SHAUTUL DAMIA

FARHAH NAJEEHA
LIYANA FATINI
SYUHADA
SYAFIQAH AQILAH
 BIOGRAPHY
FRANCIS HUNKINS
Francis P. Hunkins
Born in May, 1938, Cambridge, Massachusetts.
A professor in University of Washington for 35
years, majoring in curriculum development,
problems and curriculum theory.
He became a visiting professor twice at the
University of Monash and also at an Institute of
Education in Hong Kong during the 1999.
 BIOGRAPHY
Since his retirement, Dr. Hunkins has been active in
writing educational books.
During his career, he has written 21 educational
books and numerous articles.
 INTRODUCTION
CURRICULUM MODELS
A model is a format for curriculum design
developed to meet unique needs, contexts and
purposes.

HUNKINS MODEL
Hunkins (2009) suggest that although curriculum
development models are useful, it is often
overlook the humans aspect such as the personal
attitudes, feelings, values involved in curriculum
making.
 HUNKINS MODEL
HUNKINS DECISION MAKING MODEL

HUNKINS COGNITIVE THOUGHT MODEL

 DECISION MAKING MODEL
There are 7 stages in the Hunkins model are being accepted as decision-making :-

2. Diagnosis
1. Curriculum
conceptualization
and legitimization 3. Content
selection

7. Maintenance
Stages
4. Experience
selection

6. Evaluation 5. Implementation
1. Curriculum Conceptualization and Legitimization

Various concepts of the curriculum are identified

and examined (considering social and cultural
views).
Conversing with various players to interpret the
discourses generated in the field.

2. Diagnosis

Translating needs into causes .

Creating goals and objectives from the
needs.
 3. Content selection

Deals with the what that is to be taught or

learned.
The content refers to the stuff of the
curriculum.
Content or the what refers to the procedures
students learn to apply knowledge and skills
and to communicate to others.
 4. Experience selection
Deals with instruction.
How content should be delivered .
What teaching methods to be employed,
what activities to make learning effective and
enjoyable.
Allows you to select instructional methods,
instructional materials & media offering an
interesting variety of learning experiences.
 5. Implementation
Initial piloting.
Final diffusion of the tested program.
Offers role clarification, provisions of support
services, staff development programs,
modifications of procedures and
communication.
 6. evaluation
Evaluation continues as long as the program is effective.

The aims of education in this model can be stated precisely

because it involved a rational approach.

Broaden many other fields in education such as Human Science

and Humanity.

However, it is focused on the conceptual structure rather than

what student need.

The purpose of evaluation is to provide data to continue to change

some parts of the program or discontinue the program.
 7. Maintenance
Curriculum maintenance is the methods by which the
implemented program is managed to assure its
continual functioning.
In this model, some ways to maintain the programs
are:
Educating teachers to master their subject matter.

Ensuring supplies of materials for teachers to teach.

Have supervisors to assist teachers so that they will

improve their teaching.
COGNITIVE THOUGHT MODEL
Based on the process thought of itself.
Existing knowledge + new knowledge = new
knowledge.
Highly dependent on the resources and context in
which the learner is making on new information.
Occurs in real-time.
This model can operate in conjunction with other
processes, in the form of information exchange or
alone.
 COGNITIVE MODEL STEPS
From Ornstein and Hunkins (2004)

2. Starting-Up
1. Learner 3. The Main
readiness Process

Steps
7. Final State 4. Possible
Interpretation and
Resumption

6. Contemplation
5. Purpose
 1 Learner Readiness
The ability of the learner to focus on the task
at hand, be it physical or mental, by ceasing
other distractions.

2 Starting-Up
Action initiation is made with conscious
efforts by the learner.
 The Main Process

It is when cognition of new thought

begins.
This is where the learner stops preparing
and becomes engaged.
 Possible Interpretation and
4 Resumption

This steps occurs while the learner is

engaged.
The learner has the option at this point to
decide if it is more advantageous to continue
in the steps, if it is necessary to stop and
restart or if it is permissible to stop without
restarting.
 Purpose
The point of this step is to allow the learner to
make a determination of whether or not the
original intent of the learning is being fulfilled.

6 Contemplation
In this step the learner, assuming the all prior
steps were worked successfully, must now
start to look for a conclusion in the physical or
mental task that they have been engaged in.
 7 Final State

This step allows the learner to

contemplate the results of the prior
engagement that is now completed.
CONCLUSIONS