The four models described in the article are transmitted, product, process, and praxis. The benefits of transmitted are it is an order of contents approach, it’s a process that knowledge is transmitted to the students in an effective way, and the teachers who follow this model often have no concerns with curriculum issues. The drawbacks of this model are that a syllabus typically doesn’t emphasize the importance of topics or what order they should be studied in, it is only concerned with content, and teachers will limit their planning to the content they want to transmit to their students, according to the article.

            The benefits of the product model are it is very organized, the curriculum is not resulted from ‘armchair speculation’ but from study, and has a clear notion of outcome so that content can be organized and the results can be evaluated, according to the article. The drawbacks are there is no social vision and there is not a programme to guide the process of curriculum construction. It also takes away from the students and they are left with little to no voice and can also result in unanticipated results, according the article.

            The benefits of the process model are that the interactions between teachers, their students, and the knowledge is key. Outcomes are not the central idea for learning. The students have a voice. The drawbacks, according the article, are it has such a wide, broad term that it has become interchangeable with ‘education’ and can lead to a huge variety on content. The quality of this model falls onto the quality of the teacher following it.

            The benefits of praxis, according to the article, are that action is also committed, collective understandings are closely watched as well as structural questions. Also, it is committed to exploring the practice with their peers. A drawback is that it is a more radical view.

The most common model used in my schooling experience has been the process model. Certain elements of the transmitted and product models have been experienced as well but in my own experience the process model has been most relevant.

Some things these models made possible in the classroom is continual learning, structured guidelines to learning, the hidden curriculum including the nature of relationships between teacher and student and class organization, steps to accomplishing goals, and working with others.

            Some things made impossible by these models in the classroom are that the process and praxis models present problems in context to informal education (according to the article) and that some curriculum aspects only truly make sense alongside the class, the teacher, the course, the lesson, and basically anything to enhance the learning of the individual.