1.
Hidden Curriculum
The Hidden, or Covert, Curriculum
refers to messages communicated by an organization that are implied. The Hidden
Curriculum may have more influence than the Written Curriculum because it is
based on the norms and values of the organization. The Hidden Curriculum
includes ongoing school activities and routines that are not documented and can
indicate unofficial preferences for certain subjects. The scheduling or
prioritization of certain courses over others can point to a Hidden Curriculum
that some subjects are not as important as others.
2. Null
The null curriculum is what is not
taught. Not teaching some particular idea or sets of ideas may be due to
mandates from higher authorities, to a teacher’s lack of knowledge, or to
deeply ingrained assumptions and biases. Teachers and schools may not teach
that Christopher Columbus slaughtered many of the native peoples he encountered
when he "discovered" the Americas. Many teachers are under pressure
not to teach evolution.
3. Commentary
These three types of curricula can
allow us to identify the nature and emphases of the curricula in use in various
schools and school districts. The implicit and null curricula are of particular
interest for identifying the underlying assumptions and biases of specific
curricula and programs.
4. Electronic Curriculum
The Electronic Curriculum includes all
learning activities that are Internet-based. By acknowledging the existence of
the issues to be considered with the electronic curriculum, educators must take
into consideration the credibility of information on the Internet. Students
must develop critical-learning skills to determine the quality of information
they are researching.
5. Received
The received curriculum is not always
the intended or taught curriculum. Each
student brings their own background and prior knowledge to the classroom.
Student understanding is impacted by each student’s perception of the aligned,
hidden, null, spiral, and tested curricula.
Understanding of the received
curriculum is critically important as it guides the curriculum and instruction
decisions made by teachers and administrators.
Just because content was taught
does not necessarily mean it was caught.
In a Professional Learning Community educators meet on a regular basis
to assess the received curriculum and to provide information on student
understanding
6. Overt, explicit or written curriculum
is simply that which is written as part of
formal instruction of the schooling experience. It may refer to a curriculum
document, texts, and supportive materials that are overtly chosen to support
the intentional instructional agenda of a school.
Cuban (1992) calls it an intended
curriculum (recommended, adopted, official). It serves as a documented map of theories,
beliefs, and intentions about schooling, teaching, learning, and
knowledge—evidence in the development of teacher proof curriculum.
7. Curriculum-in-use
The formal curriculum (written or overt)
comprises those things in textbooks, and content and concepts in the district
curriculum guides. However, those "formal" elements are frequently
not taught. The curriculum-in-use is the actual curriculum that is delivered
and presented by each teacher.
8. Rhetorical
curriculum
Elements from the rhetorical curriculum
are comprised from ideas offered by policymakers, school officials,
administrators, or politicians. This curriculum may also come from those
professionals involved in concept formation and content changes; or from those
educational initiatives resulting from decisions based on national and state
reports, public speeches, or from texts critiquing outdated educational
practices. The rhetorical curriculum may also come from the publicized works
offering updates in pedagogical knowledge.
9. Societal curriculum
"...[the] massive, ongoing, informal
curriculum of family, peer groups, neighborhoods, churches organizations,
occupations, mass, media and other socializing forces that "educate"
all of us throughout our lives. "
10. Concomitant curriculum
What is taught, or emphasized at home,
or those experiences that are part of a family's experiences, or related
experiences sanctioned by the family. (This type of curriculum may be received
at church, in the context of religious expression, lessons on values, ethics or
morals, molded behaviors, or social experiences based on a family's
preferences.)
11. Phantom curriculum
The messages prevalent in and through
exposure to media.
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