https://www.youtube.com/watch?

v=bdT3GlcA5D0
https://youtu.be/TY4Yoyur3X4

https://www.youtube.com/watch?v=ZNX-a-5jGeM

https://www.youtube.com/user/nestevejohn/videos

https://www.youtube.com/watch?v=QTHp3ZpAOys

https://www.youtube.com/watch?v=TY4Yoyur3X4&t=84s

https://www.youtube.com/watch?v=rflWPVE_XtY

https://www.youtube.com/watch?v=88gqMJNKwEk

https://www.youtube.com/watch?v=vSXTBnnx4OA

https://www.youtube.com/watch?v=SimFy9wOMXY

https://www.youtube.com/watch?v=nVPrWz8Jfgo
https://www.youtube.com/watch?v=5GyJqQSebt0

https://www.youtube.com/watch?v=1IG7t3kheGk

https://www.youtube.com/watch?v=aMU1RaRulSo

https://www.youtube.com/watch?v=aMU1RaRulSo

https://www.youtube.com/watch?v=z0187f8gqfU

https://www.youtube.com/watch?v=sJuJH_GT36k

https://www.youtube.com/watch?v=oTCh0eWhZ6o

https://www.youtube.com/channel/UCobWLQy5RRDMk253E-KO1yw

CURRICULUM MODELS
Introduction

In this chapter we are going to learn about models of curriculum development. We will look at different curriculum models and
curriculum development approaches and how their ideas help to shape curriculum development. We shall also look at curriculum
organization and principles of curriculum construction.
 
6.1 Define the concept of curriculum models
Meaning of a Model
Models suggest a representation of a certain theory. They aid in bringing a theory to reality. They are used to turn theory into practice.
They reduce the bewildering complexity of theories by limiting our scope to practice features. Models can be used as tools with which
to think about curriculum, thus stimulating research and the formulation of new theoretical concepts. Models of curriculum design
enable us to understand the nature and process of curriculum development.  Some of the models of curriculum designing are:
A. Hilda Tabas model (1962)
B. Tyler Model (1949)
C. G. P, Oluoch (1982)
 
6.2 Breakdown the Taba’s model of curriculum designing
A. Taba’s Model of Curriculum Designing
According to Taba (1962) “A curriculum is essentially a plan of learning” She says that for a curriculum to be more thoughtfully
planned and more dynamic it should be orderly designed. Taba proposes that curriculum should be designed according to the
following seven steps:
1 Diagnosis of needs.
2 Formulation of objectives
3 Selection of content
4 Organization of content
5 Selection of activities/experiences
6 Organization of learning activities experiences.
7 Determining what to evaluate and the ways and means of doing it.
 
Diagnosis of Needs
Diagnosis is a very important part of curriculum development.  It is a process of determining the facts, which needs to be taken into
account while making curriculum decisions.  Curriculum has to accommodate different types of learners and this can best be done
after determining what the students know, what they can understand, the skills they have and the mental processes, they have already
mastered.
 
Diagnosis of Achievement
Achievement means what has been accomplished or attained.  Diagnosis of achievement is a process of determining the levels of
attainment.  The purpose is to determine how well children have achieved the set objectives. The concepts and information they have
mastered, their difficulties, attitudes, feelings and interests are all diagnosed.
 
The diagnostic information is used to establish standards, locate causes of weakness, gauge level of attainment, which is possible,
bridge the gap between general needs and particular group and setting up bench arks for evaluation.
Diagnosis of Children as Learners
That is the age, grade, place they live in, sex, level of intelligence, family background, language of communication, interests and level
of motivation.
 
Formulation of Objectives
Taba (1962) says, formulation of clear comprehensive objectives provides an essential platform for the curriculum. Following are the
criteria for formulating objectives according to Taba Hilda
1 A statement of objectives should describe both the kind of behavior expected and the content to which that behavior applies.
2 Complex objectives should be stated analytically and specifically enough so that there is no doubt as to the kind of behavior
excepted.
3 Objectives are development, representing roads to travel rather than terminal points.
4 Objectives should be realistic and should include only what can be translated into curriculum and classroom experiences.
 
Classification of Objectives
Classification of objectives means, grouping of the objectives.  The grouping of objectives permits rational thinking about the
objectives and suggests the types of learning experience needed to attain them and the types of education techniques necessary to their
adequate appraisal.  The objectives can be classified as follows:
1 Knowledge objectives
2 Skills objectives
3 Attitude objectives
4 Application objectives
 
Specification of Objectives
The general course objectives should be well defined and translated into more specific objectives to provide adequate for the
curriculum.  The term translation means that the specific objectives should be clearly related to the general or major objectives and
that the greater specification of objectives is for the purpose of adjusting the major objectives to the specific content and to the
developmental needs of the learners
 
Consequently, it is absolutely essential to define and translate the above course objectives into more specific objectives.  The course
objectives have been defined and then translated into unit objectives which are further translated into chapter objectives.
Selection of Content
After the objectives have been formulated, then the content is selected.  According to Taba, content should be selected according to
the following criteria:
1 Content to be selected should be valid or useful.
2 Content should be easy to learn.
3 The content should be appropriate to the needs and interests of children.
4 The content should be consistent to the social realities.
 
Organization of the Content
After the selection of the content, it is organized according to the following criteria:
1 Organize the content from simple to complex.
2 Organize the content from known to unknown.
3 Organize the content from whole to part
4 Provide for a variety of modes of learning for example writing, modeling drawing painting, discussing, experimenting, fields trip
etc.
 
Selection of Learning Activities and Experiences
With the tentative content in hand, begin to select learning activities and experiences.
Select learning activities and experiences according to the following criteria:
1 Visualize what children need to know, do or experience.
2 Know the needs and skills of children,
3 Include a variety of ways of learning of children. For example, reading, writing, observation, doing, discussing and constructing.
 
Organize the Learning Activities and Experiences
After selecting the learning activities and experiences, organize them according to the following criteria:
1 Organize them from simple to complex.
2 Provide for integration of learning activities and experiences.
 
6.6 Assess and determine the various methods of evaluation
Determine what to evaluate and the methods of evaluation.
Last, but not the least, you should decide on how will know that the set targets have been achieved and the methods you will use.  The
methods may include observation and questioning. Thus, when you are planning and developing a curriculum you will ask yourself
series of questions.
 
Hilda Taba, who worked with Ralph Tyler in various curriculum development projects, did not believe that curriculum should be
developed from a top down model. She argues that the basically “deductive” processes of curriculum development done by curriculum
specialists reduce the possibilities for creative innovations in curriculum design. Taba developed a five-step sequence for engineering
curriculum change, which she calls her methodology of curriculum development. It includes:
1 Experimental production of pilot units by groups of teachers. In order to do this there are various processes that must be undertaken
by the teachers:
▪ Diagnosing needs
▪ Formulating specific objectives
▪ Selecting content
▪ Organising content
▪ Selecting learning experiences (activities)
▪ Organising learning experiences (activities)
▪ Evaluating
▪ Checking for balance and sequence
2 Testing of the experimental units in different classrooms and under varied conditions to see their validity and teachability (Taba
1962, p. 458). Now the new units are given to other teachers to use. These teachers will have children in the same classes, but
may be from different types of school or regions. This phase could involve peer teaching: The teachers who developed the
pilot units could assist the other teachers in using the units by demonstrating use of specific materials and methods and
explaining their own experiences and insights which they gained as they developed the units.
3 Revising and consolidating the curriculum units. Based on the use of the units in the various geographic, socio-economic and
culturally different schools, the units are revised so they may be used in all types of schools. Once this generalisation is done,
the units are horizontally coordinated; that means the content, objective and learning activities are reviewed for coherence
across subjects within a grade level. They are appropriate because it covered curriculum developed across different grade
level they are reviewed for coherence within a subject across different grade levels.
4 Developing a curriculum framework. After a large number of units have been developed and tested by the teachers, the curriculum
specialists would review them for overall scope, sequence and coherence. They would look carefully at the consolidated units
to ensure that the content and learning activities built from simple to complex with no gaps in the learning. They would also
 assess whether the units are theoretically sound reflecting knowledge of children’s development and content knowledge of
the various subject areas. Finally, they would reflect on their own philosophies and those implied within the units so that
there is no conflicting philosophies within the curriculum.
5 Installation and dissemination of the new units. This process may involve teacher training in in-service workshops or courses, and
this reorienting may take up to a full year for all of the teachers to be properly prepared for the new curriculum.
 
Although there may be problems in implementing aspects of this model of curriculum development, Taba clearly makes a contribution
by her emphasis on the close relationship of theory and practice. Her suggestion that the practitioners (teachers) who work with and
understand the learners closely be actively and initially involved in the development process is an important point which should not be
ignored. It is for that reason that K.I.E and NACECE have teachers participate in the curriculum development workshops.
6.3 Discuss the Ralph Tyler’s Model of curriculum design
B. Ralph Tyler’s (1949) Model
According to Tyler (1949), curriculum designer should follow the following steps when developing a curriculum.
Formulate Objective
An objective will indicate the expected outcome for learning and should give some indication of the context of the learning activity.
For example, a teacher might plan for children to learn about basic shapes (Square, triangle and circle) by naming and classifying
plastic and wooden shapes.
Select and Organize Content
The selection of content related to the above objective is quite straightforward.  The teacher will provide children with a variety of
geometric shapes made of plastic and wood in a learning activity centre.
Select and Organize Learning Activities
Learning activities are selected from the content to achieve the set targets 1.  For the above content, the teacher might first make
shapes available for free explanation.2.  The teacher will then label “Stages in curriculum Development process in KIE. These are
circles.  This is a circle. . Let us find one square. What do we call this shape? What do we call this group of shapes?
Deciding on the Methods of Evaluation in Children’s Progress
As the activity progress, the teacher can assess children’s grasp of the basic content of shape by observation and questioning.   After
evaluation the teacher may decide to make changes in objectives, content, learning activities and experience (Curriculum re-
development). Ralph Tyler was known in America as the Father of Curriculum. He believed that curriculum should have a scientific
basis, not just be based on values and philosophies. His ideas appeared to be strongly influenced by John Dewey.
 
Tyler believed that for curriculum to be scientific it should have an underlying theoretical rationale. He used four fundamental
questions to develop the rationale. By asking and answering these four questions, curriculum developers have the mandate to develop
curriculum. In fact his basic curriculum theory was derived from the four questions to be explored by the educationalists. The
questions were:
1 What educational purposes should the school seek to attain? This questions helps us to identify what our aims, goals and objectives
are.
2 What educational experiences can be provided that are likely to attain these purposes? This question helps us to identify the subject
area and content we need to include to attain our objectives and goals.
3 How can these educational experiences be effectively organised? This question guides us on how the instructional methods and
learning activities should be organised for maximum learning.
4 How can we determine whether these purposes are being attained? This last question refers to how we will evaluate or assess the
learning outcomes. By applying this question we want to know how we will find out according to Tyler whether the learners
develop the expected knowledge, skills or attitudinal change.
 
Tyler believed that educational aims and objectives were from various areas of knowledge. He said that there are three sources of
knowledge used to obtain these educational objectives: Studies of the learner, studies of societal forces and problems and suggestions
about objectives from subject specialists.
 
When it comes to the areas of instructional methods and learning activities, Tyler suggests four criteria for organising learning
activities. These important criteria, which are still applied today, are:
▪ Continuity: this is the vertical repetition of the major curriculum from one age group of learners to the next. For example, if
development of science processing skills, such as observation and prediction are important as objectives, then throughout the
curriculum at all levels instructional methods and learning activities to develop these skills would be identified. Thus, the
students would have repeated and continuing opportunities to practice these skills from nursery up to and beyond secondary
school.
 
▪ Sequence: this refers to the repetition of curriculum elements, but from the simplest form to more complex to the most complex.
Thus, sequence is similar to continuity but goes beyond it. In sequence, the students are exposed to learning activities that
become increasing complex in vocabulary and, sentence structure that discuss it, as well as application and conceptual level.
A good example is the concepts of “interdependence” or “pollution”, which can be introduced at nursery and taught at every
level in education with more complex terms and activities. This means that with each subsequent repetition across the years
of schooling, the level of abstraction, the difficulty of the content, and the complexity and precision required in using it are
 progressively increased.
 
▪ Integration: This refers to the horizontal relationship between curriculum activities. The idea is to have the curriculum activities
organised so that the learners have a unified and integrated experience. The topic of number is mathematical, but specific
aspects of the concept can be also developed through music and movement, physical games and play, English, social studies
and science. By developing activities in all of these areas children’s knowledge of number is developed more quickly and
with a deeper understanding. By the way, this is one of the basic ideas for the thematic curriculum.
 
Others have built on Tyler’s four sequential questions and suggest that the elements of the curriculum are not independent. Giles,
McCutchen and Zechiel (1942) believe that Tyler’s four functions in curriculum development (identifying objectives, selecting the
means for the attainment of these objectives, organising these means and evaluating these outcomes are interrelated and should occur
at the same time. They also say that our decisions about selecting of education objectives, selecting and organising the subject matter,
organizing instructional methods and learning experiences and the using systematic evaluation procedures should be made
concurrently and with a philosophically base. Tyler did not recognise the basis of philosophy so much in his ideas of curriculum. Even
though many new ideas have come to refine or change his initial rationale for curriculum, the contributions of Ralph Tyler to the field
of curriculum theory are substantial.
6.4 Outline Olouch’s essentials of curriculum development
C. Olouch’s Essentials of Curriculum Development
Olouch wrote in the context of the Kenya situation. Although most people think of education as the same as going to school, he
believed that this was wrong. He defined education in a much broader way: Education is the process of acquiring and developing
desired knowledge, skills and attitudes (Oluoch, 1982). This definition is superior to many others as it suggests that education is
continuous across the life span and can occur outside school settings.
 
According to Olouch, curriculum came from the Roman word racecourse, a tract followed by horses in a race. Curriculum came to be
considered a course of study followed by a school or some other teaching institution and also an individualized syllabus in educational
institution. He believes that curriculum should be defined as everything that is planned by an educational institution to help the
students learn whatever it is that the institution would want them to learn (1982, p. 7). It includes the formal course of study, extra-
curricular activities and other informal activities within the school environment. Olouch developed a conceptual framework of the
school curriculum which is shown in the figure 1.1.
 
Figure 1.1    Olouch’s Conceptual Framework of School Curriculum.

We see then from this diagram that Olouch had the objectives for the learner (what is desired that the learners’ should attain), the
learning activities (how the desired objectives are to be accomplished, including the learning activities within the content and the
student assessment (evaluation of the learning outcome).
 
We also note that he includes three different dimensions of school curriculum.
1 Formal dimension: Refers to the learning activities within or outside of classrooms and schools that are normally undertaken by
students as formal class work.
2 Non dimension: Refers to learning activities organised in a less rigid manner. The students are not formally grouped as for class
work, but group themselves according to interests, aptitude and ages. They may occur in or outside classrooms and schools,
and are part of the broad comprehensive education programme made available to learners.
3 Informal dimension: Consists of the guided aspects of learning activities that go on in the school all the time, such as interactions.
Although these represent part of the hidden curriculum of schools, it is only the activities that relate to the planned aspects of
the environment that count as informal learning activities. The extent of stimulation provided by learning resources within the
learning environment is an example of the informal dimension.
 
These various dimensions are useful for us to remember since they suggest that we need to plan not just for the formal classroom
learning activities.
 
Olouch described various stages to be used in the process of curriculum development.
1 Information gathering: This is a process of collecting information about the need for and feasibility of the curriculum development
process. It should address the issues of what information should be collected, from whom should it be gathered, who should
collect it, who should coordinate this process and what should it be used for.
2 Formulating the curriculum project: This is the process of looking if the curriculum project is desirable and also feasible, and if it is
then the curriculum development is described within a written project report.
3 Planning the curriculum: This component involves considering each dimension of the school curriculum carefully in reference to:
▪ Understanding and stating the goals and objectives of the curriculum,
▪ Determining, organising and stating the necessary learning objectives
▪ Determining and stating the methods that will be used in assessing the progress and achievement of the learners.
 
1 Selection and preparation of materials and equipment: In this component the requirements for the materials and equipment to be
used in the curriculum are identified and costed. At this point who will prepare the new materials and how they are to be
prepared or made are also discussed so that they will be ready for the new curriculum.
2 Curriculum Try-out: In this component the curriculum, the materials and the equipment are piloted. They are used in a few schools
to see if the desired results occur. If not, revisions are made before the implementation.
3 Curriculum Implementation: At this point the new curriculum is used in the various schools. The phase may require teacher in-
servicing or orienting to the new curriculum, provision of support services and facilities and introduction of possible
organisational changes with the schools and districts educational systems. It will be important to inform the general public
about the new curriculum and to address their concerns.
4 Curriculum Project Evaluation: In this component the curriculum project is evaluated, and this evaluation focuses on the planning
phase, the implementation phase and when it is completed after a specified period of time. This component should be focused
on clearly identifying what exactly is to be evaluated, why it is to be evaluated and how it is to be measured.
 
Curriculum Approaches
Conceptualisation of a Curriculum
“How we conceive curriculum and curriculum making is important because our conceptions and ways of reasoning about curriculum
reflect and shape how we see, think and talk about, study and act on the education made available to students. Our curriculum
conceptions, ways of reasoning and practice cannot be value free or neutral. They necessarily reflect our assumptions about the world,
even if those assumptions remain implicit and unexamined. Further, concern with conceptions is not “merely theoretical”.
Conceptions emerge from and enter into practice (Cornbleth, 1990).
Schubert (1986). “A quick survey of a dozen curriculum books would be likely to reveal a dozen different images or characterizations
of curriculum. To analyze and discuss all of the images that have been advanced would be a massive undertaking, since more than
eleven hundred curriculum books have been written in the present century.
What can be done more economically is to categorize major conceptions of curriculum according to six different aspects:
(a) Curriculum as content or subject matter,
(b) Curriculum as a program of planned activities,
(c) Curriculum as intended learning outcomes,
(e) Curriculum as discrete tasks and concepts,
(d) Curriculum as cultural reproduction,
(f) Curriculum as an agenda for social reconstruction, and
(g) Curriculum as “currere” (interpretation of lived experience).”
The first four of these aspects of curriculum are often considered different aspects of the formal curriculum. They consist of different
focuses of what is officially considered important by government for preparation of pupils and students for appropriate development
of its citizens.
Aspect (f) as an agenda for social reconstruction relates to the need in the educational system to address emerging issues in society,
which are then added into the curriculum. For example, when certain social and personal aspects of development were omitted in pre-
school curriculum and the academic only was promoted, UNICEF pressed to have Life Skills added as a separate activity area for pre-
school children.
Aspect (g) is related to how the pupils interpret their educational experiences and results in learner friendly curriculum or curriculum
that develop the learners’ critical consciousness. This may result in a different approach to the development of the curriculum or lead
to a different focus of the curriculum entirely.
These six aspects of curriculum are present within three different types of curriculum. The approach or method followed when
developing curriculum influences the nature and quality of the curriculum.
 
Types of Curriculum Approaches
▪ Traditional Curriculum
▪ Learner Driven (Learner/child Centred) Curriculum
▪ Critical (Problem Solving) Curriculum
 
Three Approaches to Curriculum (characteristics)
Issue Traditional Approach Learner-Driven Approach Critical Approach

. Students articulate learning

. Curriculum developer (publisher, state,
. Who determines institution) sets goals and chooses learning
curriculum? experiences, evaluates, plans and proposes
curriculum
. Teacher leads the class while
goals that spring from their
following the lead of learners
real-world roles
. Students, rather than
. Students help plan
“outsiders,” become experts
curriculum

What does knowledge . Appears neutral and equitable in its . Created through the . Not fixed – dependent upon
 interaction among students, text,
and teacher

availability interaction  . Autobiographic – depends on

of student and text. Builds on the politics of identity brought
look like? . Exists “out there,” can be organized and what learners already know. to learning
transmitted Relevant to students’ real-life . Complex interaction between
. Is observable and measurable context text, the teacher, and what is
taught
. Knowledge is created, rather
than taken in

. Learning happens in social

contexts
. Pre-determined goals
. Education is political
What are the underlying . Instruction is transparent and
. Learning happens in a linear, step-by-step
assumptions? based on purposes students . Language and power are
fashion
determine connected
.  Expert knowledge is important
. Learners actively build on
knowledge and experience

. Abandons technician mentality

. A classroom with chapter plans, homework,
grades possibly . Apolitical on the surface . Addresses social and
What might this look community issues of importance
like in action? . Skills-based/sequenced textbooks or . Drawn from adults’ lives in . Curriculum not set in advance;
workbook with pre- determined learning their everyday contexts emerges from “action and
goals interaction of the participants”
(Doll, 1993)

. Portfolios, self-assessment
instruments
. Performance of the student’s
. Objective, observable “scientific” means contextualized goal . Measures of social and
How is learning
personal change
assessed?
. Can provide comparative scores . Continuing, involving . Levels of critical
metacognitive strategies consciousness reached
. External performance levels do
not apply
 
Curriculum Organization
Curriculum organization is a circular process and curriculum’s objectives are a starting point.  These selection and organization of
curriculum content and learning activities is recurring aspects of the long- term organization and implementation of a curriculum.
 
Teachers should be willing to review objectives from time to time in terms of the success of planned activities.  As result of evaluation
of children’s involvement in activities, the extent of their learning achievement, and enjoyment the:
1 Objectives may be retained
2 Objectives may be modified
3 Objectives may be dropped and replaced with other objectives.
 
A very important use of evaluation is determining, whether objectives have been realized.  When teachers decide on objectives for
curriculum, they should at the same decide on how the objectives will be evaluated.  If an objective cannot be evaluated has no real
value.
6.5 Examine the principle of curriculum construction
Principle of Curriculum Construction
What are the principles you will follow when construction curriculum for your children?  Principles are guiding rules. They are the
rules, which will guide you when constructing, or designing or making a curriculum.  The principles include:
 
1. Principle of Child Centeredness
When designing a curriculum for your children, you should keep in view the child’s abilities, interests and needs.
 
2. Principle of Actual Participation
The curriculum should provide opportunities for actual participation of children.  There should be activities for children to do.
 
3. Principle of Co-Ordination And Integration
The curriculum should provide fullness of experience i.e. there should be maximum co-ordination and integration between curricular
and co-curricular activities.  Curricular activities refer to the activities planned and organized in classroom and co-curricular activities
refer to activities done outside the classroom.
 
4. Principle of Community Centeredness
Education should prepare a child to fit in his/her community.  This is possible only when the curriculum is central on the community
of the child that is the content and activities of the curriculum should originate from the culture of the child.
 
5. Principle of Conservation
Curriculum should include activities and experiences, which will help in the conservation of past heritage.  Heritage means history and
culture. Curriculum should preserve what is useful and add what is helpful in solving the life problems.
 
6. Principle of Variety And Elasticity
Curriculum should provide a variety of activities because of individual differences and freedom of choice.  Children are different in
terms of abilities, interests and age. For children to learn best, there should be a variety of activities.  Curriculum should also be
flexible and not rigid and should accommodate necessary changes.
 
7. Principle of Social
Curriculum should meet the needs of a society i.e. should cater for the aspirations of a society.  The curriculum should provide
knowledge and skills to make children useful in their society.
 
8. Principles of Activity Centeredness
Children learn by doing.  Unless they do activities they will never learn.  Curriculum should provide a variety of activities for children
to do.  The activities should be selected according to the abilities, interests and age of children.
 
9. Principle of Creativity
Curriculum should promote or develop children’s creativity.  It should provide activities, which will enable children to exercise their
environments according to the needs of the time.
 
10. Principle of Utility
Curriculum should have value to children and society or community of the child.  It should be of practical use to children. The
curriculum should give due emphasis to work experience.  It should provide knowledge and skills children need to be useful to
themselves, families, communities and to the nation (Kenya).

Curriculum and Instructional Design Models that best fits in the Philippine Education System
26AUG2015 Leave a comment
by yoyok89 in Uncategorized 
In one article in Business Mirror by Max V. De Leon in 2011 he mentioned that the Philippines ranks a poor seventh among nine
Southeast Asian nations in the area of education and innovation. What are other countries doing in education that makes them on top?
What is in their curriculum and instruction that is not actually found in ours?

Identifying the curriculum and instructional design models that best fits our country is complicated.  Careful analysis and judgement
must be done first and before anyone can analyze he must be knowledgeable of the current principles, policies and practices that guide
curricularists and instructionists in our country. Another equally important aspect to think about is the knowledge and understanding
of the different approaches, designs and models. Its similarities, and differences matters also.

Curriculum is the central to education. Every teacher of whatever subject matter in a formal organizational structure like a school or in
a loosely planned set up which is engaged in teaching must make decisions on what particulars to teach, what students should learn
and how will they be able to learn.

In the study of Curriculum, there are different approaches observed and identified; The development approach ( this model proposes
that development of typical and atypical children progresses in a predictable sequence), functional approach ( the philosophy of this
approach is that students with severe disabilities need to acquire age appropriate and functional skills); and the Ecological
Approach ( reflects characteristics of both individual student and environments in which his or her participation is desired).
In the Philippine context of curriculum these approaches are very much take into consideration and are embedded in the education act
of 1982(I. General provisions, Chapter 2, Section 4, Declaration of Objectives) which is quoted as:

“Provide a broad general education that will assist each individual , in the peculiar ecology of his own society, to: (a) attain
his potentials as human being; (b) enhance the range and quality for individual and group participation in the basic functions
of society and (c) acquire the essential educational foundation of his development into a productive and versatile citizen.”
Curriculum and instruction design in the Philippines is actually a product of religion, economic, political and social influences and
events that took place over a long period of time. Colonial rules in the Philippines tailored the curriculum to serve colonial goals and
objectives.

Pre Spanish Curriculum

Looking back in the Pre Spanish Curriculum the Filipino possessed a culture of their own. They had contacts with other foreign
people. The inhabitants were civilized people, possessing their systems of writing, laws and moral standards in a well organized
government. As stated in the rule of Baranggays their code of laws – the code of kalantiao and Maragtas, their belief in Bathala, and
the solidarity of the family were obedience and respect is practiced. Education is informal, unstructured, and devoid of methods.
Children were provided more vocational training and less academics by their parents and in the houses of tribal tutors.

Spanish Curriculum
The Spanish Missionaries aim to control the Filipinos, both body and soul. The curriculum then consisted of 3 R’s (Reading, wRiting,
and Religion) to attain goals — the acceptance of Catholicism and acceptance of Spanish rule. Education during this period was
religion – oriented; it was for the elite class only.  Liberalized through the enactment of the Educational Decree of 1863 .The schools
were parochial or convent schools. The main readings were mostly  catecismo. The method of instruction was mainly individual
instruction

American Devised Curriculum

The motive of the Americans was to conquer the Filipinos not only physically but also mentally. The curriculum was based on the
ideals and traditions of America and her hierarchy of values. English was the medium of instruction. The primary curriculum
prescribed for the Filipinos consisted of 3 grades which provides training in two aspects: 1. Body Training – PE ; 2. Mental Training –
English, Nature Study, and Arithmetic.

Commonwealth Curriculum
In 1935-1946, it is considered as the period of expansion and reform in the Philippine Curriculum. The educational leaders expanded
the curriculum by introducing courses in farming, domestic science, etc.  Commonwealth Act 586, also known as educational Act of
1940, recognized the elementary school system.

 
 
Japanese Devised Curriculum
They devised a curriculum for the Filipinos to suit their vested interest. They introduced many changes in the curriculum by including
Nippongo and abolishing English as the medium of instruction and as a subject. All textbooks were censored and devised. Caused a
‘black out’ in Philippine Education and impeded the educational progress of the Filipinos.

Liberation Period
In 1945 – steps were taken to improve the curriculum existing before the war, some steps were to restore grade VII, to abolish the
double-single session, and most especially to adopt the modern trends in education taken from U.S. The curriculum remained basically
the same as before and was still subject-centered.

Philippine Republic Curriculum

Great experiments in the community school and the use of vernacular in the first two grades of the primary schools as the medium of
instruction were some of them. An experiment worth mentioning that led to a change in the Philippine Educational Philosophy was
that of school and community collaboration pioneered by Jose V. Aguilar.

Schools are increasingly using instructional materials that are Philippine-oriented. Memorandum No. 30 1966 sets the order of priority
in the purchase of books for use in the schools were as follows:

Books which are contributions to Phil. Literature

Books on character education and other library materials; and

Library equipment and permanent features

The K to 12 Program covers kindergarten and 12 years of basic education (six years of primary education, four years of junior high
school, and two years of senior high school [SHS]) to provide sufficient time for mastery of concepts and skills, develop lifelong
learners, and prepare graduates for tertiary education, middle-level skills development, employment, and entrepreneurship .
Curriculum designs lend form to, and chart provisions for, the processes of learning and teaching and become concrete and operational
at various stages of educational practice. It provides varied qualities and powers of experience and knowledge. There are different
designs of curriculum:

 Subject/teacher centered curriculum is based on subject. All knowledge is transferred through the subjects;
 Learner Centered Curriculum there is a link between courses and children psychology. It is according to the interest and
tendency of children. It brings together cognitive, emotional and environmental influences and experiences for acquiring,
enhancing or making changes in learners knowledge, skill , values and world views.
 Activity based curriculum involves anything students do in a classroom other than merely passively listening to an
instructor’s lecture.
 Integrated curriculum refers to a non compartmentalized approach. It is a learning theory describing a movement toward
integrated lessons helping students makes connections across curriculum.
 Core curriculum refers to the heart of experiences every learner must go through. It is a course of study, which is deemed
central and usually made mandatory for all students of a school or school system.
 Hidden curriculum may support or contradict each other as well as the written curriculum.
 Collateral curriculum is designed intentionally to afford students the opportunity to learn empowering concepts, principles
and ideas peripheral or outside the subject being taught.
 Null curriculum is that which is not taught in schools it sends a covert message about what is to be valued.
 Spiral curriculum is a curriculum as it develops should revisit this basic ideas repeatedly, building upon them until the
student has grasped the full formal apparatus that goes with them.
  
Revisiting the different curriculum implemented in our country, their aims, characteristics and objectives will tell that they will fit into
one or more curriculum designs mentioned above. Program for Decentralized Education Development (PRODED) is more of content
based; The Basic Education Curriculum (BEC) and Secondary Education Development Program (SEDP) addresses the learner and the
learning process. National Elementary School Curriculum (NESC)-  the first research – based curriculum in the country. There were
fewer learning areas and put emphasis on mastery learning; New Secondary Education Curriculum (NSEC) focuses on the
improvement of performance in Science, Math and Communication; BEC 2002/ RBEC 2002 focused on the basics of improving
literacy and numeracy while inculcating values across learning areas to make it dynamic. It also put emphasis on the use of integrative
learning approaches. The 2010 Secondary Education Curriculum (UbD Model 2010) has a main tenet is understanding versus facts, in
which students must understand not just to memorize facts. The most recent is the K-12 Curriculum which aims for holistic
development and acquisition of 21st century skills.
Curriculum is useless not unless it is implemented; part of the implementation process is to decide what particular instructional design
will be used. There are actually a lot of models of instruction to be considered, each one of them has its own strength and weaknesses.
Others are almost a copy of one with only one or two differences.

In our country, most of the teachers are not actually aware of what type of instructional models they are using or what instructional
model will be of great help to the learners.  In reality they design their lectures based on what they’ve done before, copied what is on
the book or the past teachers were using. Others consider themselves as innovative since they are using technology based instruction
design. They are really missing the very heart of instruction who is the learner.
Instructional design and curriculum design is dependent on what kind of learner we have and the current trend in society exists.
Therefore as future curricularists we must design a flexible curriculum that will cater the need of the present time. Something that
could be of use to everyone and will meet the aims, objectives and goals of the Philippine Education.

From all of these it can be concluded that there is no single best curriculum design or instructional design that will fit to the Philippine
Education system. Ours can be compared into a kare-kare dish, composed of different ingredients (different curriculum design)
perfectly mixed together in a pan (our society) to satisfy the taste buds of every Filipino learner.

https://yoyok89.wordpress.com/2015/08/26/curriculum-and-instructional-design-models-that-best-fits-in-the-philippine-education-
system/
In short, Taba  advocated for a flexible model of curriculum renewal based on joint efforts of practicing teachers, educational
administrators and researchers. Her curriculum model covers many of the critical topics, from aims and goals of education, the
selection of the content, the process of organizing learning and school development, and evaluation at different levels.

The Taba Model was developed by Hilda Taba (1902 – 1967), an architect, a curriculum theorist, a curriculum reformer, and a teacher
educator. She was born in the small village of Kooraste, Estonia. Taba believed that there has to be a definite order in creating a
curriculum.
Hilda Taba is the developer of the Taba Model of learning. This model is used to enhance the thinking skills of students.  Hilda Taba
believed that there must be a process for evalutating student achievement of content after the content standards have been established
and implemented. The main concept of this approach to curriculum development is that teachers must be involved in the development
of the curriculum.