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Hunkins Model

The Hunkin's Decision-Making Model is a multi-stage process for developing and implementing curriculum. It begins with conceptualizing and legitimizing the curriculum based on understanding social contexts and views. The second stage involves diagnosing needs, translating them into goals and objectives. The third stage is selecting content and experiences for instruction. Implementation involves piloting and then full diffusion of the program. Evaluation provides ongoing feedback to modify or discontinue the curriculum. The final stage is maintaining the curriculum over time. A unique feature is a feedback loop allowing adjustments between stages based on context.

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3K views2 pages

Hunkins Model

The Hunkin's Decision-Making Model is a multi-stage process for developing and implementing curriculum. It begins with conceptualizing and legitimizing the curriculum based on understanding social contexts and views. The second stage involves diagnosing needs, translating them into goals and objectives. The third stage is selecting content and experiences for instruction. Implementation involves piloting and then full diffusion of the program. Evaluation provides ongoing feedback to modify or discontinue the curriculum. The final stage is maintaining the curriculum over time. A unique feature is a feedback loop allowing adjustments between stages based on context.

Uploaded by

stephen misoi
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Hunkin’s Decision-Making Model

The first stage of this model is Curriculum Conceptualization and Legitimization. In this stage
participants are demanded to engage in deliberation regarding the nature of the curriculum. This
stage stresses understanding the nature and power of curriculum. It also confronts the various
conceptions of curriculum. In order for this deliberation to be successful, social contexts, such as
power politics, social and cultural views, have to be understood and deliberated. At this stage
views of curriculum and its purposes must be legitimized. This is not any easy process; but is the
most important.

The second stage of the model is Curriculum Diagnosis. This stage has two major tasks;
translating needs into causes and creating goals and objectives from the needs. To begin this
process educators develop needs analysis depending on the curriculum and the needs of the
students. The needs analysis is derived from student data. When a curriculum is approved and
becomes acceptable goals and objectives are generated to serve as guidelines.

The Curriculum Development Content Selection section 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 dealing with facts, concepts,
principles, theories and generalizations.

The next step in the Hunkin’s Decision- Making Model is Experience Selection. In this section
the emphasis is placed on instruction. Here is where the decision of how the content will be
taught or experienced. At this stage teachers will decide what materials will be utilized. After the
objectives/goals, content and instruction have been approved, is the next stage, implementation.
Curriculum Implementation has two stages. The first stage is initial piloting to work out any
minor problems and the second stage is the final diffusion stage. The final diffusion of the
program is where a management system is set up to ensure the curriculum is ready to be
delivered and experienced by the student.Once the program has been implemented then it can be
evaluated. Evaluation is the next stage. This stage continues as long as the program is in effect.
The purpose of evaluation is to furnish data to continue to modify, or discontinue the program.

The final stage of the model is Curriculum Maintenance. Curriculum Maintenance is the methods
and means by which the implemented program is managed to assure its continual functioning.

The Hunkin’s Decision-making Model has a unique feature called the feedback and adjustment
loop. This loop allows decision makers to refer back to previous stages to make changes and any
modifications. This loop contextualizes the process of creating and implementing curriculum.
This aspect of the model addresses many critics of technical models who say that technical
models are not related to the times or context in which decisions about curriculum are made.

References

Ornstein, A. C., & Hunkins, F. (2004). Curriculum foundations: Principles and theory (4th ed).
Boston: Allyn and Bacon.

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