Curriculum Development Assignment Three Submit Both Assignme

Curriculum Development Assignment Three Submit Both Assignments on the S

Describe the hidden curriculum of your institution, either in regards to students or yourself. How is it evident? How does it affect the students? How does it affect you?

The paper should be around TWO pages, analyzing the concept of the hidden curriculum, its manifestations, and its implications on student learning and teacher experience. It should include references to relevant literature and concepts related to the hidden curriculum, such as teacher attitudes, expectations, teaching styles, and societal influences. Additionally, discuss the differences in educational experiences across social classes using a film analysis approach, selecting one film from the provided list and identifying its social class representation. Write a one-page summary of the film and justify your classification based on class descriptions.

Paper For Above instruction

The Hidden Curriculum and Social Class in Education: An Analytical Perspective

Education is a multifaceted institution influenced not only by explicit curricula but also by a myriad of unspoken, implicit messages known as the hidden curriculum. Recognized since the early 20th century, the hidden curriculum comprises the norms, values, behaviors, and expectations conveyed indirectly through classroom practices, teacher attitudes, and institutional culture (Wiles, 2002). Understanding this hidden aspect of schooling is crucial because it significantly affects student outcomes, teacher experiences, and ultimately, social reproduction.

At the core, the hidden curriculum manifests in the subtle ways teachers communicate their expectations, attitudes, and biases, often unconsciously. For example, teacher attitudes toward students of different backgrounds can influence engagement and motivation. Gourneau (2005) highlights that effective teachers typically exhibit attitudes of genuine caring, sensitivity to diversity, and enthusiasm for fostering creativity. When teachers lack such attitudes, students may sense disinterest or bias, which diminishes their academic confidence and engagement. Furthermore, teacher expectations shape student performance through mechanisms such as the Pygmalion effect. Tauber (1998) elaborates that teachers' preconceived notions about students—based on gender, race, or socioeconomic status—can influence their interactions and the level of encouragement they offer, thus perpetuating educational inequities.

Teaching styles and delivery methods also embody elements of the hidden curriculum. For instance, many curricula are designed for auditory learners, yet a significant proportion of students learn best visually or kinesthetically (Felder & Silverman, 2007). Teachers who do not adapt their instructional methods to accommodate diverse learning styles may inadvertently hinder student understanding, leading to disengagement and poor academic achievement. This mismatch underscores how instructional practices, often unnoticed, can reinforce disparities among students, especially those from disadvantaged backgrounds.

Moreover, societal influences permeate the educational experience. Students continuously absorb messages from media, family, peers, and societal norms, which can either support or conflict with academic learning. This social dimension of the hidden curriculum often communicates implicit values about class, gender roles, and cultural expectations that influence student identities and aspirations.

The impact of the hidden curriculum varies across different social classes, which can be exemplified through film analysis. For instance, the film "Stand and Deliver" depicts an inner-city high school with predominantly working-class students. These students face numerous societal obstacles, including limited resources and socio-economic challenges, yet they demonstrate remarkable resilience and academic achievement. The portrayal suggests a school that, despite external hardships, fosters a sense of communal effort and perseverance—key characteristics of a working-class school environment (Hughes, 1988).

Conversely, "Dead Poets Society" reflects a middle or upper-middle-class setting where students are from families with stable incomes and educational backgrounds that emphasize individual achievement and literary appreciation. The setting in an elite prep school signifies the values of intellectualism and privilege often associated with middle or affluent professional schools (Weir, 1989).

"Dangerous Minds" portrays an at-risk school in an urban area, with students coming from impoverished, underprivileged backgrounds. The film emphasizes the importance of cultural relevance and emotional connection to motivate students from lower socio-economic strata, highlighting the significance of teacher attitude and engagement in bridging societal disparities in education (Hughes, 1995).

In this context, schools serve as microcosms of societal stratification, where the hidden curriculum both reflects and reproduces social inequalities. Recognizing these implicit messages allows educators to formulate strategies to mitigate bias, foster inclusiveness, and improve student engagement. Teachers can consciously address their biases, adapt instructional methods to accommodate diverse learning styles, and create an environment that values all students' backgrounds and potential (Jerald, 2006).

In conclusion, understanding the hidden curriculum is fundamental to addressing educational disparities and promoting equity. It involves critically examining teacher attitudes, instructional practices, and societal influences that shape student learning beyond formal content. Through media analysis, such as film representations, educators can gain insights into how social class influences educational experiences and outcomes. A conscious effort to uncover and challenge the hidden curriculum can lead to more inclusive and meaningful educational environments that prepare students not only academically but socially and emotionally as well.

References

• Felder, R.M., & Silverman, L.K. (2007). Learning styles. North Carolina State University.
• Gourneau, B. (2005). Five attitudes of effective teachers. Essays in Education, 13.
• Jerald, C. (2006). School Culture: the Hidden Curriculum. ERIC Digest.
• Hughes, E. (1988). Stand and Deliver. Warner Brothers.
• Hughes, E. (1995). Dangerous Minds. Hollywood Pictures.
• Weir, P. (1989). Dead Poets Society. Touchstone Pictures.
• Wiles, J. (2002). Curriculum development: A guide to practice (6th ed.). Pearson.
• Seaton, A. (2002). Reforming the hidden curriculum: The Key Abilities Model and four curricular forms. Curriculum Perspectives, 22(1), 9-15.
• Tauber, R. (1998). Good or bad, what teachers expect from students they generally get! ERIC Digest. ED426985.
• Jerald, C. (2006). School Culture: the Hidden Curriculum. ERIC Digest.