Ask yourself... Which of the materials we just used were

intended to be used in science instruction? Magnets Static Refraction Sound Friction

Is this beautiful?

In ELED, is it OK to discuss... Beauty? Money? The environment? Hunting? Religion? Sex?

Is this beautiful?

There is beauty in everything, but not everyone is capable of seeing it.

Confucius

There is curriculum in everything, but not everyone is capable of seeing it.

Curriculum Potential

Curriculum Potential Curriculum materials embody the intentions of

the developers imperfectly More complex and comprehensive materials may

yield a richer array of possible uses It may be possible to use rather limited and

standard materials and to create exciting and motivating experiences

It is possible to use materials that were not intended for teaching in creative ways to support curriculum

Curriculum Interpretation Teachers do not simply implement

curriculum, they also interpret it The “reading” of curriculum potential

depends not only on the inherent qualities of the materials, but also, to a large extent, on the teachers’ interpretive abilities and on their professional imagination

Explicit Curriculum Intended learning outcomes Also known as the formal curriculum or

the official curriculum (although those terms do have slightly different implications.)

Hidden Curriculum Unintended learning outcomes Also know as informal or implicit There is a sense in the idea of the “hidden

curriculum” that students are learning things that are not stated, but that they are held accountable for in informal ways

Based on what is considered “normal”, which brings in the concept of hegemony

Hegemony A situation in which one state or way of

being/knowing predominates Usually the hegemonic condition is an

implicit part of a culture, going unstated and unrecognized because it is simply considered normal

Hegemony is usually promoted by the implicit messages presented in a culture

Who are scientists?

Null Curriculum What is left out, either intentionally or

unintentionally, from the curriculum Decisions about what are included or not in

a curriculum—what becomes the null curriculum—are always political, even when (especially when) they are unintentional

Do we include it? Academy awards? The focus events of Argo? Maps? Reproduction – sex? The BP oil spill? Mental health?

Politics The ways social power is gained, given,

taken, lost, denied, and used Since “knowledge is power”, anything that

contributes to or detracts from opportunities to learn is inherently political

Because curriculum construction affects opportunities to learn, it is a political act

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Curriculum Potential Curriculum interpretation gives insight into

different levels of the curriculum—the explicit, hidden, and null curricula

Once different levels of the curriculum are recognized, the teacher can set out to implement, enhance, or augment the curriculum