Dickson 1

Curriculum

A. Standards: They will be able to define curriculum, list the four different types of curriculum, what
they mean and give an example of each.
Learner Development- The teacher understands how learners grow and develop,
recognizing that patterns of learning and development vary individually within and across
the cognitive, linguistic, social, emotional, and physical areas, and designs and implements
developmentally appropriate and challenging learning experiences.
Instructional Strategies-The teacher understands and uses a variety of instructional
strategies to encourage learners to develop deep understanding of content areas and their
connections,
and to build skills to apply knowledge in meaningful ways.
1. Objectives Students will be able to define what Curriculum means. Students will be able to
describe the four types of curriculum. Students will also be able to give examples of the four types
of curriculum.
We will be using visual learning styles by viewing the teacher and the power point, we will also be
using aural learning style because we will be listen to the teacher and the power point, we will be
using verbal learning because I will be asking questions and students will be answering them, we
will be using solitary learning style because each student will be answering a worksheet on their
own we will be using physical learning still because they will be feeling out a work sheet.
B. Materials/Equipment: Becoming a Teacher by Forrest W. Parkway
Curriculum hand out
Power point
Examples 1- 4
Pictures, GIF to enhance my Power point
C. Procedures: *Pass out curriculum handout.
*You will be working on this throughout the lesson and we will be going
over the answers together as a class at the end.
*Start power point.
*Let’s look back on the things that you learned in elementary school, JR.
High or High school. What did you learn?
*Ask at least 3 students what they felt they learned in school.
*Next slide.
*What you learned in school is called curriculum. Would anyone like to tell
me what they think curriculum is? (At least 3 people)
*Next slide.
*Curriculum has 5 different definitions in the book. They are:
1. A course of study, derived from the Latin word currere, meaning “to run
a course.”
2. Course content, the information or knowledge that students are to learn.
3. Planned learning experiences.
4. Intended learning outcomes, the results of instruction as distinguished
from the means (activities, materials, etc.) of instruction.
5. All the experiences that the students have while at school.
*Did any of you guess any of these things? I knew that some of you would
get it right. The book did not thing that Curriculum was defined enough so they added on
more of their own:
*Next slide.
*6. Curriculum refers to the experiences, both planned and unplanned, that
enhance (and sometimes impede) the education and growth of students.
*Take a few minutes to answer number two on your work sheet. Let me
 Dickson 2

know when you are all ready to go on.

*Next slide.
*Elliot Eisner, a noted educational researcher said that, “schools teach
much more---and much less—than they intend to teach. Although much of what is taught
is explicit and public, a great deal is not.”
*Next slide.
*For this reason we need to look at the four curricula that all students
experience. The explicit curriculum, the hidden curriculum, the null curriculum and the
extracurricular/cocurricular program. The more we understand these curricula and how
they influence students, the better we will be able to develop educational programs that
do, in fact, prompt learning and growth.
*Next slide.
*The explicit or overt curriculum represents the publicly announced
expectations the school has for its students.
*This curriculum is made up of several components:
*Next slide.
*1. The goals, aims, and learning objectives the school has for its students.
2. The actual courses that make up each student’s course of study.
3. The specific knowledge, skills, and attitudes that teachers want students
to acquire.
*Next slide.
* They are written documents such as course description, curriculum
guides that set forth the goals and learning objectives for a school or school district, texts
commercially prepared learning materials, and a teacher’s lesson plans.
* Some examples of explicit curriculum range from learning how to read,
write or compute to learning how to appreciate music, art, and cultures.
*Let’s take a minute to answer questions 4 and 5. Please let me know when
you are ready to move on.
*Next slide.
* Hidden Curriculum (also called implicit curriculum) refers to the
behaviors attitudes, and knowledge the culture of the school unintentionally teaches its
students.
* What students learn via the hidden curriculum can be positive or
negative, depending on their day-to-day experiences at school.
*Hand out the four examples.
* Read the 4 examples out loud to the class.
* Discuss after all four examples are read.
* How did these examples make you feel?
How did you feel about the student?
How did you feel about the teacher?
What are some ways to make positive/ negative hidden curriculum?
Did these examples help you understand what hidden curriculum is?
*Next slide.
* As a result of Hidden curriculum of schools, students learn more than
their teachers ever imagine.
*Did everyone have a chance to answer numbers 6 and 7? Let me know
when you are ready to move ahead.
*Next slide.
* Discussing a curriculum that cannot be observed directly is like talking
about dark matter or black holes, unseen phenomena in the universe whose existence must
be inferred because their incredible denseness and gravitational fields do not allow escape.
In much the same way, we can consider the curriculum that we do not find in schools; it
 Dickson 3

may be just as important as what we do find.

*Next slide.
* “Null curriculum the options students are not afforded, the perspectives
they may never know about, much less be able to use, the concepts and skills that are
NOT part of their intellectual repertoire.” Elliot Eisner.
* Next slide.
* The kind of thinking that schools foster among students is largely based
on manipulations of words and numbers—skill that neuroscience informs us are performed
by the left hemisphere of the brain. Right hemisphere thinking is imaginative, subjective,
and poetic is stressed only incidentally.
* Next slide.
* Japanese schools, for example, require considerably more art, music and
literature, they must study handicrafts and calligraphy. They would be reluctant to consider
eliminating art, music or physical education including dance from their curriculum.
* Next slide.
*Why do we teach what we do? Why do we devote so much curriculum to
language arts, mathematics, science and history or social studies? Why don’t we teach
anthropology, sociology, psychology, law, economics, filmmaking or architecture?
* What do you think? Why do we teach what we teach?
* Next slide.
* “We teach largely what we teach out of habit, and in the process neglect
areas of study that could prove to be exceedingly useful to students” Eisner.
* Next slide.
* Extracurricular is extra activities outside of school that are considered
additions to the academic curriculum. Co-curricular is extra activities outside of school
that have important educational goals and not merely extras added to the academic
curriculum.
* Next slide
* Examples of extracurricular and co-curricular activities are: music,
drama, robotics, sports, student government, photography, honor societies, debate,
newspaper, yearbook just to name a few.
* Next slide
* The larger the school is the less likely kids will take place in extra
activities.
* Those who participate have higher self-concepts than those who do not.
* Students who participate in extra activities tend to have higher grades.
* Students that could benefit the most from extra activities because they
are at risk or below norm in academic achievement tend to not participate.
* Students from low socioeconomic backgrounds participate less often.
* Why do you think this happens? How come some participate and some
don’t?
* Next slide.
* Today we discussed a lot.
* What is Curriculum? My favorite answer: Curriculum refers to the
experiences, both planned and unplanned, that enhance (and sometimes impede) the
education and growth of students.
* What are the four types of curriculum, what they mean and what are
examples of each. The explicit curriculum, the hidden curriculum, the null curriculum and
the extracurricular/cocurricular program.

D. Closure: Go over the curriculum worksheet and see what has been learned and what some
of the students examples are.
 Dickson 4

E. Assessment: 1.What is the definition of curriculum?

a. Course content, the information or knowledge that students are to learn.
b. All the experiences that the students have while at school.
c. Planned learning experiences.
d. all of the above
2. Name four extracurricular/co-curriculum activities:
Some examples could be music, drama, robotics, sports, student government,
photography, honor societies, debate, newspaper, yearbook just to name a few.
3. What students learn via the hidden curriculum can be positive or negative, depending on
their day-to-day experiences at school. True/ False
4. What is explicit curriculum?
a. the things you do after school.
b. the way Japanese schools teach
c. the publicly announced expectations the school has for its students.
d. out of habit
5. What effects to hidden curriculum have on our students?
a. it can be positive or negative, depending on their day-to-day experiences at school.
b. they tend learn different on the right side of the brain then the left
c. they tend to have higher grades
d. they teach out of habit

F. References:

14 Cross Culture, Western Versus Non-Western Values, Retrieved from

https://www.slideshare.net/nimitchowdhary/14-cross-culture-1-hour.

Black Hole GIF, Retrieved from https://giphy.com/gifs/black-hole-YUZ8iQnl0guZy.

Black Hole Space GIF, Retrieved from https://giphy.com/gifs/space-nasa-black-hole-r6TMBbTRPQbHW.

The Brain Made Simple, Picture of right brain/Left Brain. Retrieved from http://brainmadesimple.com/left-and-
right-hemispheres.html.

Brooke, D. (2014). Stanford Professor Elliot Eisner, champion of arts education, dead at 80. Retrieved from
https://news.stanford.edu/news/2014/january/elliot-eisner-obit-011714.html.

Parkway, F. (2016). Becoming a Teacher. United States of America: Pearson Education, Inc.

Vorlet, C. (2008). Can You Become a Creature of New Habits?,Man Rolling the Wheel. Retrieved from
https://www.nytimes.com/2008/05/04/business/04unbox.html.

Why Do We Do the Things We do?, Child holding His Head with Question Marks Everywhere. Retrieved from
https://www.ted.com/playlists/301/why_we_do_the_things_we_do.
th
Example 1: I was in your 10 English class. I sure felt safe to take a
risk in your class. I actually tried hard, knowing I might fail, but
felt safe enough to do so. (Paul, Christensen, & Falk, 200, p. 23)
 Dickson 5

Example 2: I was in your 9 class and you praised me for my

creative writing. Until that time, I had never thought of myself as a
very creative person but your faith in me spurred me to choose
English as my major at the university. (Paul et al., 200, p. 23)

Example 3: The teacher just put [material] on the board and if you
don’t know how, the teacher get angry. I try to get help but when I
come after school, they gotta go somewhere and can’t help…like
when I ask somebody to help me, just because some other kid
won’t need help, then they think others won’t either; some kids are
smarter. (Wilson & Corbett, 2001, p. 38)

Example 4: I was in your 11th-grade biology class. I loved science

and biology until I took your class. You gave me a great disdain for
the subject. Your teaching methods bored the class to tears. We
read each chapter out loud at the beginning of the week and spent
the rest of the week working quietly on the questions at the end of
the chapter along with the endless dittos you passed out. We never
discussed anything and you never taught us anything. We were
graded on how well we could come up with the answers you
thought were right and heaven forbid if we did not head our paper
using the “correct” format. I think the only thing I learned in your
class was conformity. (Colucci, 200, p. 38)
Curriculum
1. How many definitions of curriculum do we have?

2. What is your favorite definition of curriculum?

3. How many kinds of curricula are there? 
 Dickson 6

4. What is the definition of explicit curriculum?

5. What is an example of explicit curriculum?

6. What is the definition of hidden curriculum?  

7. What is an example of hidden curriculum?

8. What is the definition of null curriculum?

9. What is an example of null curriculum?

10. What is the definition of extracurricular programs?

11. Give an example of an extracurricular activity­

12. What is the definition of cocurricular programs?

13. Give an example of cocurricular programs­