Sten House q3h2c

By:

CURRICULUM STUDIES TSL 3143

SYUMAILAH BT DANH SAPRY NUR IMAN BT SUHAIMI FATIN AQILAH BT MOHD SUHAIMI

Task: If you were to change the current English language curriculum for primary school, which curriculum model would you use? Discuss in a 20 minutes discussion. Demonstrate a sound understanding of the curriculum model. Demonstrate a sound understanding of the strengths,

weaknesses, opportunity and threat of the model.

STENHOUSE’S PROCESS MODEL Lawrence Stenhouse

Born in 1926

Stenhouse was a British Educational Theorist who was credited to reshaping the curriculum.

cont.. Lawrence Stenhouse wrote one of the best-known explanations of the Process Model of Curriculum Theory (1975): "A curriculum is an attempt to communicate the essential principles and features of an educational proposal in such a form that it is open to critical scrutiny and capable of effective translation into practice."

WHAT IT IS ABOUT? This curriculum planning model focuses on the content of the

lesson or unit-- processes, messages, conditions-- rather than on the final product (most commonly: formal assessment). Regard personalized response to learning experiences;

“It is a way of translating any educational idea into a hypothesis testable in practice. It invites critical testing rather than acceptance” Emphasis on means (process) rather than ends (products).

cont… Stenhouse’s process theory promotes: More student choice. Looks at curriculum not as a physical thing but as the

interaction of teachers, students and knowledge. Content and means are developed as teachers and students

work together. There is a clear focus on learning, rather than teaching –

teachers and students as partners in meaning-making. Curriculum as active rather than technical exercise.

ANALOGY OF THE MODEL The teacher says: “You are all heading for different destinations. You may need different maps. I’ll teach you map-reading skill”

STENHOUSE’S PROCESS MODEL FIGURE Teacher Control

Students Control

Content Learning activities More student choice Environmen t Social and Life skill

Social and Life Skill

MAJOR TENETS/APPROACH KNOWLEDGE IS A PROCESS! FOCUS: Interactions between teachers, students, and the curriculum

at hand. Learners have a clear voice in the way their learning

experience moves and changes. Teachers are the only safety net! Competencies are always improved, never mastered.

TEACHER RESPONSIBILITIES BEFORE LESSON Decide upon important information to be learned/taught. Designate how to teach the information (teaching strategies). Set plan for action with essential components of the experience in mind.

DURING LESSON Guide conversations among parties that encourage critical thinking and

actions. Constantly assess the knowledge acquisition process and its outcomes. Determine each student's strengths and weaknesses.

STRENGTHS Works well in a collegiate setting

Focus on knowledge acquisition

Provides opportunitie s to improve social skills

Discussionbased

Student has more control

WEAKNESSES

Content can be lost

Could easily go off-track

No clear formal assessment

Lack of structure and control can make teachers uneasy

Not viable for every learner (ex. Really young children, some students with disabilities)

OPPORTUNITIES IN MALAYSIAN CONTEXT Actualized the 21st century education style which is learner-centred

and teachers as facilitators. Promote HOTS - students’ opinion and responses are taken into count. Produce productive teachers and hence be more competent (fulfil

PPPM). Long-lasting knowledge and skills can be ed down to generations

(fulfils NEPS). Produce child with proficiency in Bahasa Malaysia and English

language as language is learned through process (exam focuses on reading and writing skill).

THREATS IN MALAYSIAN CONTEXT Many have high expectation of exam success and don’t want

this end result devalued. There is a danger that examinations become a by-product with

the implication being that a students may under perform in an exam. Example: The pupils will not be able to perform well in big examination (UPSR, SPM) because the knowledge that they have is below the examination expectation.

IN SUMMATION Curriculum as a process is a free-form approach to learning

with a focus on constructive conversation between students and a continued maturation of their critical thinking skills. Teacher relinquishes much of control and merely helps to

guide the dialogue while studying students' . Students take charge of their own learning.

REFERENCES  http://infed.org/mobi/curriculum-theory-and-practice/  https://

www.safaribooksonline.com/library/view/educational-assessment-evaluat ion/9780415816793/xhtml/Ch014.xhtml  https:// www.haikudeck.com/stenhouse-1975-education-presentation-POuDDag7OD# slide6  https:// idoc-pub.sitiosdesbloqueados.org/publication/271964122_An_alternative_to_the_object ives_model_the_process_model_for_the_design_and_development_of_the_curr iculum