Effective Teachers Are Mindful of the Total Curriculum
By
Daniel M. Purdom
University of South Florida Gulf Coast University
When either lay people or professional educators use the term curriculum, they assume it is understood
what is meant by the term. Yet on further analysis, the term is found to have a variety of meanings.
Some use the word curriculum to refer to the subject matter that is taught in a course. A syllabus which
outlines the subject matter or content is, therefore, a curriculum. Others use curriculum to refer to a
plan of schooling which includes not only subject matter to be taught, but a strategy or set of procedure
and materials for achieving the content (subject matter). Still others consider whatever happens at
school to be the curriculum – planned subject matter, social learning, personal experiences, etc.
According to this view of curriculum, whatever happens, planned and unplanned, is the curriculum. These
are not the only three types of definitions. Some curriculum specialists differentiate as many as eight or
ten types of definitions and discuss the advantages and disadvantages or each type of definition.
Accepting a narrow definition of curriculum , e.g., subject matter to teach, is troublesome for those who
believe much is neglected with such a narrow focus. Those with a broad definition, e.g., everything that
happens at school, believe their definition is best because it causes people to think about all experiences
that influence a child’s life and learning at school. The opposing view argues that such an inclusive
definition doesn’t place adequate attention on what they consider the primary purpose of schooling, i.e.,
the subject matter to be learned. One possible way to solve the definition problem is to break the total
curriculum (everything that happens) into three parts so that each part can receive proper emphasis and
attention.
One purpose of this article is to identify three aspects of curriculum and to discuss the distinction among
each of these important parts of the whole: the formal, informal, and hidden curriculum. A second
purpose is to develop appreciation of the power of the informal and hidden curriculum. Since all three
parts of the curriculum are being taught so much of every day in school, it is imperative that teachers be
sensitive to all parts of the total curriculum and develop skills in managing each aspect of it.
Before proceeding to clarify each aspect of the curriculum it should be noted that all references to
curriculum made in this article refer to what is taught, not necessarily what is learned. It seems
important to be aware of what is taught because, regardless of the number who learn from what is
presented, whenever an opportunity to learn exists, the potential is significant to consider. In practical
terms, many of the lessons from the formal, informal, and hidden curriculum are learned by many
students.
The Formal Curriculum
A major part of what is taught at school is the subject matter officially adopted and intended for
students to learn. This will be designated as the formal curriculum. This part of the curriculum is openly
acknowledged to all as what we want students to learn. It is explicitly stated as the goal for schools to
accomplish and, as such, teachers and students are generally aware of the formal curriculum. State
legislatures, local school boards, school administrators, and teachers decide what this will be.
If you ask a teacher what she/he is teaching in a lesson, the answer would most likely be the formal
curriculum – without references to the teachings in the informal and hidden curriculum. The formal
curriculum is what is found written in teachers’ lesson plans and plan books, the subject matter on
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textbook pages to teach, the content to cover in curriculum guides, etc. Even if a teacher has not
recorded the objectives or content to teach, she/he can usually state what is the general purpose of a
lesson or unit in terms of subject matter topics. For example, if a teacher walks out of a classroom and is
asked what was being taught in the curriculum, he/she will usually state the intended, officially adopted
subject matter that was addressed, e.g., a list of spelling words, a type of music, a rule for using a comma,
etc. Students also are aware of the formal curriculum and if asked what is the curriculum they will
generally respond by stating the subject matter focus of a lesson, unit, or course.
The Informal Curriculum
The informal curriculum is a part of the total curriculum which includes those teachings which are
spontaneously presented. They are not necessarily officially adopted and certainly not planned for in
advance. All teachers “throw in” extra lessons or messages as they teach. For example, a teacher might
say, “John, it isn’t polite to interrupt someone who is talking.” Or, “By the way, do you realize we are one
of the few nations in the world to use feet and inches instead of the metric units of measurement.” Both
teacher and students are aware of the unplanned lesson but it is not usually the major focus of the lesson
or what is accepted as the curriculum proper. The informal curriculum is a side effect, a tangential part
of the formal curriculum. Yet many powerful teachings are presented through this curriculum. Because
these teachings are conscious events for teachers and most students, nearly all are able to identify the
lesson delivered. However, since these ”lessons” are taught in the context of formal curriculum and often
very short-lived, they are not frequently recalled or discussed when inquiries are made about what was
taught in the curriculum.
It would be correct to say that for the most part the informal curriculum is intended. Teachers, on the
spur of the moment, think of some “message” they wish to impart. Occasionally an informal message is
sent impulsively and the teacher regrets either the manner or substance of the informal curriculum. For
instance, a teacher might shout at a student for throwing a book to another student across the room.
The message is that it is improper to throw objects but the shouting is something the teacher might not
choose to repeat if she/he thought about it. However, the message might have made a very strong
impression and have had a longer lasting effect than the subject matter of the lesson. Many informal
messages are sent during the presentation of the formal lesson. Some are social lessons (e.g., wait your
turn to speak, keep your shirt tail inside your trousers); other lessons are academic (e.g., the metric
system is used in most countries, 2/3 of the earth’s surface is covered by water).
The Hidden Curriculum
A third part of a curriculum is the hidden curriculum. This part includes those teachings which are
presented to students but are not consciously received by students. Many powerful “lessons” are learned
even though the student is not aware that a “lesson” was taught. Some years ago movie theaters used
subliminal suggestion to send hidden messages. In films, hidden messages would be sent which suggested
people buy popcorn, soda, and other snacks, Viewers were unaware these messages were being sent but
they found themselves buying food items at the concession stands. Later this practice was outlawed.
In classrooms, many subliminal suggestions are presented – some intentionally, some unintentionally. At
times the teacher or curriculum planner consciously “plants” a message which will be presented along with
the formal curriculum but one of which most students will not be aware. For the students, it is hidden.
An example would be the use of multiethnic people in textbook illustrations to foster acceptance of racial
diversity in our population. At other times, the “message” sent is unintended and accidental. Always
having males operate classroom audio-visual machines would send a sexist message even if the teacher did
so in an unthinking manner.
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The hidden curriculum is perhaps the most powerful of the three types of curriculum because it is not at
the threshold of consciousness and therefore not under control by students, and at times the teacher.
When something is being taught and at least one party in the situation is not aware of it, a sort of mind
control is in effect. The effect of the hidden curriculum can be subversive, negative, and destructive or
it can be constructive, positive, and desirable. The value system one holds often determines whether a
hidden lesson is judged as good or bad. For example, a sexist curriculum is favored by some and rejected
by others.
Sources of the hidden curriculum are endless. Outside of schools, all of us are “taught” what to believe,
what to like, what to reject, how to behave, and so on from every situation in which we find ourselves.
The room we sit in is decorated so it sends messages – e.g., certain types of paintings and art works are
pleasant or unpleasant to have in one’s environment. As we travel in our cars or on buses we are
bombarded with hidden messages about what life is supposed to be, e.g., the aesthetics of a new auto
design, the way to drive or not to drive. In our offices or churches we receive hidden lessons about the
way to act, what to respect, what to accept and what to challenge in a situation. Even our times of
informal socializing with friends can unconsciously teach us not to challenge one’s belief, appreciate a
person who maintains eye contact and listens actively while another peaks, etc.
In any particular situation, one individual could be learning just the opposite from the hidden lesson that
another person learns. One’s background and personality traits influences the effect a hidden lesson has
on any individual. The hidden lesson in a situation might not even affect one person but greatly influence
another person; but in both cases, the individuals involved would not be aware of the hidden lesson
“presented.”
In school, the potential sources from which hidden lessons are sent are limitless. Even the carpet in the
classroom could be teaching children such things as the value of providing pleasant educational facilities
and the flexibility and comfort of a carpeted area. Or, for some, it might teach nothing. Three of the
most powerful sources from which hidden messages are sent at school are (1) the teacher’s behavior, (2)
the instructional materials, and (3) the physical environment.
Since the teacher is such a key part of the educational process, his/her behavior, both verbal and
nonverbal, is a significant source for teaching the hidden curriculum. A teachers’ language is full of
hidden as well as explicit lessons. When teachers constantly say, “boys and girls” and “he and she” they
are sending the message that males should be given priority over females. Nonverbal behaviors, such as a
smile or frown when discussing academic subject matter or nonacademic matters, conveys attitudes to
students. When teachers are highly prized by students, the very subtle preferences which teachers
transmit are learned by students.
Instructional materials also are a major source through which the hidden curriculum is taught. Many
hours of the school year are sent reading and discussing textbook material, viewing films, and completing
workbooks. Extensive studies analyzing both the text and illustrations of textbooks have revealed strong
biases being taught. In the sixties, racism was identified. At that time, none of the major publishers
included African Americans, Asian Americans, or Native Americans in their illustrations or textual
material. In the seventies, sexism and ageism were identified. Most modern texts are attempting to
correct these biases and are purposely constructing materials to encourage racial integration, sex fair
practices, etc. In current texts, students will still receive a hidden message, but one that is planned to
produce a more desirable outcome than the previously unplanned, negative outcomes of older texts.
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As mentioned earlier, the physical environment sends many hidden messages. More important than a
carpet in the classroom would be such environmental factors as how students are grouped and seated
(ability grouping or homogeneous grouping, seating in student groups or in straight rows facing the front
of the classroom, etc.), the types of materials placed in the setting (bulletin boards containing pictures of
all young people or pictures including a range of ages), and the rules which control behavior (the teacher is
to govern or students are to assist in class governance). How accessible materials are for student use
also teaches lessons about trust and children’s ability to function independently. A thorough analysis of
teacher behavior, instructional materials, and the physical environment is certainly in order for the
teacher who truly cares what she/he teaches in the curriculum.
It is not possible to do away with the hidden curriculum; it will always exist. If an analysis of the hidden
curriculum reveals teachings that are not desired, then a change can be made. However, whatever change
is made will present a new hidden curriculum. For example, if pictures on bulletin boards are changed so
as to include elderly people then a new message is sent (elderly people count) and no doubt many additional
messages from the content of the pictures.
When a hidden curriculum is detected by the teacher, several options exist as to how to deal with it.
First, if it teaches something of which the teacher approves, the teacher might embrace it and purposely
continue the hidden curriculum. Or, if the teacher is neutral to what is discovered, he/she could simply
ignore it. If, however, the teacher views the hidden curriculum as something undesirable, then she/he
can either change it or eliminate it altogether. Realizing that lining students up by sex promotes sexist
attitudes could result in a teacher using a different way of having students line up, e.g., by seating areas
in the classroom. The possibility of creating another undesirable curriculum can result when attempting
to eliminate a negative hidden curriculum. If the teacher changes from lining the class up by sex and uses
ability (e.g., students in the top reading group line up first) then another undesirable hidden curriculum is
established. When teachers are in situations where they do not have the authority to change a hidden
curriculum (must use certain textbooks) and a negative lesson is presented in the situation, teachers can
reveal the hidden curriculum to the students so that they are aware of the negative influence. In fact,
this practice of conscious-raising has a hidden lesson. Teachers who expose subtle influence to students
are teaching students to be sensitive to such influence. Students who are constantly on the lookout for
factors that are influencing their behavior are better able to function in an autonomous manner.
Knowledge is power!
Although it is impossible for teachers to be aware of everything that goes on in a teaching-learning
situation, an effective teacher is mindful that important lessons are being taught through the formal,
informal, and hidden curriculum. The teacher will try to identify and deal with the most powerful and
significant aspects of each part of the curriculum. Such a teacher is accepting the responsibility for
teaching the total curriculum and in so doing achieves a high level of professionalism not obtained by
those teachers focusing only on the formal curriculum.
This article will be concluded by presenting a scenario of a teaching situation and then identifying
examples of the formal, informal, and hidden curriculum in the situation.
Ms. Schwartz is teaching a math lesson to students in the lower achievement section
of a seventh grade general math class. As she explains how to calculate the percent
of interest paid for a purchase, a student states that his parents are paying 14% on
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their house mortgage and because they borrowed $62,0000 for their house, the
monthly payments are close to $900 month, mostly interest. Ms. Schwartz
responds by saying that banks squeeze as much out of the customer as possible and
that the student should not reveal to other people what his parents owe. Another
student quickly rushes to the defense of the banking industry and says her mother
makes loans at a local bank and they only charge what they need to charge to make a
reasonable profit. Still another student reacts by saying his father also works in a
bank, and banks give loans to many people who would never be able to buy a house
without help from the bank. The teacher tells the class they must go on with the
lesson and presents the formula for figuring compounded interest.
In the above scenario, the formal curriculum was the lesson on calculating interest. In addition, many
other lessons were taught through the informal curriculum: banks are greedy, keep financial matters
private, profit is important for businesses, people need credit. Powerful lessons were sent through the
hidden curriculum as well: people defend their personal interests, staying on task in important, teachers
present their biases to students.
When a teacher is conscious of the range of teachings in such a situation, then the teacher is operating as
a mindful professional who has more power over the curriculum delivered than the teacher who thinks only
of one aspect of the curriculum.