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The Hidden Curriculum
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The Hidden Curriculum

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  • 1. The Hidden Curriculum What it is and why do I have to teach it?
  • 2. Directions: This menu is a tool for you to use as you progress through the Paraeducator Course. Whenever you come across topics about which you would like more information, place a checkmark next to the topic and indicate in the Notes column any specifics (for example, in #1 indicate which disability). For each topic checked make an entry in the Paraeducator Personal Development Plan. Paraeducator Development Plan Menu 25. 24. 23. 22. Other 21. Basic Educational Terminology 20. How to be a “Shadow” in a student Care Center 19. Early Intervention  18. Sensory Impairment 17. Safety Issues 16. Communication Issues 15. Socialization Issues 14. Confidentiality 13. Restraint Techniques 12. Job Coaching 11. Data Collection 10. Behavioral Strategies 9. Sign Language 8. Transportation 7. Orientation and Mobility 6. Assistive Technology and Adaptive Equipment 5. Toileting 4. Feeding (food issues) 3. Lifting 2. Instructional Strategies 1. Characteristics of the Disability Notes Topics
  • 3. Paraeducator Development Plan When will I complete this? What action steps am I going to take? Where can I get the information/ training? What topics do I need to know more about for my job?
  • 4. Local Policy
    • Your local school district, IU, preschool or employing agency’s policies regarding paraeducator job descriptions, duties, and responsibilities provide the final word!
  • 5. 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
  • 6. AGENDA
    • Welcome and Introductions
    • The Hidden Curriculum
    • Identifying the Hidden
    • Curriculum
    • Strategies for Teaching
    • the Hidden Curriculum
  • 7. 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
  • 8. The Hidden Curriculum
    • What are some social skills that students just seem to learn without being taught?
  • 9. 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
  • 10. 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.
  • 11. 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.
  • 12. 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.
  • 13. 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.
  • 14. 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.
  • 15. The Hidden Curriculum
    • Can include words:
    • Shut up
    • Fat
    • Take your time
    • What other words or phrases
    • might have two meanings?
  • 16. The Hidden Curriculum
    • Can also include body language:
    • Smiles
    • Frowns
    • Eye rolling
    • Finger pointing
    • What other body language
    • might students have to read?
  • 17. Hidden Curriculum
    • Differs across:
    • Age
    • Gender
    • People
    • Cultures
    • What are some other examples
    • of the Hidden Curriculum?
  • 18. Hidden Curriculum
    • What most students just “know” in the
    • first few days of school, you may have
    • to 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?
  • 19. The Hidden Curriculum
    • Gym
    • Church/synagogue/mosque
    • Funeral Home
    • School assembly
    • Police Station
  • 20.
    • Does this person need instruction in the hidden curriculum?
  • 21. 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
  • 22. 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
  • 23. Teaching the Hidden Curriculum
    • Teacher:
    • Expectations
    • Pleasing behavior
    • Likes and dislikes
    • Means business, is happy, or displeased
    • Likes a joke
  • 24.
    • Does this person need instruction in the hidden curriculum?
  • 25. Teaching the Hidden Curriculum
    • 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!
  • 26. Teaching the Hidden Curriculum
    • 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 Greek
    • word meaning ___________!
  • 27.
    • A Social Skill Lesson
  • 28. Teaching the Hidden Curriculum
    • 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 meltdown
    • Brenda Smith Myles 2004
  • 29. Teaching the Hidden Curriculum
    • 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…
  • 30. Teaching the Hidden Curriculum SOLVE Strategy Myles, 2004, with permission Educate…teach and learn Knowledge is power! Educate E Vocalize…ask questions, check for understanding Vocalize V Listen to what people are saying and NOT saying Listen L Observe what people are doing and NOT doing Observe O Seek to understand all aspects of the Hidden Curriculum Seek S
  • 31.
    • Does this person need instruction in the hidden curriculum?
  • 32. Teaching the Hidden Curriculum
    • Clothing
    • 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
  • 33. Teaching the Hidden Curriculum
    • Power Card Strategy
    • Script
    • 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
  • 34. Teaching the Hidden Curriculum
    • Chef Jean-Paul wants you to choose one of
    • the following ways to help calm yourself:
    • Take 5 deep breaths, exhaling slowly after each breath.
    • Close your eyes and slowly count from 1-20.
    • Listen to your favorite CD with your
    • headphones on.
    • Go to a quiet place and look
    • at cooking magazines.
  • 35. Teaching the Hidden Curriculum The Incredible 5 Point Scale Buron, K.D. & Curtus,M. (2004) 1 2 3 4 5 I can try Feels like Looks like Rating Name
  • 36. Teaching the Hidden Curriculum The Incredible 5 Point Scale Buron, K.D. & Curtus,M. (2004) Stay that way A million bucks Playing hockey 1 Enjoy it while it lasts Good Regular kid not weird 2 Stay away from other kids Bad mood or grumpy Quiet sometime rude talk 3 Go to see Mr. Peterson Nervous Screaming and almost hitting 4 Call my mom go home My head will probably explode Kicking or hitting 5 I can try Feels like Looks like Rating Name
  • 37. Teaching the Hidden Curriculum
    • The Incredible 5 Point Scale
    • I NEED TO LEAVE
    • I NEED SOME SPACE
    • PLEASE DO NOT TALK TO ME
    • I AM A LITTLE NERVOUS
    • I CAN HANDLE THIS!
    • Buron, K.D. & Curtus,M. (2004)
  • 38. 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 About Me. San Jose, CA: Michelle G. Winner Publisher.
  • 39. 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
  • 40. Wrap Up
    • Complete the Paraeducator Development Plan
    • Complete Session Evaluation
  • 41. Upcoming Paraeducator Trainings Please check the PaTTAN website: www.pattan.net for upcoming trainings