The Hidden Curriculum

1. The Hidden Curriculum Practical Solutions for Understanding Unstated Rules in Social Situations Brenda Smith Myles Melissa L. Trautman Ronda L. Schelvan

2. Introduction Each of the strategies presented can be effective tools when teaching students with socio-cognitive challenges. The goal is to assist the students identify hidden curriculums and understand the rules, mores, manners and gestures embedded in the activities.

3. Social Intuition … • Most people have social intuition • Lifeline used daily basis • Helps us navigate in emotional or physical situations to avoid harm • Lets us avoid social disasters

4. Social Intuition • We are constantly surveying for unwritten rules that will apply to each of our interactions • The unwritten rules are our “hidden curriculum”. • After surveying, we consider and proceed successfully within context of the interaction • Translate to what we consider “good social skills” for people who exhibit string cognitive and language skills

5. Some individuals miss the boat…because they lack tools. social emotions language rules inferences

6. Students with atypical neurological development struggle to navigate social situations because they lack some of the necessary tools.

7. Personal Characteristics: This group includes individuals with: • Strong cognitive skills; weak social skills • Gaps in cognitive skills • Lacking an intuitive sense • Emotionally withdrawn or experiencing gaps in emotional development

8. So, who are these students? • Autism • Apsbergers • PDD • ADHD • ADD • Nonverbal learning disabilities • hyperlexia

9. Michelle G. Winner Author: Inside Out: What Makes a Person with Social Cognitive Deficits Tick? • “… recognize their inability to develop social skills and interpret the social nuances of those round them brings deep and lifelong challenges that impact their lives in a multitude of ways, including ….

10. Life impacted: social emotional behavior recreational vocational

11. What is the “Hidden Curriculum”? • Rules or guidelines not taught directly but taken for granted that everyone knows. • Affects social interactions school performance safety idioms metaphors slang body language

12. Example“get off my back” When one understands hidden curriculum…. We read both idiom and body language Message received is: Leave me alone • Not able to access hidden curriculum: • Literal interpretation • Piggy back ride is over!

13. Phrases that include hidden curriculum • I shouldn’t have to tell you, but….. • It should be obvious that….. • Common sense says…… • No one ever….. • Everyone knows that…… • Do you have the time…. • Can you give me a hand…. • “shut up!” different connotations teens vs adults

14. Reading the Hidden Curriculum of Body Language

15. Examples of body language

16. Hidden Curriculum Points to consider • Hidden Curriculum differs with age • Hidden Curriculum differs with gender • Hidden Curriculum differs depending on who you are with • Cultures have their own unique Hidden Curriculums

17. Impact of the Hidden Curriculum When an individual is unable to interpret a Hidden Curriculum, they may be: bullied ignored teased/ taunted misunderstood

18. Hidden Curriculum in School Schools have many unwritten rules that need to be taken into account for success of all • How to dress • the right backpack • Greetings • cool hang outs • Free-time activities • Must have technology Many students are motivated figure out the unwritten rules and do so by observing the perceived popular kids, advertisements, and adapt to their personal style.

19. Teacher Expectations = Hidden Curriculums Hidden Curriculums- Rick Lavoie • classroom rules • what to do when the bell rings • physically- how to travel in the building • administrative structure • daily schedule • extra- curricular connections Strategy: what most students “pick up” at the start of school, should be taught to neurologically atypical students.

20. Hidden Curriculums - Community • Public bathroom protocols health and personal safety ramifications • Public library use varying rules for use as a child versus teen • Dating and personal relationships • Accessing public transportation Strategy: prepare for what can be anticipated with social stories or comic strips

21. Workplace Hidden Curriculums • The workplace can be a trap when it comes to understanding hidden curriculums. • Assumption that adults know work place mores, and can master in a short time. • Less tolerance and higher stakes for breaking the hidden rules.

22. Workplace Hidden Curriculums Hidden Curriculums in the workplace are: • Personal emailing on company account • Casual dress • Offering suggestions • “the customer is always right” defined • Disagreeing with your boss • Adding work responsibilities • Negotiating a raise • Bring lunch or out to eat • “lunch hour” defined • Break protocols • Dealing with anger towards coworkers

23. Workplace Hidden Curriculums Suggested Strategy: Directly teach the differences between a company manual organizational flow chart and the chain of command that is actually followed. - Important for individuals with socio-cognitive challenges who tend to be rule-bound.

24. Teaching the Hidden Curriculum Instruction is key to learning hidden curriculums for people with socio-cognitive challenges. May need different instructional strategies to cover the wide range of hidden curriculums.

25. Teaching Strategies • Safe Person • Situation-Options-Consequences-Choices-Strategies-Simulation SOCCSS • Seek-Observe-Listen-Vocalize-Educate SOLVE • Power Card Strategy • Social Autopsies • Direct Instruction • An Item A Day • Incredible 5-Point Scale • Video Modeling • Social Narratives • Social stories • Cartooning

26. Teaching Strategies Safe Person • Identify someone students are comfortable asking for help. • Need to identify and teach who the safe person is AND types of questions to ask. • Don’t limit safe person options. • Safe person characteristics: • Knows student ‘s characteristics and perspectives • Respectful • Listen non-judgmentally • Knows when to just listen and when to offer suggestions • Take another’s perspective • Problem solve without power struggles • Adjust facial expression to discussion (matter of fact – animated) • Knows triggers for individual • Able to set realistic boundaries a nd follow through

27. Safe Person Probing Questions • Phrase questions to get the information needed to continue with instruction • Suggestions: • What does ___________mean? • Help me understand. • When a person says/does ________, what do they mean? • Show me a better way to ………………

28. Teaching Strategies • Situation- Options- Consequences- Choices- Strategies- Simulation Jan Roosa • Tool for understanding social situations • Helps teach problem solving skills using sequential format • Teacher directed • Helps individuals grasp cause and effect • Realize their decisions can influence outcomes • Used to help individual interpret what happened to them • Can also use to teach social skills • Identify situations students may struggle and prepare plan before situation occurs.

29. SOCCSS- Situation- Options- Consequences- Choices- Strategies- Simulation • S=Situation Social problem occurs -----> Help student identify who, what, when, where, and why. Goal: student independently connect the dots In the beginning, safe person takes active role in prompting answers

30. SOCCSS- Situation- Options- Consequences- Choices- Strategies- Simulation • O= Options • Together brainstorm several behavioral options student could have chosen. • Accept and record all ideas without judgment. • May need to initially prompt more than one idea for the situation.

31. SOCCSS- Situation- Options- Consequences- Choices- Strategies- Simulation • C= Consequences • For each behavior option identified in step 2, list consequence (s). List all possible consequences for any option. Role play may help. Students often struggle with cause and effect, so identifying consequences is hard.

32. SOCCSS- Situation- Options- Consequences- Choices- Strategies- Simulation • C= Choices • Prioritize options and consequences • Use numerical rating OR Yes/no response for each Student chooses the option that feels he can complete AND will most likely get what they want.

33. SOCCSS- Situation- Options- Consequences- Choices- Strategies- Simulation • S=Strategies Develop a plan to carry out the Option when the situation occurs again. Collaborate, but have the student generate the plan. This places the ownership of the decision and responsibility on the student.

34. SOCCSS- Situation- Options- Consequences- Choices- Strategies- Simulation • S= Simulation • Practice • Visually imagine carrying out the strategy • Role play After simulations, evaluate whether or not have students have the skills and confidence to follow through. If answer is No- do more simulations.

35. Teaching Strategies • SEEK-OBSERVE-LISTEN-VOCALIZE-EDUCATE SOLVE Empowerment strategy Way of viewing the world Can be used in most environments and situations SEEK: actively look for hidden curriculums that permeate our environments. “They’re everywhere”. We need to take an active approach to find them .

36. SEEK-OBSERVE-LISTEN-VOCALIZE-EDUCATE(SOLVE) • OBSERVE One way of learning hidden curriculums Take time to evaluate social situation before participating in it. Look for: how people act movements solitary vs. group

37. SEEK-OBSERVE-LISTEN-VOCALIZE-EDUCATE(SOLVE) • LISTEN Listen for topics of conversation -movie, mutual friends, music, books, concert, TV Attend to conversations to join in Important: know what people are NOT talking about company parties- no shop talk

38. SEEK-OBSERVE-LISTEN-VOCALIZE-EDUCATE(SOLVE) • VOCALIZE • Quietly ask to have unfamiliar slang, idioms and gestures explained • Ask about appropriate dress for event • An identified "safe person” can give you advice • Asking and cracking the hidden curriculum codes Keeps you from feeling uncomfortable, misunderstood, or ostracized

39. SEEK-OBSERVE-LISTEN-VOCALIZE-EDUCATE(SOLVE) • EDUCATE Share the information you have learned by figuring out hidden curriculums. Educating can come from a “safe person” or others if needed. Prefice with script such as “ Can I help?” or “The last time I went to __________, I didn’t know that….”

40. Teaching Strategies Social Narratives Direct instruction Describes social cues and appropriate responses Teaches new social skills Written for students at their instructional level Use pictures or photos Identifies content, promote self-awareness, self-calming, & self-management Loose guidelines Samples

41. Teaching Strategies Social Stories (Gray) Type of social narrative Very popular Individualized story describing a social situation from student’s perspective Description includes: why situation occurs how others feel or react to situation what prompts feeling or reactions Framework: individualized to specific situations, and individual’s abilities and lifestyles Written- can be paired with pictures; created by staff, families; student input when feasible Most successful: socio-cognitive disabilities Resource: www.graycenter.org

42. Teaching Strategies Cartooning Visuals enhance social understanding by making abstract concepts tangible and static. Opportunity to reflect. Way for those with socio-cognitive challenges to visualize Includes: carton figures stick figures comic strips symbols

43. Teaching Strategies “Comic Strip Conversation”Pointers Step 1: Engage in small talk Step 2: Draw about a specific situation Step 3: Present Perspective Step 4: Provide sequence or structure Step 5: Summarize the Cartoon Step 6: Identify New Solutions

44. Teaching Strategies • Chit- chat before discussing a problem situation included figure drawing with the chit chat • Goal is to strengthen rapport and build confidence • Talk about weather, weekend activity, pets, sports

45. “Comic Strip Conversation”Pointers Step 2: Draw about a specific situation Student draws OR gives input as staff draws Artistic talent not required – stick figures are fine! Label or give stick people identifying characteristics Guide drawing with questions for details Where are you Who else is there What did you do What do others do

46. “Comic Strip Conversation”Pointers Step 3: Present Perspective • Adults share insights during the drawing process • Capitalize on natural opportunities • Students need to have as much control as possible at this step • Adults work to achieve balance of student perspective insights AND sharing accurate info

47. “Comic Strip Conversation”Pointers Step 4: Provide sequence or structure When drawing comic strips- use boxes to keep order Drawings should be in order Number the boxes to assist with organization

48. “Comic Strip Conversation”Pointers Step 5: Summarize the Cartoon Review to give student an opportunity to synthesis the information View and summarize in order of occurrence Student verbally “ reads” the comic strip Staff provides clarifying comments only as needed Summarizing insures that everyone’s on the same page

49. “Comic Strip Conversation”Pointers Step 6: Identify New Solutions Adult & student work together to find new outcomes for the pictured event. Written all solutions down Encourage student do as much as possible independently Student reflects on each new written outcome Student and staff analyze each item’ Discuss advantages and disadvantages of each ‘ Student keeps list- serves as plan for future situations Organization suggestion: keep in binder for easy access

50. Teaching Strategies Power Card Strategy • Visual aid • Uses students’ special interests to understand social situations, routines, meaning of language, hidden curriculum • Consists of a script and a Power Card