11+Curriculum+Types

Overt Curriculum

PRES’s over curriculum is derived from the KS State standards in all subject areas. These are written as specific objectives and posted to the district’s [|website]. There are 11 reading, 13 math with sub-objectives, 14 science, 20 social studies, 6 writing, 15 art, 12 life skills, 8 music, 9 physical education and 12 technology. However, art, life skills and technology are not specifically taught.

The school uses a textbook and provided materials for reading, science, and social studies. The school has a text for all grade levels. However, in third grade, math materials, typically worksheets, are gathered to address the tested indicators. For language arts, the teachers also find materials to teach each concept. There is no formal listing of materials, documents, films or other than the texts and objective list. On Friday, we attended professional development where the district is gearing up to move towards a lesson plan format that will contain all materials used for various differentiations.

Societal Curriculum

PRES is a tight knit agricultural community. The school calendar is created around the County Fair and related 4-H events. Sticking with this, the FFA program takes top precedence. I would also say that the community is fairly religious as well since the district provides free transportation to CCD every week. These all impact the make-up of each classroom.

Hidden Curriculum

The school fosters a very structured learning environment revolving around well established rules and routines. There is a split between some teachers in the building on how these are fostered. Several teachers want their class to run much like the military where students sit in their seat quietly and don’t speak until spoken to. Some others and myself focus on more cooperative learning where the students are free to learn in manners that suit the individuals, not the whole. Activities such as standing at their desks or addressing different learning intelligences are possibilities.

Null Curriculum

An area that I feel falls under the null curriculum at this district that should not, is a social skills problem solving, anti-bullying curriculum. Each teacher deals with issues in their own manner as they arise, but no formal programs exist. Another interesting point is that they have art, life skills and technology listed as part of their curriculum; however, it is up to each individual teacher to incorporate these into their daily lessons. This leads to a wide variety of what is being taught. There are also decisions being made as to what to teach and not teach. Even though we have a text and a list of objectives to teach, we do not address all; therefore, as teachers we decided what is the most important.

Phantom Curriculum

I see a dominance of video gaming influencing the students. Even as third graders, the students are viewing so much violence that it becomes evident in their behaviors, actions, attitudes, conversations and school work.

Concomitant Curriculum

I believe that there is a definite concomitant curriculum here. The students’ views on any topic are very much influenced by what is heard or taught at home. This became very evident this week when we were talking about presidents. It was easy to tell that some of their opinions were what they had heard.

Rhetorical Curriculum

This is very evident at this school. The state has dictated what this district teaches because of state assessments. The school must teach what is tested for fear of not making AYP. Along with this, the MTSS reform is changing the way we look at meeting individual student needs. This district is in the beginning stages of this process.

Curriculum In Use

The curriculum presented, especially at third grade, is dictated by the state assessments which emphasize math and reading. Over three hours of the day is slated specifically to the teaching of reading and math. Then you add in fifteen minutes for breakfast, thirty minutes for recess, thirty minutes for specials, twenty five minutes for lunch, restroom breaks and transition time. That leaves very little time to teach the other subjects (spelling, grammar, writing, science and social studies). So, even though there is a long list of objectives listed for science and social studies, only a few are taught and even then these are alternated between. As I have stated before, the district has listed objectives for art, technology and life skills which are not taught specifically.

Received Curriculum

I am sure that there is a definite set of knowledge that the students take out of the classroom, and what is not retained. This is evident from day to day or when returning back from break on the short term basis. Since this is my first year in this district, I am not positive on what the impact is from year to year. However, I do know that the second grade teachers have asked what they need to spend more time on in order to prepare the students for third grade. Likewise, we have discussed this with the fourth grade teachers.

Internal Curriculum

I believe that educators are trying to make learning more personalized for each student. I am teaching one concept in many ways making sure to address several learning styles. Hopefully by doing this, every student will be able to create new knowledge and be able to generalize it to their surroundings.

Electronic Curriculum

At the elementary level in this school, this is not much of an issue. There is limited technology and use doesn’t go beyond the basic web-based games. I am trying hard to change this here and have a couple of other teachers on board.