INTRO TO PE

RECAP

• DefinitionsIn/through/About movement
• In/through/About movement

IN/THROUGH/ABOUT

ASSIGNMENT TALK

• Completed reading
• Where you should be at now
• Reflections - at least 5 submitted for portfolio

THE 'HIDDEN CURRICULUM'

From the assignment(1.2): What type of assumptions were made in or about PE - what aspects of the 'hidden curriculum' existed?

The 'hidden curriculum' is the unwritten, unofficial and often unintended lessons, values and perspectives that students learn in school.

The hidden curriculum concept is based on the recognition that students recognise and absorb things that may not be part of a formal course of study

AN EXAMPLE

HIDDEN LESSONS

• Males are superior to females
• Competition should be valued by all
• Students should conform to teachers
• Anything else ?

Described as "hidden" because it is usually unacknowledged or unexamined. It is not 'deliberate' learning.

EXAMPLES

POSSIBLE EGS IN PE

• Competition is good
• Boys are more 'able' than girls
• Skinny = fit, fat = unfit
• The body is a machine
• Maori/Pasifika students are more suited to PE

CONTD

• The teacher is the expert
• Students have no power/autonomy
• Sports science makes PE credible
• Size matters
• Some sports are valued over others

CONTD

• Physical activity is cathartic
• If you are good at PE you are not academic
• You have to be good sports to be physically educated

GOOD FEMALE PE STUDENTS

GOOD MALE PE STUDENTS

IT IS NOT

HOW IS THE HIDDEN CURRICULUM 'TAUGHT'?

HOW?

• Who and what we praise
• The tone of our voice
• The contexts we choose
• The attention we give things
• The lack of attention we give things

HOW CONTD

• The rules we enforce
• The words we use
• The images we project
• What we do ourselves
• Timetabling, weighting of assignments etc

PEER SHARE: What sort of things did YOU learn at school that were probably not in the 'formal' curriculum?

PEER SHARE: What aspects of a 'hidden curriculum' have you experienced here at Unitec , here in this course?

SO WHAT?

SO WHAT

• Importance of reflecting on teaching
• Challenge the status quo
• Realise your own assumptions
• Think critically
• Think big picture

THINKING CRITICALLY

ADVANCING YOUR THINKING

• Describe (what)
• Explain (how and why)
• Discuss (examine, analyse and evaluate)
• CRITICALLY discuss

ASK YOURSELF

• What do we know and how did we come to know this?
• What is the evidence for our knowledge
• What are my beliefs about this knowledge, why do i/we believe this
• What information is missing from the picture
• Whose voice is heard in the writing/activity/class room etc

CONTD

• Whose interests are being served
• Who is being advantaged
• Who is not being heard or served
• Who is being disadvantaged
• What needs to change and how

ACTIVITY

USING GOOGLE SCHOLAR

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