Sten House

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.
STENHOUSES 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
Stenhouses 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. Ill teach you map-reading skill
STENHOUSES 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 passed 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 dont 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' feedback.

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://
www.researchgate.net/publication/271964122_An_alternative_to_the_object
ives_model_the_process_model_for_the_design_and_development_of_the_curr
iculum

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SYUMAILAH BT DANH SAPRY

weaknesses, opportunity and threat of the model.

Stenhouse was a British Educational

lesson or unit-- processes, messages, conditions-- rather than

It is a way of translating any educational idea into a hypothesis

interaction of teachers, students and knowledge.

teachers and students as partners in meaning-making.

ANALOGY OF THE MODEL

experience moves and changes.

and teachers as facilitators.

language as language is learned through process (exam focuses on

this end result devalued.

the implication being that a students may under perform in an

with a focus on constructive conversation between students

guide the dialogue while studying students' feedback.

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