Pennsylvania Training and Technical Assistance Network The Hidden Curriculum: What Is It and Why Should I Teach It? Allegheny Intermediate Unit Training

Pennsylvania Training and Technical Assistance Network

The Hidden Curriculum: What Is It and Why Should I Teach It?

Allegheny Intermediate UnitTraining and Consultation

Adapted from, Tina LawsonDonna Salkin

Pattan

Paraeducator VideoConference Series 2009-2010

PaTTAN’s Mission

The 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.

PDE’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.

Local Policy

Your local school district, IU, preschool or employing agency’s policies regarding paraeducator job descriptions, duties, and responsibilities provide the final word!

AGENDA

Welcome The Hidden Curriculum Identifying the Hidden

Curriculum Strategies for Teaching the

Hidden Curriculum

Learner Outcomes

Participants will:• Define the hidden curriculum• Name an environment in which the

hidden curriculum operates• List 3 strategies for helping students

to understand the hidden curriculum

Hidden Curriculum

A term used to describe the unwritten rules and expectations of behavior that we all seem to know, but were

never taught

Bieber, 1994

The Hidden Curriculum

What are some social skills that students just seem to learn without

being taught?

Hidden 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 permission

Hidden Curriculum

• When 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.

Hidden Curriculum

• Just 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.

Hidden Curriculum

• When 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.

Hidden 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.

Hidden Curriculum

• When 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.


Can include words:

• Shut up• Fat• Take your time

What other words or phrasesmight have two meanings?


Can also include body language:

• Smiles• Frowns• Eye rolling• Finger pointing

What other body language might students have to read?

Hidden Curriculum

Differs across:• Age• Gender• People• Cultures

What are some other examplesof the Hidden Curriculum?

Hidden Curriculum

What most students just “know” in thefirst few days of school, you may haveto teach

• What is cool to wear and what is a “no no”

• Which teachers allow gum chewing

• When you can curse!

What else might you have to teach?

Does this person need instruction in the hidden curriculum?


• Gym• Church/synagogue/mosque• Funeral Home• School assembly• Police Station

ACTIVITY


Hidden Curriculum

Eating:• Chew with your mouth closed• Keep your food in your mouth• Put your napkin on your lap, not under your

chin• Do not eat someone else’s food without asking• Don’t blow your nose in the napkin• Do not put ketchup on everything…it may

gross out others• Burping out loud is not nice

Teaching the Hidden Curriculum

Before teaching begins:• Assess the environment• List the expectations• Decide what information the student

needs to learn• Identify situations that may alter the

environment• Devise a method for teaching the

skill


Teacher-Pleasing behaviors:• Expectations• Pleasing behavior• Likes and dislikes• A look “might mean: time to work, or

that’s correct, or I am not pleased, etc”• Each teacher will have different

characteristics



Social skills must be:• taught in a direct and explicit

manner just like you teach academic skills

• practiced just like you practice your golf swing!


REMEMBER:If you are ready to discipline a

student for a social error…

ASK YOURSELF:Have I taught and practiced the

skill the student needs?

_____________ is from the Greekword meaning ___________!

A Social Skill Lesson


SAFE PERSON• Understands the student’s

characteristics and perspective• Respects the student and can listen

without interrupting and judging• Knows when to listen and when to

offer advice• Understands triggers that can lead to

a meltdownBrenda Smith Myles 2004


Teach phrases that will get students

the information they need from the Safe Person:• What does_______mean?• Help me understand….• When (person) says/does _____, what do they mean?• Show me a better way to…


S Seek Seek to understand all aspects of the Hidden Curriculum

O Observe Observe what people are doing and NOT doing

L Listen Listen to what people are saying and NOT saying

V Vocalize Vocalize…ask questions, check for understanding

E Educate Educate…teach and learnKnowledge is power!

SOLVE Strategy

Myles, 2004, with permission



Clothing• Generally, pajamas should not be

worn outside• When you are in public, go to the

bathroom to adjust your underclothing

• Do not take off your clothes in public no matter how hot you are


Power Card StrategyScript• Brief scenario written at the child’s

comprehension level using a favorite hero or special interest

Power Card• A business or trading card containing a

picture of the special interest and solution to the problem

Teaching the Hidden CurriculumChef Jean-Paul wants you to choose one ofthe following ways to help calm yourself:1. Take 5 deep breaths, exhaling slowly after

each breath.2. Close your eyes and slowly count from

1-20.3. Listen to your favorite CD with your

headphones on.4. Go to a quiet place and look

at cooking magazines.

Power Card Lesson


Name

Rating Looks like Feels like I can try

54321

The Incredible 5 Point Scale

Buron, K.D. & Curtus,M. (2004)


Name

Rating Looks like Feels like I can try

5 Kicking or hitting My head will probably explode

Call my momgo home

4 Screaming and almost hitting

Nervous Go to see Mr. Peterson

3 Quiet sometime rude talk

Bad mood or grumpy Stay away from other kids

2 Regular kid not weird

Good Enjoy it while it lasts

1 Playing hockey A million bucks Stay that way





5 I NEED TO LEAVE6 I NEED SOME SPACE7 PLEASE DO NOT TALK TO ME8 I AM A LITTLE NERVOUS9 I CAN HANDLE THIS!


Hidden 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.

Outcomes

Participants will:• Define the hidden curriculum• Name an environment in which the

hidden curriculum operates• List 3 strategies for helping students

to understand the hidden curriculum

Please check the PaTTAN website: www.pattan.net

Upcoming Paraeducator Training

Contact Information www.pattan.net

Tina Lawson [email protected]

Donna Salkin [email protected]

Allegheny Intermediate Unit 412-394-5700

Commonwealth of PennsylvaniaEdward G. Rendell, Governor

Pennsylvania Department of EducationGerald L. Zahorchak, D.Ed., Secretary

Diane Castelbuono, Deputy SecretaryOffice of Elementary and Secondary

Education

John J. Tommasini, DirectorBureau of Special Education

Patricia Hozella, Assistant DirectorBureau of Special Education

Documents

Pennsylvania Training and Technical Assistance Network The Hidden Curriculum: What Is It and Why Should I Teach It? Allegheny Intermediate Unit Training