Curriculum

Societal curriculum

As defined by Cortes (1981). Cortes defines this curriculum as: ...[the] massive, ongoing, informal curriculum of family, peer groups, neighborhoods, churches organizations, occupations, mass, media and other socializing forces that "educate" all of us throughout our lives.

Anything and everything that teaches a lesson, planned or otherwise.

Curriculum

Overt, explicit, or written curriculum

Is simply that which is written as part of formal instruction of schooling experiences. It may refer to a curriculum document, texts, films, and supportive teaching materials that are overtly chosen to support the intentional instructional agenda of a school. Thus, it is usually confined to those written understandings and directions formally designated and reviewed by administrators, curriculum directors and teachers, often collectively.

Curriculum

Latin origins means literally to run a course. If one thinks of a marathon with mile and direction markers, signposts, water stations, and officials and coaches along the route, this beginning definition is a metaphor for what the curriculum has become in the education of our children - That which is taught in schools - A set of subjects. - Content - A program of studies. - A set of materials - A sequence of courses. - A set of performance objectives - A course of study - Is everything that goes on within the school, including extra-class activities, guidance, and interpersonal relationships. - Everything that is planned by school personnel. - A series of experiences undergone by learners in a school. - That which an individual learner experiences as a result of schooling.

The internal curriculum

Processes, content, knowledge combined with the experiences and realities of the learner to create new knowledge. While educators should be aware of this curriculum, they have little control over the internal curriculum since it is unique to each student.

Phantom curriculum

The messages prevalent in and through exposure to any type of media. These components and messages play a major part in the enculturation of students into the predominant meta-culture, or in acculturating students into narrower or generational subcultures.

electronic curriculum

Those lessons learned through searching the Internet for information, or through using e-forms of communication. (Wilson, 2004) This type of curriculum may be either formal or informal, and inherent lessons may be overt or covert, good or bad, correct or incorrect depending on ones' views.

Received curriculum

Those things that students actually take out of classroom; those concepts and content that are truly learned and remembered

Concomitant curriculum

What is taught, or emphasized at HOME, or those experiences that are part of a family's experiences, or related experiences sanctioned by the family. (This type of curriculum may be received at church, in the context of religious expression, lessons on values, ethics or morals, molded behaviors, or social experiences based on the family's preferences.)

Rhetorical curriculum

comprised from ideas offered by policymakers, school officials, administrators, or politicians. This curriculum may also come from those professionals involved in concept formation and content changes; or from those educational initiatives resulting from decisions based on national and state reports, public speeches, or from texts critiquing outdated educational practices. The rhetorical curriculum may also come from the publicized works offering updates in pedagogical knowledge.

null curriculum

simply that which is not taught in schools. Somehow, somewhere, some people are empowered to make conscious decisions as to what is to be included and what is to be excluded from the overt (written) curriculum.

Curriculum-in-use

the actual curriculum that is delivered and presented by each teacher.

The hidden or covert curriculum

which refers to the kinds of learning children derive from the very nature and organizational design of the public school, as well as from the behaviors and attitudes of teachers and administrators.... " Examples include the messages and lessons derived from the mere organization of schools -- the emphasis on: sequential room arrangements; the cellular, timed segments of formal instruction; an annual schedule that is still arranged to accommodate an agrarian age; disciplined messages where concentration equates to student behaviors were they are sitting up straight and are continually quiet; students getting in and standing in line silently; students quietly raising their hands to be called on; the endless competition for grades, and so on.