affective and psychomotor. Flexibility should be a consideration in the use of the teaching methods. Curriculum evaluation here may refer to the formal determination of the quality, effectiveness or value of the program, process, product of the curriculum.
Tuckman defines evaluation as meeting the goals and matching them with the intended outcomes. From the definitions, several models of evaluation came up. In CIPP, the process is continuous and is very important to curriculum managers like principals, supervisors, department head, deans and even teachers.
The context refers to the environment of the curriculum. The real situation where the curriculum is operating is its context. Simply put, context evaluation refers to situation analysis. Input refers to the ingredients of curriculum which include the goals, instructional strategies, the learners, the teacher, the contents and all the materials needed.
The process refers to views and means of how the curriculum has been implemented. This component of the CIPP looks into the entire operation of the curriculum. The product indicates he the curriculum accomplishes its goals.
It will determine to what extent the curriculum objectives have been achieved. The CIPP model can be taken as a whole, or each component taken separately. It is a long of continuous process. Within the evaluation process, smaller and more specific activities are needed to determine the effectiveness of the curriculum. There activities include assessment and measurement of learning outcomes, the ultimate product of a curriculum. With the variety of evaluation methods are the different materials which can be effectively utilized.
You will study there in more detail in the modules that come later. Regardless of the methods and materials evaluation will utilize, a suggested plan of action for the process of curriculum evaluation is introduces. These are the steps. Will it be the subject area, the grade level, the course, or the degree program? Specify the objectives of evaluation. Collect or having the information. Information is made up of data needed regarding the object of evaluation.
Organize the information. This step will require coding, organizing, storing and retrieving data for interpretation. Analyze information. An appropriate way of analyzing will be utilized. Report the information. The result of evaluation should be reported to specific audiences. Reporting can be done formally in conferences with stakeholders, or informally through roundtable discussions and conversations.
Recycle the information for continuous feedback, modification and adjustments to be made. In summary, the components of a curriculum are distinct but are interrelated to each other in a curriculum design as shown in figure 2. Figure 2 — Interrelationship of the Components of a Curriculum Curriculum Approaches There are five curriculum approaches that will be presented in this lesson.
Curriculum practitioners and implementers may use one or more approaches in planning, implementing and evaluating the curriculum. Even textbook writers or instructional material producers have different curricular approaches.
Let us study and understand each example. Behavioral Approach — Anchored on the behaviorist principles, behavioral approach to curriculum is usually based on a blueprint. In the blueprint, goals and objectives are specified, contents and activities are also arranged to match with the learning objectives.
The learning outcomes are evaluated in terms of goals and objectives set at the beginning. Behavioral approach which was started with the idea of Frederick Taylor is aimed to achieve efficiency. In the factory for example, the worker will be paid according to his output produced with in a specific period of time. In education, behavioral approach begins with educational plans that start withthe setting of goals or objectives.
These are considered as important ingredients in curriculum implementation as evaluating the learning outcomes as a change of behavior. The change in behavior indicates the measure of the accomplishments. The general manager sets the policies and priorities, establishes the direction of change and innovation, and planning and organizing curriculum and instruction.
School administrators are less concerned about the content than about organization and implementation. They are less concerned about subject matter, methods and materials than improving curriculum.
Curriculum managers look at curriculum changes and innovations as they administer the resources and restructure the schools. Some of the roles of the Curriculum Supervisors Ornstein and Hunkins, are the following: 1. Plan curriculum with students, parents, teachers and other stakeholders. Design programs of study by grade levels.
Plan or schedule classes or school calendar. Prepare curriculum guides or teacher guides by grade level or subject area. Help in the evaluation and selection of textbooks. Observe teachers. Assist teachers in the implementation of the curriculum. Encourage curriculum innovation and change. Develop standards for curriculum and instructional evaluation. System Approach — The systems approach to curriculum was influenced by systems theory.
In the systems approach to curriculum, the parts of the total school district or school are examined in terms of how they relate to each other. The organizational chart of the school represents a systems approach. To George Beauchamp, the systems theory of education sees the following to be of equal importance are 1 administration 2 counselling 3 curriculum 4 instruction and 5 evaluation.
The humanistic approach considers the formal or planned curriculum and the informal or hidden curriculum. It considers the whole child and believes that in curriculum the total development of the individual is the prime consideration.
The learner is at the center of the curriculum. Activity 1 will be on the elements or components of the curriculum and Activity 2 will be on the approaches to curriculum. Activity1 — Lesson Plan: A Curriculum? Get a copy of the best written lesson plan of your favorite teacher in the elementary or high school.
Add this to your portfolio collection. Read every detail of the lesson plan and specifically look into the following: 1. What are the objectives of the lesson plan? What is the subject matter content? What strategies or methods of teaching are utilized? What evaluation procedure is used? Do the four components fit or match with one another? Can you consider a lesson plan as a curriculum? Activity 2 — Mr. Make an interview protocol regarding curriculum approach with your groupmates.
Show your output to your teacher for comments. Refine your instrument and place a sample in your portfolio. Choose a school with a principal as your respondent. Secure permission to interview the principal at a certain time of the school day. Record all the answers to your protocol. From your interview, what kind of curriculum approach is the principal using? Why do you say so? Let us reflect on this issue. Choose a particular level elementary,secondary,tertiary and a specific subject area Science, Math, English as a point of reference.
In your own experiences as a student: a. Identify at least 3. Describe the weaknesses or difficulties. Are there solutions to these conditions? What do you propose? Can a school curriculum succeed without a clear vision? Will subject matter dictate the approach in curriculum? Should the learning activities be congruent to the objectives of the curriculum? Should evaluation of learning outcomes be based on the experiences of the learners?
As a student of curriculum, will you put equal emphasis on the four curricular components? Does a principal with a humanistic approach to curriculum emphasize most memorization of subject matter? Does the systems approach to curriculum consider only each part? Can there be a curriculum without evaluation? Can experiences be measured? Bilbao, Ed,D. This description implies that the crux of a curriculum is the different planned and unplanned activities which have been lived, acted upon or done by the learners with the guidance of the teacher.
Hence in curriculum development, the teaching and learning are actions necessary to accomplish a goal in education. What is the role of teaching in the curriculum development? Who does it? This lesson will focus on the teaching and learning processes as salient components of the curriculum. Both processes provide experiences which will accomplish the goals of education. What knowledge is needed to understand this process? This section clarifies the process of the teaching as it relates to the experiences in the curriculum, an important ingredient.
Good teaching is difficult to agree upon. While it remains to be difficult to agree on what good teaching is, effective teaching can be demonstrated. Effective teaching is one that will bring about intended learning outcomes. Because of the changing paradigms of teaching, several definitions have evolved based on the theories of teaching and learning that have come about. Some view teaching as an organization of meaningful learning. To the traditionalists, teaching is process of imparting knowledge and skills required to master a subject matter.
It is a process of dispensing knowledge to an empty vessel which is the mind of the learner. Teaching is showing, telling, giving instruction, making someone understand in order to learn. In this instance, the person who teaches, controls learning. This person is a teacher, a dispenser of knowledge, an ultimate authority, a director of learning. On the other hand, as progressive and humanist education advance, the meaning of teaching broadened to fit the psychological meaning of the term.
Teaching is now perceived as stimulating, directing, guiding the learner and evaluating the learning outcomes of teaching. It looks similar to curriculum development. Definitely, it is because the process of teaching replicates the process of curriculum development.
The implementation phase of curriculum development is the actual teaching and experiencing of a curriculum. The teaching process is shown in Figure 3 below. Teaching plans maybe short term like the daily plan or long term plan like the unit plan or a yearly plan.
In a plan, considerations should include the learner, availability of materials, time requirements of particular activities, the strategies needed to achieve the objectives and the teacher. The planning phase recognizes the intent that it will be the learners who will learn, hence the next phase will engage more the learner. The implementation phase requires the teacher to implement what has been planned.
Based on the objectives, implementation means to put into action the different activities in order to achieve the objectives through the subject matter. Here, two important players are involved: the teacher and the learner. Their interaction is important in the accomplishment of the plan. Most often the planning phase directs what will be done in the activity but such can also be flexible. The use of the different teaching styles and strategies should be included in the implementation phase.
In the evaluation phase, a match of the objectives with the learning outcomes will be made. The kind of information should be determined so that the type of the evaluation should be chosen to fit the purpose. Simply, the evaluation phase will answer the question if the plans and implementation have been successfully achieved.
In all the three phases of teaching, a continuous process of feedback and reflection as to whether the three phases were appropriately done and gave good results. In short, feedback is the reflection on the feedback. Is there a need to adjust something in planning, implementation and evaluation? Reflection is a process embedded in teaching where the teacher inquires into his or her actions and provides deep and critical thinking. To further clarify, what teaching is all about there are some indicators which you can use to guide in the process of good teaching.
Good teaching is one that is well planned and where activities are interrelated to each other. Good teaching is one that provides learning experiences or situations that will ensure understanding, application and critical thinking. Good teaching is based on the theories of learning. Good teaching is one where the learner is stimulated to think and reason.
Good teaching utilizes prior learning and its application to new situations. Good teaching embeds a sound evaluation process. What is learning? What are the ways of learning? When do say that we have learned? Let us now look closer at the concept of learning as it relates to the concept of curriculum. Most learning is intentional, like when a learner acquires knowledge in the classroom or when one observes a demonstration activity.
Intentional learning occurs when activities are purposefully arranged for the students to participate and experience. On the other hand, learning sometimes is unintentional like when a child touches a lighted candle and feels it is hot. All individuals are engaged in learning every waking moment, however learning occurs more when the various stimuli are properly arranged for purposes of learning. Broadly speaking, there are two principal types of learning theories to explain how individuals learn according to educational psychologists.
These are behavioral learning theories and cognitive learning theories. Behavioral learning theories emphasize observable behavior such as new skills, knowledge, or attitudes which can be demonstrated. These forms of behavior are observable and measurable. According to this group of theories, if the individual has changed behavior, he has learned. These and many more were discussed lengthily in your previous courses.
Related to these theories is the concept of meaningful learning through cognitive models. Jerome Bruner , David Ausubel and Robert Gagne described three models of teaching which are anchored on the cognitive learning theory. Discovery learning theory of Jerome Bruner states that the individual learns from his own discovery of the environment. Learners are inherently curious, thus they can be self motivated until they find answers to the problems.
Learners, when actively involved in their own learning, will continuously construct their own knowledge. Each individual is capable of learning how to learn. Learning is flexible, exploratory and independent. Reception learning of David Ausubel poses a contrast to the discovery learning of Bruner.
London: John Russel Smith, Institute of Historical Research, , Print. Dictionary of National Biography. Richard de Beauchamp, Earl of Warwick , was "a brave and chivalrous warrior in an age of chivalry, of an ancient family, whose ancestry was traced to the legendary Guy of Warwick, the son of Thomas, Earl of Warwick. This web page shows only a small excerpt of our Beauchamp research. Another 69 words 5 lines of text covering the years , , , , , , , and are included under the topic Early Beauchamp History in all our PDF Extended History products and printed products wherever possible.
Before the last few hundred years the English language had no fixed system of spelling rules. For that reason, spelling variations occurred commonly in Anglo Norman surnames. Over the years, many variations of the name Beauchamp were recorded, including Beauchamp, Beauchamps, Beacham, Beecham and others. Outstanding amongst the family at this time was the Earls of Warwick, such as Thomas de Beauchamp, 11th Earl of Warwick d.
Check nearby libraries WorldCat. Buy this book Better World Books When you buy books using these links the Internet Archive may earn a small commission. Share this book Facebook. September 27, History. An edition of The Beauchamp family This edition was published in in [n. Written in English — 39 pages. Libraries near you: WorldCat.
The Beauchamp family First published in People Beauchamp family. Edition Notes "Reprint from the Filson Club history quarterly, vol.
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