, QUESTION 1 (10 marks, 10 facts)
Ralph Tyler’s objectives (instrumental/product) approach and Lawrence Stenhouse’s process
approach represent two fundamentally different ways of understanding curriculum development.
Tyler views curriculum as a linear, product-oriented process focused on achieving pre-determined
objectives, while Stenhouse sees curriculum as a dynamic, process-oriented endeavour that
evolves during teaching (Booyse et al., 2020:16-18). The differences between these two
approaches are evident in five key areas:
Aspect Tyler’s Objectives Approach Stenhouse’s Process Approach
The teacher is a researcher and reflective
The teacher is primarily an implementer of practitioner who adapts the curriculum during
Teacher’s
pre-specified objectives and a transmitter of teaching. Stenhouse placed the teacher “right at
role
prescribed content (Booyse et al., 2020:16). the heart of the curriculum development
process” (Booyse et al., 2020:19).
The learner is a recipient of knowledge The learner is an active participant in
whose behavioural changes are measured constructing meaning. Stenhouse valued
Learner’s
against set objectives. Learning is individual learners expressing their own views and
role
and outcome-driven (Booyse et al., reflecting on experiences. Learning is
2020:22). learner-centred (Booyse et al., 2020:18).
Planning is linear, logical, and technical. The
Planning is descriptive, not prescriptive.
teacher follows four questions: purposes,
Curriculum Curriculum proposals are guidelines that change
experiences, organisation, and evaluation.
planning in implementation. Planning is “messy” and
Decisions are made by experts (Booyse et
adaptive (Booyse et al., 2020:18).
al., 2020:16-17).
Methods are determined by objectives.
Teaching is inquiry-based. Teachers research
Teaching strategies should achieve
Teaching while teaching, evaluate as they research, and
measurable outcomes efficiently. Focus is
methods change course as needed. Emphasis is on quality
on logical, systematic delivery (Booyse et al.,
of educational process (Booyse et al., 2020:18).
2020:17).
Assessment is objective, summative, and Assessment focuses on understanding,
based on behavioural evidence. Uses judgement, and self-assessment. The teacher is
Assessment questionnaires, tests, and work samples to a “critic, not a marker”. Assessment improves
verify if objectives were met (Booyse et al., learners’ capacity to work (Booyse et al.,
2020:16-17). 2020:19).
Ralph Tyler’s objectives (instrumental/product) approach and Lawrence Stenhouse’s process
approach represent two fundamentally different ways of understanding curriculum development.
Tyler views curriculum as a linear, product-oriented process focused on achieving pre-determined
objectives, while Stenhouse sees curriculum as a dynamic, process-oriented endeavour that
evolves during teaching (Booyse et al., 2020:16-18). The differences between these two
approaches are evident in five key areas:
Aspect Tyler’s Objectives Approach Stenhouse’s Process Approach
The teacher is a researcher and reflective
The teacher is primarily an implementer of practitioner who adapts the curriculum during
Teacher’s
pre-specified objectives and a transmitter of teaching. Stenhouse placed the teacher “right at
role
prescribed content (Booyse et al., 2020:16). the heart of the curriculum development
process” (Booyse et al., 2020:19).
The learner is a recipient of knowledge The learner is an active participant in
whose behavioural changes are measured constructing meaning. Stenhouse valued
Learner’s
against set objectives. Learning is individual learners expressing their own views and
role
and outcome-driven (Booyse et al., reflecting on experiences. Learning is
2020:22). learner-centred (Booyse et al., 2020:18).
Planning is linear, logical, and technical. The
Planning is descriptive, not prescriptive.
teacher follows four questions: purposes,
Curriculum Curriculum proposals are guidelines that change
experiences, organisation, and evaluation.
planning in implementation. Planning is “messy” and
Decisions are made by experts (Booyse et
adaptive (Booyse et al., 2020:18).
al., 2020:16-17).
Methods are determined by objectives.
Teaching is inquiry-based. Teachers research
Teaching strategies should achieve
Teaching while teaching, evaluate as they research, and
measurable outcomes efficiently. Focus is
methods change course as needed. Emphasis is on quality
on logical, systematic delivery (Booyse et al.,
of educational process (Booyse et al., 2020:18).
2020:17).
Assessment is objective, summative, and Assessment focuses on understanding,
based on behavioural evidence. Uses judgement, and self-assessment. The teacher is
Assessment questionnaires, tests, and work samples to a “critic, not a marker”. Assessment improves
verify if objectives were met (Booyse et al., learners’ capacity to work (Booyse et al.,
2020:16-17). 2020:19).
