Presentation on theme: "The Hidden Curriculum: What Is It and Why Should I Teach It?"— Presentation transcript:
1The Hidden Curriculum: What Is It and Why Should I Teach It? Paraeducator VideoConference SeriesThe Hidden Curriculum: What Is It and Why Should I Teach It?Allegheny Intermediate UnitTraining and ConsultationAdapted from,Tina LawsonDonna SalkinPattan
2PaTTAN’s MissionThe Pennsylvania Training and Technical Assistance Network is an initiative of the Pennsylvania Department of Education working in partnership with families and local education agencies to support programs and services to improve student learning and achievement.
3PDE’s Commitment to Least Restrictive Environment (LRE) Recognizing that the placement decision is an Individualized Education Program (IEP) team decision, our goal for each child is to ensure IEP teams begin with the general education setting with the use of supplementary aids and services before considering a more restrictive environment.
4Local PolicyYour local school district, IU, preschool or employing agency’s policies regarding paraeducator job descriptions, duties, and responsibilities provide the final word!This slide refers participants to their local district policies for the final word on paraeducator duties and responsibilities since there is a wide variance among districts across the Commonwealth.4
5AGENDA Welcome The Hidden Curriculum Identifying the Hidden Curriculum Strategies for Teaching the Hidden CurriculumToday we will talk about the Hidden Curriculum, identify places where the hidden curriculum may be in operation, and I will give you some strategies to teach the skill lessons the children need.
6Learner Outcomes Participants will: Define the hidden curriculum Name an environment in which the hidden curriculum operatesList 3 strategies for helping students to understand the hidden curriculumThese are the objectives we will accomplish today.The following skill and knowledge areas will be addressed:Standard # 2 – Development and Characteristics of LearnersK1 Effects an exceptional condition(s) can have on an individual’s lifeStandard # 4 – Instructional StrategiesK1 Basic instructional and remedial strategies and materialsS3 Use strategies as directed to facilitate effective integration into various settingsS4 Use strategies that promote the learner’s independence asdirectedS5 Use strategies as directed to increase theindividual’s independence and confidenceStandard # 5 – Learning Environments & Social InteractionsK1 Demands of various learning environmentsS4 Use strategies as directed, in a variety ofsettings, to assist in the developmentof social skills
7Hidden CurriculumA term used to describe the unwritten rules and expectations of behavior that we all seem to know, but were never taughtBieber, 1994Curriculum is defined by the American Heritage dictionary as “a course of study, often in a particular field.” You might think of math or science curriculum. Each year there is a book that leads you through a group of lessons on various topics.Just like there are academic curricula, there is also a social curriculum. Social curriculum is not as scripted as academic curricula. There are few books that can give us the definitive rules for appropriate social behavior that are as definite as the addition or subtraction facts that you teach your students. The Hidden Curriculum is not written…it’s observed. Those who are good observers of the hidden curriculum are socially adept. Those who are not good observers of this unwritten curriculum are often considered weird, rude, or social outcasts.For example, students quickly learn that gum chewing in some classes will be accepted while in other classes it won’t be accepted. No book teaches them the skill for determining where gum chewing is accepted.For example, most students know that it’s not a good idea to tell an off-color joke in front of an adult…especially a teacher.Most students know that it’s not smart to argue with a teacher or policeman…even if they are wrong.These are skills that most students seem to know but were never taught.The phrase “hidden curriculum” was coined by Phillip Jackson in Life in Classrooms, He used the idea to draw attention to the fact that schools do more than transmit knowledge…we need to understand education as a socialization process.We learn both written and unwritten rules and the unwritten rules are often the hardest to learn.
8The Hidden CurriculumWhat are some social skills that students just seem to learn without being taught?Ask participants to talk with their neighbor and list 3 social skills.Ask for some of these untaught social skills to be shared.Participants may say things like:not cursing in front of the principalnot fighting on the playground,who to sit with in the cafeteria
9Hidden Curriculum When you’re ready to say: I shouldn’t have to tell you…Everyone knows that…Common sense tells us…It should be obvious that…Myles, 2004, with permissionHow do you know if a social error is a hidden curriculum error? These phrases provide a clue. It’s common sense that and everyone knows that…(examples)you don’t tell the principal that if he were nicer to kids they would like him betterYou don’t pick you noseYou should not have to pay students to be your friendYou don’t pass gas in classThese are all indicative of information most students understand without being taught explicitly
10Hidden CurriculumWhen your teacher gives you a warning about behavior and you continue the behavior, you are probably going to get into trouble.Do not tell other students they smell and they need to wear deodorant.These are some examples of the hidden curriculum.Many students do not understand the first bullet.Some students just do tell other students they smell, they are fat, they are ugly, whatever. To some students what is …is.Tony Atwood tells a story about a student who was in line with his mom at the market. The woman in front of them was exceedingly heavy. The boy looked at his mom and said in a loud voice: “she’s fat.” The mom was embarrassed and said “Shhhhhhhhhhh that’s not nice.” The boy yelled in a loud voice” but mommy she is fat!”This is an example of a student who does not understand the hidden curriculum of what you can and cannot comment on!
12Hidden CurriculumJust because the bell rang, that doesn’t mean the teacher is finished teaching.If a classmate tells you to do something that might get you in trouble, tell them to do it themselves.Many times students need to be taught that they have to wait until the teacher tells you to go or until you see the other students packing up their things.Some students have to be taught that friends do not ask friends to do something that will get them in trouble. They need to be taught that this will not make you seem cool, it will make you seem gullible and laughable.Sometimes students with Asperger’s Syndrome are so desperate for friends they will do anything. These students are smart enough to know they want friends, but not socially aware enough to make friends.
13Hidden CurriculumWhen a teacher tells another student to stop talking, it’s not a good idea to start talking.When you hear another person using incorrect grammar, do not correct every time.When a teacher tells Johnny to stop talking, is that teacher only talking to Johnny? NO! The teacher is telling everyone in the class to stop talking.Children with Asperger’s are likely to correct anyone! They are the police of the school rules. This doesn’t endear them to other students or teachers…especially when teachers use grammatically incorrect sentences.VIDEO OF SOCIAL SKILL LESSON
14Hidden Curriculum Different teachers have different rules. When another child is getting in trouble, it’s not a good time to show the teacher something.Do not draw violent scenes at school.Some teachers allow you to talk and others do not allow you to talk. The rules will always change…it won’t do any good to focus on the fact that it’s not fair.Some children like to draw very explicit drawings Many are thought to be threatening because of drawings. If this is a student with autism, he may have been modeling something he has seen. For some students, this might be a sign that here is a problem. Talk to your teacher or guidance counselor if this happens.These are some hidden curriculum items that have to be explicitly taught to some students. We will talk about strategies to teach the hidden curriculum a little later. Now we’re going to look at some other places the hidden curriculum exists.
15Hidden CurriculumWhen you are taking a shower in a group setting, do not sustain eye contact or watch other people.When you are with classmates or coworkers, do not pick your nose, pass gas, or scratch a private body part.This is critical to teach your students who are going to be taking PE in school or joining a gym. Some students have to be taught where to look.Your students have to be taught where to do this. These are things that most people do. Teaching the student not to do it is not the answer. Teaching them where to do it is the answer!
16What other words or phrases might have two meanings? The Hidden CurriculumCan include words:Shut upFatTake your timeWhat other words or phrasesmight have two meanings?“shut up” can mean…stop talking but it can also mean “wow” or “amazing”Fat can mean an overweight person or it can mean “cool” or “hip”The meaning of these words depend on the context in which they are used. Many of our students lack that understanding. How many times have you used the phrase “take your time’?What can that phrase mean?
17What other body language might students have to read? The Hidden CurriculumCan also include body language:SmilesFrownsEye rollingFinger pointingWhat other body languagemight students have to read?Body language is how we communicate or speak with our body. It includes gestures, facial expressions, body posture, and tone of voice. Understanding body language is an important aspect of being able to develop relationships. (Myles, 2004)A smile can mean I’m happy to see you because I like you but it can also mean I’m happy I got you in trouble.A frown can mean one is unhappy…what else can a frown convey?What can eye rolling or finger pointing mean?
18What are some other examples of the Hidden Curriculum? Differs across:AgeGenderPeopleCulturesWhat are some other examplesof the Hidden Curriculum?AGE: A 9 year old boy who wants to get a girl’s attention, may pull her hair, make silly faces, or gently push or bump into her.A 16 year old boy trying to get a girl’s attention using those behaviors would be considered weird.A 25 year old male who engaged in those behaviors would seem like a menace or dangerous.Gender: A girl may say “I like your shirt” or “Your hair is pretty.” Generally boys don’t make these comments. No one ever teaches them, they just know not to make them.People: Adolescents may slip in a curse word with friends but know that cursing in front or your principal, or minister, or teacher is not a good thing.In some cultures, a loud belch at the end of a meal signifies appreciation for a good meal. In other cultures, it’s just plain rude!
19What else might you have to teach? Hidden CurriculumWhat most students just “know” in thefirst few days of school, you may haveto teachWhat is cool to wear and whatis a “no no”Which teachers allow gumchewingWhen you can curse!What else might you have to teach?Richard Lavoie, an expert in supporting students with challenging learning profiles, teaches hidden curriculum items that teachers do not generally teach such as:The shortest way to travel from class to classWhich teachers or administrators are “safe” people to talk with if you don’t understand something that was said or done. For example, if another student uses a word or phrase you don’t understand, who can you ask the meaning without getting in trouble?Which kids will give you an honest answer without trying to get you in trouble
20Does this person need instruction in the hidden curriculum? Select a clip. Try episodes of the big bang theory or Parenthood. Or describe a student you know.
21The Hidden Curriculum Gym Church/synagogue/mosque Funeral Home School assemblyPolice StationACTIVITYGroup yourselves in twos or threes and discuss the hidden curriculum that a student might need to learn to function in each of these settings. Be prepared to share your thoughts.Participants may suggest:Gym—wear what the other kids wear for gymChurch—talk quietly. Do what others do, (stand, sit or kneel).Don’t talk back to the person conducting the ceremony. Don’t ask questions,.Funeral Home—talk quietly. Don’t ask to touch the bodySchool Assembly—sit quietly or cheer based on the nature of the assembly, clap when others clap. Do not boo or say that’s stupidPolice Station—do not say you did something if you didn’t—even if the officers say you can go home if you say you did it. Do not hit the officer.Note that it’s important to pay attention to the cultural expectations.
22Does this person need instruction in the hidden curriculum? You can add videoclips that show individuals who do not understand the hidden curriculum of an event. For example:Inappropriate dress for a partyTalking back to a police officerGoing to school in pajamas or some other inappropriate dress.Exhibiting poor table manners.
23Hidden Curriculum Eating: Chew with your mouth closed Keep your food in your mouthPut your napkin on your lap, not under your chinDo not eat someone else’s food without askingDon’t blow your nose in the napkinDo not put ketchup on everything…it may gross out othersBurping out loud is not niceHere are some hidden curriculum skills that we commonly follow.
24Teaching the Hidden Curriculum Before teaching begins:Assess the environmentList the expectationsDecide what information the student needs to learnIdentify situations that may alter the environmentDevise a method for teaching the skillWhat is it about the environment that the student may have to be taught directly? Is the environment predictable? Does the PE teacher always follow the calisthenics, then run, then game routine or does it vary daily?What are the expectations of the teacher? For example: students may need to be taught that the PE teacher likes to be called “Coach” instead of Mr. Jones. Does Coach require school sanctioned gym uniforms or can students wear whatever they want to wear?What does the student need to learn? For example, how the student will know if Coach is angry or pleased; how to ask for help; whether you can joke with Coach or not; teacher’s pet peevesWhat might alter the environment? A shortened schedule might shorten the length of PE. A substitute teacher might change the order of the class activities, the rules in PE may change on field dayHow will we teach the skills needed to operate in this environment? We might use direct instruction, videomodeling, or a visual strategy as a reminder.
25Teaching the Hidden Curriculum Teacher-Pleasing behaviors:ExpectationsPleasing behaviorLikes and dislikesA look “might mean: time to work, or that’s correct, or I am not pleased, etc”Each teacher will have different characteristicsTeacher expectations have to be taught because they vary teacher to teacher.Some teachers like teacher-pleasing behaviors and some teachers are annoyed by them.Some student have to be taught the “teacher look” and how to know if a teacher means business.Sometimes you need to take a picture of the teacher to teach the “teacher look.”Students have to be told which teacher will accept a joke.
26Does this person need instruction in the hidden curriculum? You can add video clips that show individuals who do not understand the hidden curriculum for teacher expectations. For example, video clips might show:A student who is arguing with a teacherA student who doesn’t understand that the teacher is angry with the studentA student who makes a joke and clearly the teacher doesn’t appreciate the joke
27Teaching the Hidden Curriculum Social skills must be:taught in a direct and explicit manner just like you teach academic skillspracticed just like you practice your golf swing!Direct and explicit mean that you have a lesson plan and that you demonstrate what the student is supposed to do, allow the student to practice the skill that you are trying to teach, and that you provide situations where the student can demonstrate his or her understanding of the skill.Once and done does not work. It takes 21 days to make or break a habit. These skills need to be practiced daily.Tiger Woods didn’t learn to be a golfer by playing one game, then going on the pro tour.
28Teaching the Hidden Curriculum REMEMBER:If you are ready to discipline astudent for a social error…ASK YOURSELF:Have I taught and practiced theskill the student needs?_____________ is from the Greekword meaning ___________!Discipline is from the Greek wording meaning TEACH.Have Participants fill in the bottom of the slide.
29A Social Skill LessonYou may look to identify a video that shows a social skill being explicitly taught.How to raise your hand and ask a questionHow to enter a group and be included in the conversationWhere to stand when talking to another person.
30Teaching the Hidden Curriculum SAFE PERSONUnderstands the student’s characteristics and perspectiveRespects the student and can listen without interrupting and judgingKnows when to listen and when to offer adviceUnderstands triggers that can lead to a meltdownBrenda Smith Myles 2004The Hidden Curriculum is ever changing based on many factors such as school, classroom, teacher, parents , etc. As instructors of students who are socially challenged, we have to be able to have a variety of strategies to teach students the skills they need to operate in and learn from their environment.This strategy is one of my favorites and one that every student needs, particularly a student who is socially challenged.A safe person can be anyone in the student’s environment who can explain the meanings of words, phrases, or situations in a way the student can understand without being judgmental or offended by the nature of the question.This slide contains some of the characteristics of a Safe Person.
31Teaching the Hidden Curriculum Teach phrases that will get studentsthe information they need from theSafe Person:What does_______mean?Help me understand….When (person) says/does_____, what do they mean?Show me a better way to…Students must be taught how to get the information they need. You might consider teaching these phrases in non-threatening ways so that when the student is upset he or she is fluent with the language he or she needs.What does___________ mean can be taught during reading.Help me understand (how to put this puzzle together, do a math problem, etc.)After you’ve taught the phrases, provide these sentences on an index card the student carries with him or her. When the student begins to get upset over a schedule change, you can point to the sentence that says help me to understand…why gym is ending at 1:00 instead of 1:30.When a person says YOU ROCK, what do they mean? I’m not a rock!
32Teaching the Hidden Curriculum SOLVE StrategySSeekSeek to understand all aspects of the Hidden CurriculumOObserveObserve what people are doing and NOT doingLListenListen to what people are saying and NOT sayingVVocalizeVocalize…ask questions, check for understandingEEducateEducate…teach and learnKnowledge is power!HANDOUT 1 IN YOUR HANDOUT PACKETSOLVE can be a way of viewing the world and can be used in most environments. This is not only a way to teach students to look at their world, it’s a way that adults can look at the environment so that they can observe what hidden curriculum operates and how to teach it to students.SEEK: Since the hidden curriculum is always changing, this step reminds us to be on the lookout for social situations in which the student will need explicit instruction.OBSERVE: Observation is one way we can learn about the Hidden Curriculum. Take time to evaluate the social situation before interacting. Teach students to watch how people act with each other; watch their movements; watch to see if others join a group or stand alone.LISTEN: Pay attention to what others are talking about…movie, concert, book, music? Listen so you can join the conversation by talking about what they are talking about.VOCALIZE: If you are unsure of an idiom, slang term or gesture, quietly ask for someone to explain it to you. If you don’t know what to wear to an event, ask a safe person. (If you’ve taught the sentences for safe person, the student will have the words he or she needs to ask.)EDUCATION: If you see someone struggling to understand a situation, you may want to help by explaining it. Remember that sometimes others don’t like to take advice. If you are a safe person, the student will probably want help. If you’re not sure, ask if you can help.Myles, 2004, with permission
33Does this person need instruction in the hidden curriculum? You can add video clips that show individuals who do not understand the hidden curriculum for teacher expectations. For example, video clips might show:A student who is arguing with a teacherA student who doesn’t understand that the teacher in angry with the studentA student who attends a swim party dressed in a tux.HANDOUT 2 IN YOUR HANDOUT PACKETPair with another person, watch the video, and Use the SOLVE strategy to help the student understand the issue at hand. Prepare to share your work.
34Teaching the Hidden Curriculum ClothingGenerally, pajamas should not be worn outsideWhen you are in public, go to the bathroom to adjust your underclothingDo not take off your clothes in public no matter how hot you areThese seem like common sense. When you see students breaking these rules…they don’t understand the hidden curriculum and have to be taught these rules.This slide also reminds us that the hidden curriculum changes with social mores. It used to be true that pajamas should not be worn outside; however, as one of my colleagues puts it: “have you been in the mall lately?”
35Teaching the Hidden Curriculum Power Card StrategyScriptBrief scenario written at the child’s comprehension level using a favorite hero or special interestPower CardA business or trading card containing a picture of the special interest and solution to the problemVisual aid that uses a child’s special interest to help understand social situations, language, hidden curriculum.SCRIPT:The script discusses the child’s hero who experiences a problem similar to the one experienced by the child. A statement that tells why the positive behavior is needed for the hero is included. A 3-5 step strategy is then presented in the script outlining the problem-solving method used by the hero, including a description of how the hero experiences success with this strategy. The solution to the problem behavior is generalized back to the child and a note encouraging the child to try the new behavior is written into the script.POWER CARD: This card is designed to be portable to promote use across the many environments and eventually generalized. It can be velcroed to a notebook, locker, or corner of a desk.The next slide provides an example.
36Teaching the Hidden Curriculum Chef Jean-Paul wants you to choose one ofthe following ways to help calm yourself:Take 5 deep breaths, exhaling slowly after each breath.Close your eyes and slowly count from1-20.3. Listen to your favorite CD with yourheadphones on.Go to a quiet place and lookat cooking magazines.Jeff is a 9 year old boy who is interested in French cooking. He wants to be a chef when he grows up. If he doesn’t understand what he has to do, he becomes frustrated and begins pacing and becoming verbally aggressive.Using a hero based on his special interest (Chef Paul), Jeff’s power card gives him 4 options, or appropriate choices, to help him calm.SCRIPT: Being a French Chef is fun. It is exciting to cook new foods. Yet sometimes Chef Paul gets frustrated, especially when he doesn’t understand the directions of a recipe or what his assistant was explaining to him. He used to get upset and yell at people or not listen to them when they tried to tell him things. But he realized this was not the best way to handle his frustrtions.Instead he has learned several ways to self-calm. He wants to share these ideas with you. If you start to get upset, just try one of the following. If you are still upset, you can try a different one.The script is reviewed many times during the day, particularly before an activity that may be frustrating for the student. The student doesn’t carry this long script, he carries the Power Card as a reminder of how to calm down.
37Power Card LessonYou may look to identify a video that shows the use of the power card strategy.
38Teaching the Hidden Curriculum The Incredible 5 Point ScaleNameRatingLooks likeFeels likeI can try54321Buron and Curtis (2003) created the Incredible 5 Point Scale to help individuals with social challenges learn to understand their emotions and reactions to events in their lives. This tool can help them to regulate their responses. It has a variety of uses.Using the scale, students are taught to recognize stages of behavioral challenges and learn methods to self calm.HANDOUT 3 IS A BLANK OF THIS PAGE THAT YOU CAN TAKE WITH YOU AND TRY, IF YOU WANT.Buron, K.D. & Curtus,M. (2004)
39Teaching the Hidden Curriculum The Incredible 5 Point ScaleNameRatingLooks likeFeels likeI can try5Kicking or hittingMy head will probably explodeCall my momgo home4Screaming and almost hittingNervousGo to see Mr. Peterson3Quiet sometimerude talkBad mood or grumpyStay away from other kids2Regular kidnot weirdGoodEnjoy it while it lasts1Playing hockeyA million bucksStay that wayThis is an example of an Incredible 5 Point Scale. It was developed with Colton, a fourth grader who has difficulty getting along with others. He likes to be in control and gets upset when he perceives if something is wrong…like if someone cuts in line…Colton may feel the need to kick that person. His ability to control his responses varies day by day. The team decided to devise this scale so Coulton could check in 4 times a day with a teacher to rate his control.Coulton decided that when he’s a 1, he has lots of control. He feels good and can make a good choice. He says sometimes he has pretty good control and usually makes a good choice and that’s a 2.Sometimes he says he doesn’t feel great. He may not want to be at school. He may not feel like talking. On these days he doesn’t have good control and that’s a 3.When he get up on the wrong side of the bed, he is grumpy and may not make good choices. At this time, he may not have much control at all. He calls this a 4.At 5, he’s having a really, really bad day. They don’t happen often but when they do look out. Sometimes he just loses all control. He can’t make good choices and may hurt someone else.The student is always part of the development of the Incredible 5 Point Scale.Buron, K.D. & Curtus,M. (2004)
40Teaching the Hidden Curriculum The Incredible 5 Point ScaleI NEED TO LEAVEI NEED SOME SPACEPLEASE DO NOT TALK TO MEI AM A LITTLE NERVOUSI CAN HANDLE THIS!Buron, K.D. & Curtus,M. (2004)This is a general 5 point scale that can be taught to students.
41Hidden Curriculum References Buron, K.D. & Curtus,M. (2004). The Incredible 5-Point Scale: Assisting student s with autism spectrum disorders in understanding social interactions and controlling their emotions. Shawnee Mission, KS: Autism Asperger Publishing Company.Gagnon, E. (2001) The Power Card Strategy: Using Special Interests to Motivate Children and Youth with Aspergers Syndrome. Shawnee Mission, KS: Autism Asperger Publishing Company.Myles, B.S.,Trautman, M.L., &Schelvan, R.L. (2004). The Hidden Curriculum: Practical Solutions for Understanding Unstated Rules in Social Situations.Winner, Michelle Garcia. (2002) Thinking About You Thinking Thinking About Me. San Jose, CA: Michelle G. Winner Publisher.
42Outcomes Participants will: Define the hidden curriculum Name an environment in which the hidden curriculum operatesList 3 strategies for helping students to understand the hidden curriculumThese are the objectives we will accomplish today.
43Upcoming Paraeducator Training Please check the PaTTAN website:Paraeducators should watch the PaTTAN website (www.pattan.net) for information about future training opportunities. As of this date, these trainings are scheduled.What activities should I list here or should I delete the slide?
44Commonwealth of Pennsylvania Pennsylvania Department of Education Contact InformationTina LawsonDonna SalkinAllegheny Intermediate UnitCommonwealth of PennsylvaniaEdward G. Rendell, GovernorPennsylvania Department of EducationGerald L. Zahorchak, D.Ed., SecretaryDiane Castelbuono, Deputy SecretaryOffice of Elementary and Secondary EducationJohn J. Tommasini, DirectorBureau of Special EducationPatricia Hozella, Assistant Director