The “hidden curriculum” may be defined as “the social, emotional, and intellectual environment fostered in the classroom.”

It occurs in EVERY classroom and is a result of teacher-student interaction, the physical arrangement of the classroom, and the goal structure set forth by the teacher.

Goal Structure Possibilities
 Teachers use a variety of “goal structures” as they teach.  These include:

1.  Competitive Goal Structures.  When competitive goal structures are in place, students compete with their fellow students or
        points, gold stars, even grades.
2.  Cooperative Goal Structures: In this setting, students “team” with fellow students and work cooperatively toward the
        accomplishment of the learning objective.
3.  Individualistic Goal Structures: Here, students work privately toward the learning objective.  Success/failure is based solely
       on what they are able to accomplish individually.

 So, which will you choose, which will you use?

Each is Effective:  It mostly depends on the task at hand.

Competitive Goal Structures (games, contests, etc...)  Can be used effectively in the elementary classroom.  This type of
 teaching/learning is activity based, motivational, and fun for students.

Results of Research:  Comparing Cooperative and Competitive Learning

COMPETITION in the classroom is OK.  In fact, research indicates that competitive learning situations may prove superior to cooperative ventures when the learning task involves simple, drill-and-practice activities.

Competition in the classroom can be used to motivate students, create interest, and add some excitement to the classroom.  Keep in mind however:

1.  In competitive situations, some must lose for others to win.

2.  We all need to feel like “winners.”  Make sure each child succeeds often enough to build positive self-esteem.

3.  Monitor student frustration levels closely.  Students must learn to deal with both victory and defeat in a positive manner.

Cooperative Learning:  Working Together in Groups Toward a Common Goal

 COOPERATION has been shown to yield superior learning results when the task involves problem- solving.
 In these situations cooperation:
  Increases student achievement
  Enhances student self-esteem
  Improves students’ attitudes toward school
  Improves student relations
  Improves student motivation
.
Cooperative learning ventures require the teacher to group students.  How will you do this?  What options are available?

Teachers may choose to group students randomly by having them “number off.”

Students may be grouped “geographically.”

Students may be grouped by gender.

Other Grouping Possibilities

 Ability Grouping: Putting students together on the basis of their demonstrated cognitive abilities. This strategy can be helpful in
 dealing with groups of students who need special attention in a specific skill (multipication, spelling, etc...).

 Teachers have often used ability grouping as a “management tool” whereby all students in one group or class could be given
 the same work/assignments.

 However, ability grouping has a number of potential drawbacks.  Keep in mind that those students assigned to “low ability”
 groups:
I.
 1.  Often lack the ability to lead, organize, and/or motivate their group.

 2.  Accept their role as “dummies” or “retards” or worse.

 3.  Are assigned overly simple tasks and thus placed in “no-win” situations.  Example.....

What is the most common form of grouping students in school?  AGE LEVEL GROUPING

 Age level grouping means putting students in groups (grades) according to their age.

 Any problems with this strategy?

 Of course not all students mature, grow, and learn at the same pace.  Not all students are ready for Kindergarten at age 5.

 Another disadvantage of “age-level” grouping is that it denies younger students the opportunity to observe and learn from their
  older peers.

 This can be aleviated, however, when teachers of different grades work together and encourage “peer- teaching.”

Peer Teaching
 Peer teaching occurs when one student teaches another.  Effective teachers use this approach from time to time to:
    Foster student understanding
    Facilitate communication among students
    Encourage appropriate social interaction

Why Groups Fail (occasionally)
  If at first you don't succeed, try, try, again!
  Teachers occasionally experience difficulty with group work because:
           1.  The task is inappropriate for a group.
           2.  Poor time allocation (too much/too little).
           3.  Group tasks are not clearly articulated.
           4.  Initial teacher/student frustration.
           5.  Improper group size.

Group size
 The number of students in any group greatly affects how well that group will perform.  Different size groups have individual advantages and disadvantages.

 Dyads” are groups of 2.  This allows for a great deal of interraction among the members and “hiding” within the group is nearly
   impossible.  Possible drawback: Too little input.

 “Triads” are groups of 3.  Again, ample interraction is available, and hiding is difficult. The “two on one” phenomenom occurs
   quite frequently and once again, the group task may require a larger group.

 What’s the right size group?  It depends on the task but generally, groups of 4-5 students work quite well under close teacher
   supervision.

Remember: Group size is the greatest determinant of individual participation in group work.

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