Curriculum change/ Curriculum Change Process / Issues in Curriculum Change HennaAnsari
Curriculum Change
Concept of Change
Curriculum change or Revision
Forces Driving Changes
Drivers for curriculum change
Factors influencing the Change in Curriculum
Need to Change the Curriculum
Major Types of Curriculum Change
Process of Curriculum change
Stage of curriculum change Process
Various issues in Curriculum change
Curriculum change/ Curriculum Change Process / Issues in Curriculum Change HennaAnsari
Curriculum Change
Concept of Change
Curriculum change or Revision
Forces Driving Changes
Drivers for curriculum change
Factors influencing the Change in Curriculum
Need to Change the Curriculum
Major Types of Curriculum Change
Process of Curriculum change
Stage of curriculum change Process
Various issues in Curriculum change
Curriculum development processes in Pakistan HennaAnsari
Curriculum development processes at elementary and secondary level
Curriculum Bodies at Primary and Secondary Levels
Steps Involved in Curriculum Review/Revision Process
Process of national curriculum development in Pakistan under Federal Control of Curriculum
2 Curriculum Reforms and policies
VARIOUS ROLE OF A TEACHER IN CURRICULUM DEVELOPMENT
Problems and issues in curriculum development
The Tyler Model Is:
One Of The Best Known Models For Curriculum Development.
Known For The Special Attention It Gives To The Planning Phases.
Deductive For It Proceeds From The General (Examining The Needs Of Society,) To The Specific (Specifying Instructional Objectives).
Tyler Recommends That Curriculum Planners Identify General Objectives By Gathering Data From Three Sources:
1) The Learners
2) Contemporary Life Outside The School
3) Subject Matter. • After Identifying Numerous General Objectives, The Planners Refine Them By Filtering Them Through Two Screens:
1. The Philosophical Screen 2. The Psychological Screen
Determine The School’s Purposes (Objectives)
2. Identify Educational Experiences Related To Purpose
3. Organize The Experiences
4. Evaluate The Purposes
Determinants of curriculum are the factors that affect the process of assessing needs, formulating objectives and developing instructional opportunities and evaluations.
To understand the concept of theory, it is essential to understand the nature of theory in general.
Historically, the Received View holds that a theory is a formalized, deductively connected bundle of laws that are applicable in specifiable ways to their observable manifestations. In the Received View, a small number of concepts are selected as bases for the theory; axioms are introduced that specify the fundamental relationships among those concepts; and definitions are provided, specifying the remaining concepts of the theory in terms of the basic ones.
Teachers use curricula when trying to see what to teach to students and when, as well as what the rubrics should be, what kind of worksheets and teacher worksheets they should make, among other things.
It is actually up to the teachers themselves how these rubrics should be made, how these worksheets should be made and taught; it's all up to the teachers.
in this ppt, we will discuss subject centred curriculum, it's characteristics, approach, assumptions, merits and demerits of subject centred curriculum
Curriculum development processes in Pakistan HennaAnsari
Curriculum development processes at elementary and secondary level
Curriculum Bodies at Primary and Secondary Levels
Steps Involved in Curriculum Review/Revision Process
Process of national curriculum development in Pakistan under Federal Control of Curriculum
2 Curriculum Reforms and policies
VARIOUS ROLE OF A TEACHER IN CURRICULUM DEVELOPMENT
Problems and issues in curriculum development
The Tyler Model Is:
One Of The Best Known Models For Curriculum Development.
Known For The Special Attention It Gives To The Planning Phases.
Deductive For It Proceeds From The General (Examining The Needs Of Society,) To The Specific (Specifying Instructional Objectives).
Tyler Recommends That Curriculum Planners Identify General Objectives By Gathering Data From Three Sources:
1) The Learners
2) Contemporary Life Outside The School
3) Subject Matter. • After Identifying Numerous General Objectives, The Planners Refine Them By Filtering Them Through Two Screens:
1. The Philosophical Screen 2. The Psychological Screen
Determine The School’s Purposes (Objectives)
2. Identify Educational Experiences Related To Purpose
3. Organize The Experiences
4. Evaluate The Purposes
Determinants of curriculum are the factors that affect the process of assessing needs, formulating objectives and developing instructional opportunities and evaluations.
To understand the concept of theory, it is essential to understand the nature of theory in general.
Historically, the Received View holds that a theory is a formalized, deductively connected bundle of laws that are applicable in specifiable ways to their observable manifestations. In the Received View, a small number of concepts are selected as bases for the theory; axioms are introduced that specify the fundamental relationships among those concepts; and definitions are provided, specifying the remaining concepts of the theory in terms of the basic ones.
Teachers use curricula when trying to see what to teach to students and when, as well as what the rubrics should be, what kind of worksheets and teacher worksheets they should make, among other things.
It is actually up to the teachers themselves how these rubrics should be made, how these worksheets should be made and taught; it's all up to the teachers.
in this ppt, we will discuss subject centred curriculum, it's characteristics, approach, assumptions, merits and demerits of subject centred curriculum
Chapter 1. General Methods of Teaching HennaAnsari
Concept of teaching
Definitions of teaching
Elements of teaching
Planning of teaching
Phases of teaching
Characteristics of teaching
Principles of teaching
Chapter 1. Curriculum Design and Instructions HennaAnsari
1. Introduction to curriculum and instruction
1.1. The definition of curriculum
1.2. Various forms of curriculum
1.3. Elements of curriculum: Objectives, content selection, curriculum implementation, evaluation of curriculum.
1.4. Needs assessment for curriculum
1.5. How curriculum defers from:
1.5.1. Syllabus
1.5.2. Course of study
1.5.3. Educational program
1.5.4. Teaching
1.5.5. Instruction
1.5.6. Level of curriculum
1.6. Foundations of curriculum
1.7 Concept and process of instruction
1.8 Relationship between curriculum and instruction
Child or Learner-Centered Approach This approach to curriculum design is based on the underlying philosophy that the child is the center of the educational process. ... Problem-Centered Approach This approach is based on a curriculum design that assumes that in the process of living, children experience problems.
Organizational Identification of Millennial employees working remotely: Quali...HennaAnsari
The problem of practice for this study is to understand how Millennial employees identify with their organizations when working in a remote role. Understanding the employee experience could help us consider OID which is linked to range of positive employee outcomes, such as low turnover intention and higher engagement, as well as improved employee satisfaction, well-being, and employee performance (Ashforth, 2008 ). Actively disengaged employees manifest discontent by undermining more engaged employees’ efforts, and these workers can actively seek to harm the organization (Carrillo, 2017; Kompaso, 2010; Walden, 2017).
An Analysis of Memes the way the contents of memes as they are presented on t...HennaAnsari
not generally categorized or classified for certain age and ideological 13.uPs.
One of the strengths of the memes is that memers may conunent on any political, social, cultural, and religious issue in a humorous a. satirical manner. Moreover, memes have become very popular among users due to their humorous nature and short duration. R may have very strong effect on their perceptions and opinions about different personalities and issues. So, it is import. to explore the nature and type of contents of memes and their impact on perceptions a. opinions of the users.
RESEARCH OBJECTIVES • To explore the types/categories of memes. • To explore the way contents of memes are presented on social media. • To explore the impacts of contents of memes on ethical values of users. • To investigate the influence of memes on opinion of users regarding different issues and personalities. • To find out the use of memes for promotion of brands on social media.
RESEARCH QUESTIONS RQ1: What are the types/ categories of memes? RQ2: How contents of manes are presented on Social Media? RQ3: How contents of mem. are having an impact on ethical values of users? RQ4: How memes influence the opinion of users regarding different issues and personalities? RQ5: How memes are used in promotion of bran. on Social Media?
References
Handayani, F., Sari, S.D., & Wira, R. (2016). The use of meme as a representation of public opinion in social media: A case study of
Type and Category of Memes used on social media HennaAnsari
One of the strengths of the memes is that memers may conunent on any political, social, cultural, and religious issue in a humorous a. satirical manner. Moreover, memes have become very popular among users due to their humorous nature and short duration. R may have very strong effect on their perceptions and opinions about different personalities and issues. So, it is import. to explore the nature and type of contents of memes and their impact on perceptions a. opinions of the users.
RESEARCH OBJECTIVES • To explore the types/categories of memes. • To explore the way contents of memes are presented on social media. • To explore the impacts of contents of memes on ethical values of users. • To investigate the influence of memes on opinion of users regarding different issues and personalities. • To find out the use of memes for promotion of brands on social media.
RESEARCH QUESTIONS RQ1: What are the types/ categories of memes? RQ2: How contents of manes are presented on Social Media? RQ3: How contents of mem. are having an impact on ethical values of users? RQ4: How memes influence the opinion of users regarding different issues and personalities? RQ5: How memes are used in promotion of bran. on Social Media
How to interpret NVivo/Cluster analysis/ results HennaAnsari
Interpretation of Cluster analysis
Content analysis
NVivo graphical analysis
qualitative analysis
Content analysis of leadership outlook and culture: Evidence from Public speaking skills and intentions
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Digital Tools and AI for Teaching Learning and Research
Designs of Curriculum
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Curriculum Design and Instruction by Miss. Hina Jalal (PhD scholar GCUF)
Unit 2. Designs of Curriculum
Curriculum Design:
Curriculum design is an image of curricula parts and how they fit together. Most commonly refers to
"arrangement of the components or elements of a curriculum".
Instructional Design:
It refers to specifically one component, the potential experiences of students, teaching methodology, and
learning activities.
Basic components for curriculum design
Types of Curriculum Design: There are three basic types of curriculum design:
• Subject-centered design
• Learner-centered design
• Teacher- centered design
• Activity based curriculum
• Core Curriculum
Curriculum Design
Selection and Organization of Learning
Experiences
Selection and Organization of Subject
Matters
Aims, Goals, and
Objectives
Learning
Activities
Evaluation
Content/Subject
Matters
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Curriculum Design and Instruction by Miss. Hina Jalal (PhD scholar GCUF)
• Hidden Curriculum
• Integrated Curriculum
2.1 Subject-Centered Curriculum Design
Subject-centered curriculum design revolves around a subject matter or discipline. For example, a subject-
centered curriculum may focus on math or biology. This type of curriculum design tends to focus on the
subject rather than the individual. Subject-centered curriculum design describes what needs to be studied and
how it should be studied.
Characteristics:
1. It focuses on ‘’content’’ of curriculum.
2. It corresponds through ‘’text books’’ in curriculum.
3. It prescribes different and separated books into one broader field.
4. Mastery on subject in central task.
5. The scope of fields depends on number of subjects.
6. Text-books are the only instrument of instruction and teaching.
7. Learning is in sequence and step-by-step.
5. Evaluation the extent of mastery of what was taught
4. Organization of learning experiences
3. Desiding upon learning experiences related to mastery on subject matters
2. Determinition of Objectives
a. Topic area within the subjects to be coverd
b. Definition of importants generalization c. Identification of intellectual descipline
The Subject-Centered Curriculum Design
1. Subjects to be Taught
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Curriculum Design and Instruction by Miss. Hina Jalal (PhD scholar GCUF)
8. Inter-relationship among subjects is not stressed.
9. It focuses on ‘’WHAT’’ rather than ‘’HOW’.
10.It gives knowledge into bits and pieces.
11.Library is the main source of giving knowledge.
2.2 Learner-Centered Curriculum Design
In contrast, learner-centered curriculum design takes everyone’s needs, interests, and goals into consideration.
In other words, it acknowledges that students are not uniform and adjusts to those student needs. Learner-
centered curriculum design is meant to empower learners and allow them to shape their education through
choices.
Instructional plans in a learner-centered curriculum are differentiated, giving students the opportunity to choose
assignments, learning experiences or activities. John –Dewey’s contribution is an important one. He developed
and organized several learning activities to promote learner centered curriculum.
Principles of Learner-Centered Curriculum Design
Freedom to develop naturally.
Interest is the motive of all work.
Teacher is a guide not a task – master.
Scientific study of pupil development.
The progressive school a leader in educational
movement.
Co-operation between the school and home to
meet the needs of child-life
Forms of Learner learner-centered curriculum design
1. Humanistic Design 2. The activities and experiences
It includes to This form emphases on
• Active participation of learners.
• Students learn through self-
experiences.
• Learning is an active transmission.
• Students activities in laboratory,
library, fields, classrooms.
• Integration of subject matters.
• Teaching methodology.
• John Dewey’s “learning by doing”.
• Provide conducive environment for learning
• Focuses on learning environment more.
• Featured humanistic approach of psychology.
• May refer subject matters as guidance.
• Emphasize of self-learning, self-efficacy.
• Independent learning, caring, and support.
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Curriculum Design and Instruction by Miss. Hina Jalal (PhD scholar GCUF)
Characteristics:
1. This type of design give importance to the learner and considers child as center of interest which is natural
approach.
2. The of child is an important factor.
3. Teachers role is not that a task-master but that of a guide and facilitator.
4. It gives several options to students to develop their ability and skills.
5. Students are actively involved in planning and evaluation in general and specific.
6. It points out “the more experience in life, a child has the more eager he will to learn”.
2.3 Teacher-centered curriculum
In teacher centered education, students pull all their focus on the teacher. The teacher talks, while the student
exclusively listen. It is primary role of teacher to pass knowledge & information onto their students. In this
approach, teaching & assessment are viewed as two separate entities. Student learning is measured through
objectively scored test & assessment. According to John Miller, “Curriculum frameworks the teacher-centered
approach related to three positions such as transmission, transaction and transformation.
1. Transmission: - The action or process of transmitting knowledge in to learners.
2. Transaction: - What knowledge is achieve and gain as learning outcome.
3. Transformation: - Permanent and positive changes in behavior of learners.
Main features:
• The underlying concept of the teacher centered approach is based on traditional pedagogy where in
knowledge is passed from teacher to children.
• The sharing knowledge and learning contents from teacher to children subject standards and methods
are determined by the teacher.
• This design corresponds that “learning occurs by the transmission of knowledge from the teacher to
student”.
• In this approach the teacher is center of attention.
• This type of curriculum design emphasis on teacher’s involvement in curriculum development.
• Teacher participates in several learning activities.
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Curriculum Design and Instruction by Miss. Hina Jalal (PhD scholar GCUF)
Role of teacher in teacher-centered Curriculum Development:
1. Adopters: - Teacher became ready to adopt and accept curriculum significantly.
2. Implementers: - Role to apply curriculum efficiently.
3. Developers: - A role to take part in curriculum development.
4. Researchers: - Role to conduct research to bring changes in curriculum development.
5. Experimenters: - Role to Experiment teacher-learning relationship positively.
2.4 Activity Based Curriculum
An Activity based curriculum has a long history. The title "Activity Curriculum", however, until 1920 this
approach was not very popular in use. Although Dewey used the expression "Activity Program" as early as 1897
in a talk to the parents and teachers at his laboratory school in Chicago (U.S.A.). Activity is the natural urge of
the child. He wants to do things by himself.
Activity is “a thing that a person or a group does or has done lively action or movement”. Activity based
curriculum determine the genuine need and interest of learner which is turn from the basic of curriculum. An
importance of claim of this approach is that “people only learn what they experience.” According to A.K Gandhi
education is a development of all aspect i-e body, mind, and sprit. So, mind without activities cannot develop
the personality perfectly.
Component of Activity Based Curriculum
Activities should have:
• A clear purpose or objective
• A definite beginning and ending
• Contain complete and understandable directions
• Include a description of the technology or tool being used in the exercise.
• A feedback mechanism
Advantages
o The most importance feature of activity of learning based curriculum “learning by doing”
o The method also promotes better understanding of a lesson by participating the task themselves.
o It inspires the students to apply their creative ideas, knowledge and mind in solving problems.
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Curriculum Design and Instruction by Miss. Hina Jalal (PhD scholar GCUF)
o It is one of the teachers centered method of teaching.
o Here the experience student is getting here.
o Participation of the student is there.
2.5 Core Curriculum
The Core Curriculum is the set of common courses required of all undergraduates and considered the necessary
general education for students, irrespective of their choice in major. A Core curriculum collectively define
district-wide system that include
• A set of courses that are considered basics and essentials for futures.
• It is a set of educational goals, explicitly taught, and focused on all students involve in learning.
• It is set of predetermined body of skills, knowledge, and abilities that is taught to all students.
• There is assumption that there is uniform body of knowledge that all students should know.
• The content and sequences of subject matters are taught and assessed on performance based.
• Sequence of equivalent & equitable Learning experience
• Common instruction materials & strategies
Characteristics of Core Curriculum
1. This design focuses on the set of learning experiences that are felt to be essential for all students.
2. In school, a general education is the goal of the core curriculum.
3. Problem solving through reflective thinking is encouraged.
4. All courses will introduce students to a broad discipline or field of study.
5. subject mattes line is cut across and attention is given to the need of students.
6. cooperative teaching-learning environment is supportive.
Core general education based on common themes
that are universally required
Group A
Group D
Group B
Group C
Universally shared knowledge, skills, activities, inquiry, discourse, responsibilities,
and understandings.
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Curriculum Design and Instruction by Miss. Hina Jalal (PhD scholar GCUF)
7. individual respect is promoted.
8. focuses on performance-based assessment.
9. learners have the opportunity of self-evaluation.
The hidden or covert curriculum
A hidden curriculum can be defined as the lessons that are taught informally, and usually unintentionally, in a
school system. These include behaviors, perspectives, and attitudes that students pick up while they're at
school. This is contrasted with the formal curriculum, such as the courses and activities students participate in.
Longstreet and Shane (1993) offer a commonly accepted definition for this term – the “hidden curriculum,”
which refers to the kinds of learnings 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”. The following
examples will help to illustrate the concept and how it might play out in institution:
Cultural expectations: The academic, social, and behavioral expectations established by schools and
educators communicate messages to students.
Cultural values: The values promoted by schools, educators, and peer groups, such as cliques, may also
convey hidden messages.
Cultural perspectives: How schools recognize, integrate, or honor diversity and multicultural perspectives
may convey both intentional and unintended messages.
Teaching strategies: The way that schools and teachers choose to educate students can convey both
intentional and unintended messages.
Institutional rules: The formal rules in a school may communicate a wide variety of intentional and
unintentional messages to students.
Religious perspective: The rules, regulations, ethics, values, principles, and practices may communicate a
wide variety of messages to students.
2.6 Integrated Curriculum
An integrated study is one in which children broadly explore knowledge in various subjects related to certain
aspects of their environment. According to Roberts & kellough, (2000) “The term integrated curriculum refers
to a way of teaching, planning, & organizing so the discrete disciplines of subject matter are integrated and match
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Curriculum Design and Instruction by Miss. Hina Jalal (PhD scholar GCUF)
the developmental needs of the learner, help to meaningfully connect the student’ learning to their current and
past experiences”. It includes:
• Problem concerns real to the student and real in the community.
• Student and teacher work together to select the specific topic of interest to them and together they plan
how, when, where and why they pursue it.
• Develop essential skills intrinsic to their learning.
Approaches of Integrated Curriculum
Multidisciplinary Integration: Multidisciplinary approaches focus primarily on the disciplines. Teachers who
use this approach organize standards from the disciplines around a theme.
Intradisciplinary Approach. When teachers integrate the subdisciplines within a subject area, they are using
an intradisciplinary approach. Integrating reading, writing, and oral communication in language arts is a common
example.
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Curriculum Design and Instruction by Miss. Hina Jalal (PhD scholar GCUF)
Transdisciplinary Integration
In the transdisciplinary approach to integration, teachers organize curriculum around student questions and
concerns.
Fusion. In this multidisciplinary approach, teachers fuse skills, knowledge, or even attitudes into the regular
school curriculum.
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Curriculum Design and Instruction by Miss. Hina Jalal (PhD scholar GCUF)
Relationship among Curriculum Designs
Learned
Curriculum
Recommende
d Curriculum
Tested
Curriculum
Taught
Curriculum
Supported
Curriculum
Written
Curriculum
Hidden
Curriculum
International Curriculum
The written curriculum is an
important component of
authentic literacy—the ability to
read, write, and think effectively
The taught curriculum is the
delivered curriculum, a curriculum
that an observer sees in action as
the teacher teaches.
The supported curriculum is
the curriculum as reflected in
and shaped by the resources
allocated to support and deliver
it.
The tested curriculum is that set
of learnings that is assessed in
teacher-made classroom tests; in
district-developed, curriculum-
referenced tests; and in
standardized tests.
The term learned
curriculum is used
here to denote all
the changes in
values, perceptions,
and behavior that
occur because of
school experiences.
As such, it includes
what the student
understands, learns,
and retains from
both the intentional
curriculum and the
hidden curriculum.
The hidden
curriculum might be
those aspects of the
learned curriculum
that lie outside the
boundaries of the
school’s intentional
effort, as, social
values, norms,
cultures, ethics, etc.