Bobbit Model vs. Stenhouse Model

Attribute	Bobbit Model	Stenhouse Model
Focus	Curriculum as a product	Curriculum as a process
Role of teacher	Transmitter of knowledge	Facilitator of learning
Student involvement	Passive recipients	Active participants
Curriculum development	Pre-determined and fixed	Emergent and flexible

Introduction

When it comes to educational models, the Bobbit Model and the Stenhouse Model are two prominent approaches that have been widely discussed and implemented in various educational settings. Both models have their own unique attributes and principles that guide teaching and learning practices. In this article, we will compare and contrast the key features of the Bobbit Model and the Stenhouse Model to provide a better understanding of their differences and similarities.

Bobbit Model

The Bobbit Model, also known as the scientific curriculum-making model, was developed by William H. Bobbit in the early 20th century. This model is based on the principles of efficiency and effectiveness in education. The main focus of the Bobbit Model is on the systematic organization of curriculum content to achieve specific learning outcomes. The curriculum is designed based on predetermined objectives and is structured in a linear and sequential manner to ensure that students acquire the necessary knowledge and skills.

• The Bobbit Model emphasizes the importance of clear and measurable learning objectives that guide the teaching and assessment processes.
• It follows a teacher-centered approach where the teacher plays a central role in delivering the curriculum content and assessing student learning.
• The curriculum in the Bobbit Model is often standardized and uniform across different educational settings to ensure consistency in learning outcomes.
• Assessment in the Bobbit Model is typically focused on evaluating students' mastery of predetermined objectives through standardized tests and assessments.
• Overall, the Bobbit Model is characterized by its structured and prescriptive approach to curriculum development and implementation.

Stenhouse Model

In contrast to the Bobbit Model, the Stenhouse Model, also known as the process curriculum model, was developed by Lawrence Stenhouse in the mid-20th century. This model is based on the principles of student-centered learning and emphasizes the importance of active student engagement in the learning process. The Stenhouse Model focuses on the process of teaching and learning rather than just the outcomes, and it encourages teachers to adapt and modify the curriculum based on students' interests and needs.

• The Stenhouse Model values the input and participation of students in shaping their own learning experiences and curriculum content.
• It promotes a more flexible and dynamic approach to curriculum development, allowing for greater creativity and innovation in teaching practices.
• Teachers in the Stenhouse Model act as facilitators who guide and support students in their learning journey, rather than as the sole providers of knowledge.
• Assessment in the Stenhouse Model is often formative and ongoing, focusing on students' progress and growth rather than just their final outcomes.
• Overall, the Stenhouse Model is characterized by its student-centered and participatory approach to curriculum design and implementation.

Comparison

When comparing the Bobbit Model and the Stenhouse Model, several key differences and similarities emerge. One of the main differences between the two models is their approach to curriculum development and implementation. The Bobbit Model follows a more structured and prescriptive approach, with a focus on predetermined objectives and standardized content, while the Stenhouse Model promotes a more flexible and student-centered approach that allows for greater adaptability and creativity in teaching practices.

Another key difference between the two models is their view on the role of teachers in the teaching and learning process. In the Bobbit Model, teachers play a central and directive role in delivering the curriculum content and assessing student learning, while in the Stenhouse Model, teachers act as facilitators who guide and support students in their learning journey, allowing for greater student autonomy and participation in the learning process.

Despite these differences, both the Bobbit Model and the Stenhouse Model share a common goal of improving student learning outcomes and fostering a positive learning environment. Both models emphasize the importance of effective teaching practices, clear learning objectives, and ongoing assessment to support student growth and development.

• Both models aim to enhance student learning outcomes through effective teaching practices and clear learning objectives.
• They both recognize the importance of ongoing assessment to monitor student progress and provide feedback for improvement.
• While the Bobbit Model focuses on standardized content and teacher-directed instruction, the Stenhouse Model values student-centered learning and teacher facilitation.
• Both models have their own strengths and limitations, and the choice of model to use in educational settings may depend on various factors such as the learning goals, student population, and teaching philosophy of educators.

Conclusion

In conclusion, the Bobbit Model and the Stenhouse Model are two distinct approaches to curriculum development and implementation in education. While the Bobbit Model emphasizes structured and prescriptive curriculum design with a focus on predetermined objectives, the Stenhouse Model promotes a more flexible and student-centered approach that values student participation and autonomy in the learning process. Both models have their own unique attributes and principles that can be beneficial in different educational settings, and the choice of model to use may depend on various factors such as the learning goals, student population, and teaching philosophy of educators.