Types+of+Curriculum

**Curriculum** ||= **The Delivered Curriculum** ||= **The Learned** **Curriculum** ||= **The Hidden Curriculum** ||= **The Null Curriculum** ||= **The Societal Curriculum** ||
 * = **The Formal**
 * = //Overt, explicit, written// plans for teaching and learning overtly chosen to support the **intentional instructional agenda** of a school. Usually confined to written understandings and directions formally designated and reviewed by administrators, curriculum directors and teachers, often collectively.

A Russian nesting doll; concentric circles?

The wood that makes the dolls (moral standards) and that each doll is "made up" from that wood ||= However, those "formal" elements are frequently not taught. The delivered curriculum is the actual curriculum that //is delivered and presented by each teacher//.

This includes the activities and experiences you include in lesson plans--which may or may not get delivered, but everything you say and do as an instructor.

The information the teacher actually teaches ||= Those things that students actually take out of classroom; the concepts and content that are truly learned and remembered. Educators may never know what the learned curriculum actually will be (//realized//), but accountability movements are focusing attention to this curriculum.

Remember Jason's skit about Ancient Rome? Teaching about Ancient Rome; the water bottle; and there is a question on a test about water bottles?

TESTS -- are they the only thing show us about the learned curriculum? ||= The kinds of learnings students derive from the very nature and organizational design of the public school, as well as from the behaviors and attitudes of teachers and administrators.

David Gardner: " //We learn simply by the exposure of living. Much that passes for education is not education at all but ritual. The fact is that we are being educated when we know it least."// ||= That which we do not teach, thus giving students the message that these elements are not important in their educational experiences or in our society.

Elliot Eisner: "...schools have consequences not only by virtue of what they do not teach, but also by virtue of what they neglect to teach."

Think: George Washington was boring. ||= The massive, ongoing, informal curriculum of family, peer groups, neighborhoods, churches organizations, occupations, mass, media, pop culture, and other socializing forces that "educate" all of us throughout our lives. ||
 * = EXAMPLES:

- State standards - National Standards - School/District Standards - Syllabus - Lesson Plans - Unit Plan - Textbooks - Everything that is documented that applies to the course being taught ||= EXAMPLES: Talking about the revolution and a student asks a question about nationalism.
 * It is something that is on topic but not planned.**

Tangents related to material; trivia facts

Need to Know/Nice to Know/Not Know ||= EXAMPLES:

Is there any REAL or valid way to know what a student takes away or learns from a teacher?

Getting a tattoo of Edgar A. Poe on your arm ||= EXAMPLES: Students learn the value of timeliness and being well dressed by observing the teacher even though we may not realize it. students can learn respect, pride, etc in much the same way ||= EXAMPLES:

American Racism/inequality throughout history Abortion Eugenics Sex Drugs Prostitution Prison system White flight Entertainment Pop culture Bullying LGBTQ Having fun Creativity Nature deficit disorder Mental Health American failures Israel ||= EXAMPLES:

Slang Chewing Tobacco Alcohol (Locker Rooms) Rap/Hit Music Politics Sex Spending Habits (Beer or Rent?) Societal Interactions (Whose voice is weighted heavier) Eating Habits Life Style

FRIDAY COMES AFTER THURSDAY! ||