CUS3701 Assignment 2
(COMPLETE ANSWERS) 2025
,CUS3701 Assignment 2
(COMPLETE ANSWERS) 2025
QUESTION 1: Curriculum approaches Total Marks: 15
Task description: Different approaches to curriculum are
crucial for sound curriculum implementation for several
reasons. These approaches allow teachers to cater to
learners' diverse learning needs, provide flexibility and
adaptability in teaching methods and content delivery,
and provide a comprehensive approach to education.
Referring to the learner-centred approach of Lawrence
Stenhouse and the behavioural approach of John
Bobbitt, analyse and compare their ideas in terms of:
1.1 The theoretical foundations of the approaches. (5)
sae3701 aed3701
Analysis and Comparison of Theoretical Foundations of Stenhouse’s Learner-
Centred Approach and Bobbitt’s Behavioural Approach
Lawrence Stenhouse (Learner- John Bobbitt (Behavioural
Aspect
Centred Approach) Approach)
Rooted in constructivism—learning Rooted in behaviourism—learning is
Theoretical is an active process where students shaped by observable behaviour
Foundation construct knowledge through inquiry changes through repetition,
and critical thinking. reinforcement, and direct instruction.
Instructor who delivers structured
Role of the Facilitator or guide who encourages
content and ensures learners achieve
Teacher exploration, discussion, and reflection.
predefined objectives.
Active participant, engaging in Passive recipient, expected to follow a
Role of the
inquiry-based and self-directed step-by-step learning process and
Learner
learning. demonstrate mastery of tasks.
Flexible, open-ended, and adaptable, Predetermined, structured, and
Curriculum
allowing learners to explore topics in- focused on measurable outcomes and
Design
depth. efficiency.
Focuses on holistic evaluation, Emphasizes standardized testing, task
Assessment
creativity, and process-based learning. completion, and mastery of objectives.
Conclusion:
Stenhouse’s learner-centred approach promotes inquiry and critical thinking, fostering deep
understanding and adaptability. In contrast, Bobbitt’s behavioural approach prioritizes
efficiency, structure, and measurable learning outcomes. Both have value, but their
effectiveness depends on the learning context and goals.
,1.2 The practical implications for teachers. (5)
Practical Implications for Teachers: Stenhouse’s Learner-Centred Approach
vs. Bobbitt’s Behavioural Approach
Lawrence Stenhouse (Learner- John Bobbitt (Behavioural
Aspect
Centred Approach) Approach)
Teachers design flexible lesson plans Teachers create structured lesson
that encourage exploration and plans with clear, measurable
Lesson Planning
adaptability based on student interests learning objectives and step-by-
and responses. step instructions.
Uses discussion-based, inquiry-
Employs direct instruction, drills,
driven, and collaborative learning
repetition, and task-based learning
Teaching Methods strategies (e.g., project-based
to ensure mastery of specific
learning, debates, and problem-
skills.
solving).
Encourages student autonomy, Maintains order through
Classroom participation, and self-directed structured routines, clear
Management learning, requiring teachers to expectations, and reinforcement
facilitate rather than control learning. of correct behaviours.
Summative assessments,
Formative assessments, portfolios,
standardized tests, and
and reflective tasks are used to assess
Assessment performance-based evaluations
deep understanding and skill
measure predefined
application.
competencies.
Teachers strictly follow a pre-
Teachers adapt curriculum content
Curriculum planned curriculum, ensuring that
based on student needs, interests, and
Implementation all students meet the same
experiences.
learning objectives.
Conclusion:
Teachers using Stenhouse’s approach must be flexible, open to student-driven learning, and
skilled in facilitating discussions. In contrast, Bobbitt’s approach requires teachers to focus
on structure, discipline, and achieving predefined outcomes through direct instruction. Both
approaches have practical value, depending on the educational goals and learning
environment.
, 1.3 The practical implications for learners. (5) NB: (i)
Work copied directly from the handbook without
citations will be penalized. (ii) You are encouraged to
write in your own words to show your understanding of
the approaches to the curriculum. inc3701 esc3701
isc3701 (iii) You are also encouraged to use other
sources and cite these to give credit to the original
authors. pdu3701 ped3701 (iv) Proofread your work for
clarity, coherence, and grammatical accuracy. (v)
Length: ONE-TWO PAGES.
Practical Implications for Learners
1. Learner Autonomy and Engagement
In Stenhouse’s learner-centred approach, students take an active role in their
learning. They are encouraged to ask questions, explore topics of interest, and
construct knowledge through discussion and inquiry (Stenhouse, 1975). This fosters
independent thinking, problem-solving skills, and creativity.
In contrast, Bobbitt’s behavioural approach emphasizes structured learning with
clear instructions and repetition. Students follow a set path, mastering one skill at a
time through drills and reinforcement (Bobbitt, 1918). While this ensures
consistency and discipline, it may limit creativity and critical thinking.
2. Learning Experience and Motivation
The learner-centred approach promotes intrinsic motivation because students have
more control over what and how they learn. Learning is meaningful and relevant,
making it more engaging.
The behavioural approach relies on external motivation such as rewards and
punishments. While this can be effective in developing specific skills, students may
struggle with engagement if the material does not personally interest them.
3. Adaptability and Skill Development
Stenhouse’s approach prepares students for real-world challenges by emphasizing
adaptability, inquiry, and collaboration. Students learn to apply knowledge in
different situations, making them better equipped for lifelong learning.
Bobbitt’s structured approach is useful for developing specific competencies and
ensuring all students meet standard learning objectives. However, it may not
adequately prepare them for unpredictable and complex real-world situations that
require adaptability.
4. Assessment and Performance
(COMPLETE ANSWERS) 2025
,CUS3701 Assignment 2
(COMPLETE ANSWERS) 2025
QUESTION 1: Curriculum approaches Total Marks: 15
Task description: Different approaches to curriculum are
crucial for sound curriculum implementation for several
reasons. These approaches allow teachers to cater to
learners' diverse learning needs, provide flexibility and
adaptability in teaching methods and content delivery,
and provide a comprehensive approach to education.
Referring to the learner-centred approach of Lawrence
Stenhouse and the behavioural approach of John
Bobbitt, analyse and compare their ideas in terms of:
1.1 The theoretical foundations of the approaches. (5)
sae3701 aed3701
Analysis and Comparison of Theoretical Foundations of Stenhouse’s Learner-
Centred Approach and Bobbitt’s Behavioural Approach
Lawrence Stenhouse (Learner- John Bobbitt (Behavioural
Aspect
Centred Approach) Approach)
Rooted in constructivism—learning Rooted in behaviourism—learning is
Theoretical is an active process where students shaped by observable behaviour
Foundation construct knowledge through inquiry changes through repetition,
and critical thinking. reinforcement, and direct instruction.
Instructor who delivers structured
Role of the Facilitator or guide who encourages
content and ensures learners achieve
Teacher exploration, discussion, and reflection.
predefined objectives.
Active participant, engaging in Passive recipient, expected to follow a
Role of the
inquiry-based and self-directed step-by-step learning process and
Learner
learning. demonstrate mastery of tasks.
Flexible, open-ended, and adaptable, Predetermined, structured, and
Curriculum
allowing learners to explore topics in- focused on measurable outcomes and
Design
depth. efficiency.
Focuses on holistic evaluation, Emphasizes standardized testing, task
Assessment
creativity, and process-based learning. completion, and mastery of objectives.
Conclusion:
Stenhouse’s learner-centred approach promotes inquiry and critical thinking, fostering deep
understanding and adaptability. In contrast, Bobbitt’s behavioural approach prioritizes
efficiency, structure, and measurable learning outcomes. Both have value, but their
effectiveness depends on the learning context and goals.
,1.2 The practical implications for teachers. (5)
Practical Implications for Teachers: Stenhouse’s Learner-Centred Approach
vs. Bobbitt’s Behavioural Approach
Lawrence Stenhouse (Learner- John Bobbitt (Behavioural
Aspect
Centred Approach) Approach)
Teachers design flexible lesson plans Teachers create structured lesson
that encourage exploration and plans with clear, measurable
Lesson Planning
adaptability based on student interests learning objectives and step-by-
and responses. step instructions.
Uses discussion-based, inquiry-
Employs direct instruction, drills,
driven, and collaborative learning
repetition, and task-based learning
Teaching Methods strategies (e.g., project-based
to ensure mastery of specific
learning, debates, and problem-
skills.
solving).
Encourages student autonomy, Maintains order through
Classroom participation, and self-directed structured routines, clear
Management learning, requiring teachers to expectations, and reinforcement
facilitate rather than control learning. of correct behaviours.
Summative assessments,
Formative assessments, portfolios,
standardized tests, and
and reflective tasks are used to assess
Assessment performance-based evaluations
deep understanding and skill
measure predefined
application.
competencies.
Teachers strictly follow a pre-
Teachers adapt curriculum content
Curriculum planned curriculum, ensuring that
based on student needs, interests, and
Implementation all students meet the same
experiences.
learning objectives.
Conclusion:
Teachers using Stenhouse’s approach must be flexible, open to student-driven learning, and
skilled in facilitating discussions. In contrast, Bobbitt’s approach requires teachers to focus
on structure, discipline, and achieving predefined outcomes through direct instruction. Both
approaches have practical value, depending on the educational goals and learning
environment.
, 1.3 The practical implications for learners. (5) NB: (i)
Work copied directly from the handbook without
citations will be penalized. (ii) You are encouraged to
write in your own words to show your understanding of
the approaches to the curriculum. inc3701 esc3701
isc3701 (iii) You are also encouraged to use other
sources and cite these to give credit to the original
authors. pdu3701 ped3701 (iv) Proofread your work for
clarity, coherence, and grammatical accuracy. (v)
Length: ONE-TWO PAGES.
Practical Implications for Learners
1. Learner Autonomy and Engagement
In Stenhouse’s learner-centred approach, students take an active role in their
learning. They are encouraged to ask questions, explore topics of interest, and
construct knowledge through discussion and inquiry (Stenhouse, 1975). This fosters
independent thinking, problem-solving skills, and creativity.
In contrast, Bobbitt’s behavioural approach emphasizes structured learning with
clear instructions and repetition. Students follow a set path, mastering one skill at a
time through drills and reinforcement (Bobbitt, 1918). While this ensures
consistency and discipline, it may limit creativity and critical thinking.
2. Learning Experience and Motivation
The learner-centred approach promotes intrinsic motivation because students have
more control over what and how they learn. Learning is meaningful and relevant,
making it more engaging.
The behavioural approach relies on external motivation such as rewards and
punishments. While this can be effective in developing specific skills, students may
struggle with engagement if the material does not personally interest them.
3. Adaptability and Skill Development
Stenhouse’s approach prepares students for real-world challenges by emphasizing
adaptability, inquiry, and collaboration. Students learn to apply knowledge in
different situations, making them better equipped for lifelong learning.
Bobbitt’s structured approach is useful for developing specific competencies and
ensuring all students meet standard learning objectives. However, it may not
adequately prepare them for unpredictable and complex real-world situations that
require adaptability.
4. Assessment and Performance
