Sample Solution

  A prescriptive model and a descriptive model are two common approaches used in curriculum development. The prescriptive approach involves the formulation of specific goals and objectives, while the descriptive approach focuses on describing existing programs and practices. Both models have their own advantages and disadvantages, which should be weighed when considering which model to use for curriculum development.

The primary advantage of using a prescriptive model is that it offers clear direction for curriculum developers. With this type of model, stakeholders can easily identify gaps between current practice and ideal outcomes. This allows them to focus resources on those areas that require improvement or need additional attention to reach desired results. Additionally, a prescriptive model provides structure for both teaching staff and students by providing clearly defined expectations for learning outcomes, allowing for greater consistency across classrooms or schools within an educational system. On the other hand, a major disadvantage of using a prescriptive approach is that it may limit teachers' creativity in classroom instruction or lead to an over-structured curriculum with too many rules and regulations that stifle student exploration or engagement in learning experiences. In addition, developing a successful prescriptive program requires extensive research into best practices as well as data collection on current performance levels so they can be compared against established targets; this could result in high costs associated with personnel time spent collecting such information and designing corresponding plans of action. In contrast to the prescriptive approach is the descriptive method, which focuses on describing existing programs rather than formulating new ones based on predetermined goals or objectives. An advantage of this method is that it allows stakeholders to analyze actual data from programs already in place without having to implement any changes; therefore saving time and ensuring continuity within existing systems or structures already familiar with staff members involved or invested in certain aspects of education delivery (i .e., parents). It also enables educators to gain valuable insight into patterns behind student performance by examining course curricula closely allowing them to prioritize resources accordingly—for example districts may identify where more professional development opportunities are needed if scores remain low after analyzing course materials utilized during instruction periods throughout different grade levels at various times during academic terms relative amongst one another year over year.. A disadvantage associated with utilizing this methodology is its tendency towards becoming overly focused on details instead of looking at broader/holistic picture perspectives—by concentrating too much attention onto individual components within particular school divisions administrators might miss out potential solutions concerning conflicts happening simultaneously between multiple facets schoolwide while failing take full account all variables involved due taking narrow minded perspective only focusing isolated microcosms isolated pockets campus environment instead seeing how pieces fit together larger puzzle leading missed opportunities improve efficiencies overall enterprise level thereby resulting stagnation impede progress being made otherwise possible had situation been addressed differently better macroscopic view offered alternative models evaluation assessment techniques had been employed beginning stages project implementation planning procedures were enacted outset prior commencement operations roll out respective initiatives originally scheduled accordingly