Curricular Model, Article Review Example

Introduction

A Learner-Centered Curricular Model is one approach to supporting an approach to education that is focused on the needs of the learner above all else. This approach requires an effective understanding and identification of student needs, as well as strengths and weaknesses, in order to accomplish the desired objectives in the classroom environment. In this context, it is important to demonstrate a high level of understanding of student limitations, as this will support the chosen model and provide students with a learning-centered strategy that will improve their academic performance and also their confidence. It is important to identify the challenges that must be addressed in this context and to reflect upon how the learner will best benefit from this model, given the context of the classroom setting, the mandates set forth by the educational institution, and the legal requirements of the program in question. A learning-centered model is likely to have a positive impact on students because their needs are taken seriously, instead of focusing on teacher preferences.

Purpose Statement

An article by Stanley and Dougherty (2010) addresses the Learner-Centered Curricular Model and how it impacts students directly in their daily activities, from hands-on learning experiences to homework assignments and examinations. It is under these conditions that there must be a greater focus on factors related to the student learner, rather than environmental conditions, mandates, or teacher identity (Stanley & Dougherty, 2010). Students should be provided with a curricular framework that emphasizes the importance of critical thinking and elements that involve students directly in their own learning through hands-on interaction and a greater focus on their specific needs (Stanley & Dougherty, 2010). In this context, students must be provided with opportunities to share their insights regarding the chosen curricula and how it might impact their current and future learning over time (Stanley & Dougherty, 2010). There are important factors to consider in the development of curricular models that emphasize the student above all else, because these must remain focused and should target areas that require improvement in order to minimize student weaknesses (Stanley & Dougherty, 2010). These efforts support and sustain the development of new factors that will encourage teachers to explore learning-centered approaches as the primary method of focus in the classroom setting (Stanley & Dougherty, 2010).

Analysis

This article utilizes the nursing-based platform as a means of exploring the issues that impact nursing students and that may prohibit their academic growth; therefore, it is important to reflect upon these challenges and to be understanding of the needs of students above all else (Stanley & Dougherty, 2010). These lessons may be applied to a variety of contexts and may encourage individuals to reflect upon the issues that are most important to them, and encourage teachers to take risks and focus on students and their needs above all else. This strategy requires teachers to work closely with their students in order to identify their needs and to be flexible in their curricular decisions. This process is likely to translate into positive learning experiences for students that support their own academic growth and development. It is the responsibility of teachers to take any and all steps possible to focus on their students, to discuss their options regarding learning improvements, and to be communicative regarding the issues that may require additional work and focus. This process will support student engagement and encourage teachers to work closely on making improvements in the curricular process whenever possible, as this will translate into positive and meaningful learning outcomes for students and improve their academic performance.

References

Stanley, M. J. C., & Dougherty, J. P. (2010). A paradigm shift in nursing education: A new model. Nursing Education Perspectives, 31(6), 378-380.