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Question 1: Curriculum Approaches
1. 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.
The learner-centred approach of Lawrence Stenhouse and the behavioural approach of John Bobbitt
present two distinct perspectives on curriculum development and implementation. Stenhouse's
approach is rooted in progressive education, emphasizing the curriculum as a process that evolves
based on the context and the individuals involved. He believed in fostering learner independence
through self-discovery and critical engagement, encouraging creativity and reflection in learning. His
focus on inclusive education aimed to challenge and empower all learners by making the curriculum
adaptable and responsive to their needs. In contrast, Bobbitt's behavioural approach is grounded in
scientific principles, prioritizing structured, step-by-step instruction. His model assumes that
curriculum components are predefined and measurable, aligning closely with behaviourist theories
that emphasize observable learning outcomes. Learning, in this view, is a process of acquiring
predetermined skills and knowledge, making education systematic and goal-oriented.
1.2. The practical implications for teachers.
For teachers, these approaches have different implications. Stenhouse saw teachers as researchers
who continuously adapt their methods based on classroom experiences. He proposed that curriculum
should be descriptive rather than prescriptive, allowing teachers to modify lessons to suit their
learners' evolving needs. He encouraged collaboration between teachers and students in curriculum
planning, fostering a dynamic and interactive learning environment. Teachers, in this approach, have
the freedom to experiment and refine their teaching strategies, making education a flexible and
evolving practice. Bobbitt, however, positioned teachers as implementers of a structured curriculum,
where learning objectives are clearly defined in behavioural terms. Teachers must measure students'
progress based on observable changes in behaviour, ensuring that instructional goals are met. This
approach sees education as a systematic process, where teachers follow a set sequence of
instructional steps to achieve predetermined learning outcomes.
1.3. The practical implications for learners.
From the learners' perspective, these two approaches shape their roles and experiences in different
ways. In Stenhouse's model, learners take an active role in their education, engaging in critical
thinking and self-assessment. Rather than merely absorbing information, they explore concepts,
reflect on their learning, and develop a deep understanding of subjects. The focus is on enriching
learning through engagement and inquiry, helping students become independent thinkers. On the
other hand, Bobbitt’s behavioural approach views learning as a structured process where students
Please also note that the author of this document will not be responsible for any plagiarism you
commit.
Question 1: Curriculum Approaches
1. 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.
The learner-centred approach of Lawrence Stenhouse and the behavioural approach of John Bobbitt
present two distinct perspectives on curriculum development and implementation. Stenhouse's
approach is rooted in progressive education, emphasizing the curriculum as a process that evolves
based on the context and the individuals involved. He believed in fostering learner independence
through self-discovery and critical engagement, encouraging creativity and reflection in learning. His
focus on inclusive education aimed to challenge and empower all learners by making the curriculum
adaptable and responsive to their needs. In contrast, Bobbitt's behavioural approach is grounded in
scientific principles, prioritizing structured, step-by-step instruction. His model assumes that
curriculum components are predefined and measurable, aligning closely with behaviourist theories
that emphasize observable learning outcomes. Learning, in this view, is a process of acquiring
predetermined skills and knowledge, making education systematic and goal-oriented.
1.2. The practical implications for teachers.
For teachers, these approaches have different implications. Stenhouse saw teachers as researchers
who continuously adapt their methods based on classroom experiences. He proposed that curriculum
should be descriptive rather than prescriptive, allowing teachers to modify lessons to suit their
learners' evolving needs. He encouraged collaboration between teachers and students in curriculum
planning, fostering a dynamic and interactive learning environment. Teachers, in this approach, have
the freedom to experiment and refine their teaching strategies, making education a flexible and
evolving practice. Bobbitt, however, positioned teachers as implementers of a structured curriculum,
where learning objectives are clearly defined in behavioural terms. Teachers must measure students'
progress based on observable changes in behaviour, ensuring that instructional goals are met. This
approach sees education as a systematic process, where teachers follow a set sequence of
instructional steps to achieve predetermined learning outcomes.
1.3. The practical implications for learners.
From the learners' perspective, these two approaches shape their roles and experiences in different
ways. In Stenhouse's model, learners take an active role in their education, engaging in critical
thinking and self-assessment. Rather than merely absorbing information, they explore concepts,
reflect on their learning, and develop a deep understanding of subjects. The focus is on enriching
learning through engagement and inquiry, helping students become independent thinkers. On the
other hand, Bobbitt’s behavioural approach views learning as a structured process where students
