The awareness of the classroom's 'hidden' assumptions can foster greater self-consciousness and compassion regarding those who are less fluent in the norms of the hidden curriculum.
The hidden curriculum of social assumptions thus is least harmful when it is not so hidden. An effective teacher cannot eliminate all social norms from the classroom, nor would this be desirable, but the teacher can grow more self-conscious and explicit about her expectations. Some of the teacher's assumptions might be valid, others might not be, but not until the rules of the hidden curriculum are revealed can they be fairly upheld. Hidden rules are often arbitrarily enforced, and frustrate those who do not understand them.
The 'hidden curriculum' has been viewed alternatively as insidious and necessary. The curriculum has even been called the conscious and the unconscious "indoctrination that attempts to maintain social privilege" within the framework of a formal education setting (Deutsch, 2004, p. 3). Yet it has also been called the "unstated rules necessary for successful completion of formal education studies" (Deutsch, 2004, p. 3). These rules can be powerful in shaping a student's self-esteem for good or ill. "What you learn in the hidden curriculum lasts a lifetime. If there is a contradiction between what's taught by the formal curriculum and what's taught by the hidden curriculum, people always believe the hidden curriculum. Always" (Ortberg 2009, p.1). A teacher who says that all students are valued, but shows implied favoritism to those of her background, or even those who excel in certain subjects will only be believed in terms of the 'hidden' curriculum she is teaching.
A hidden curriculum is not necessarily negative. According to one seventh grade student at a progressive middle school: "A lot of what we do at school has to do with responsibility. When we plan our end-of-the-year-trip, it's our responsibility to do the organizing and planning. If we don't work hard enough and plan well, it's our own fault if we don't go. When we have a problem with schoolwork, it's our responsibility to fix it, although teachers are always available...
The methods by which technology is utilized in the learning and instructional processes, and in many instances the lack thereof, creates a hidden curriculum that can define the value that is associated with such technologies (DiBello 2005). This will also influence the expectations of success that students have in the use of these technologies over the course of their lifetimes (DiBello 2005). Personal Experience In the course of my own teaching
Early in the 20th century, the value of automation had been demonstrated in business and industry, and education moved toward more regimentation in the form of more regimented curricula and statistically designed tests to measure the achievement of large groups of students (Moore, 1997). As this grew into an era emphasizing formal goals and objectives, it became easier to overlook the covert messages being taught along with the stated curricula. Some
For example, to assess arithmetic, number and operations concepts, the measurable objectives used include the pupil being able to demonstrate an understanding of the relative magnitude of numbers, being able to accurately solve problems involving proportional reasoning and applying properties of numbers. These criteria would be assessed and supported through documentation as evidence. To assess the overall depth of knowledge of each pupil, the attainment of each measurable objective
While the curriculum may be changing, it should not forget that developing insight into concepts, not just learning facts is important. According to Amy McAninch (2010) of Early Childhood Research and Practice, curriculums must reflect the principles of educational theorist Thomas Dewey and teach students how to learn. For example, when teaching geography, instead of learning facts about China and Australia, students should learn about what categories make up
Tested curriculum is that which is taught in order to be assessed. One example of tested curriculum would be in spelling, where a child is given a list of spellings to take home and learn in preparation to be tested at some later stage. There is no other motive behind the curriculum other than for the child to learn the information presented (Cuban, 1995). The hidden curriculum relates to the aspects
Curriculum Development in Nursing Education Knowledge and Skills Curriculum Development Issue in Nursing Education, Knowledge and Skills Nurses make use of wide-ranging theories, models, knowledge and skills in nursing practice. Both their skills and knowledge are gained from diverse methods --a few are 'hidden' from practice; However, all knowledge and skills sources ought to be assessed for quality and relevance and should they fail to meet national standards, they ought to be
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