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A combination between what teachers think should be taught, what society thinks should be taught, and what actually is taught.

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Prepare students for the world
Promote access for all
Align with standards.
Longterm outcomes.
Output: good citizens
Meet the needs of students.
Use as agents of change.

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When making curricular decisions, teacher need to consider the following:
-Legal Obligations
-First Steps for New Teachers
-Social Contexts
-Technology
-Connect to Students
-Backward Planning

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- Student cognitive development
- In and out of school
- Equity
- Large impact of "hidden curriculum"

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Local/State/National Policies, teacher and students' interests, educational backgrounds, special needs, and differentiation are all influences.

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The learning experiences and content guides that guide a student's focus for academic knowledge as well as the student's personal development towards discipline.

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Curriculum is the planned interaction between student and content. Curriculum guides the focus for a student as an intellectual and personal being.

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Ideological - a curriculum of ideas intended to reflect funded knowledge

Formal - curriculum that represents society's interests

Perceived - what educators, parents, and others think the curriculum to be

Operational - what actually goes on hour after hour in the classroom

Experiential - what learners actually experience

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Formal Curric - the outlined topics/concepts to be taught
Enacted Curric - the material as it occurs in activities/assignments
Hidden Curric - underlying goals and perceptions schools and teachers hold for students

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the learning experiences and goals the teacher develops for particular class

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Prepare students to be citizens in a democracy

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Equal access to opportunities for all people

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Intentional curriculum (consciously intended by the school system)
-written
-supported
-taught
-tested

Hidden curriculum (not a product of conscious intention)

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There are policies that define our rights and obligations to children. Ex: protecting students from abuse, special education opportunities, etc.

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- Generated from individual state standards and CCSS
- General statements that are meant to be addressed over long periods of time (i.e. Learn to communicate ideas through writing and speaking)
- "Educational goals are the

long- term outcomes that the school system expects to accomplish through the entire educational process over which it has control" (16)

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"We assume that in the United States these curriculum goals are, or should be, shaped by the requirements of preparation for citizenship un a democracy" (170).

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Influence decisions about the inclusion and placement of content

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- Meets the needs of students
- Meets the demand of content
- Purposeful / "Adds up to important, well-developed abilities for students"
- Not something most people know how to do intuitively

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Teachers are agents of change

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New teachers should learn the following about curriculum: 1) different views of curriculum 2) how to develop and carry out curricular plans that are coherent and have a high probability of success 3) how to make sound curricular decisions

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- Equitable outcomes (or lack thereof)
- Responsiveness to student needs
- Empowering students to be successful (1) in the classroom and (2) in the outside world

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- Brain research influences how to reduce distractions and increase engagement for students
- The brain changes every day and impacts how the student approaches learning; therefore, the classroom environment is a driving factor for understanding
- Digital age with regards to brain development has become an important factor for students as well as society to understand how learning impacts understanding

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Individual interest

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Educational history

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"perspectives and polices that shape contemporary aims"

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Purposeful and organized curriculum have better outcomes for students (studies show p. 183).

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"parents and community members"

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"understand the social context of schools as organizations: how they reflect and relate to the communities in which they are located, and how they operate as organizations with norms, expectations, people, structures that must be interdependent if the members of the school are to accomplish their jobs effectively."

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Ability to reach out to a strong network of colleagues for developing creative and exciting lessons

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We need to find a balance between planning too little and too much when it comes to curriculum: "Some research suggests hat students learn less when teachers' planning is too detailed and rigid, such that the teacher focuses more on getting through the plan [than on learning]" (p. 185).

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Special needs or accomodations for certain students

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- Hidden curriculum teaches students more than content knowledge
- Hidden curriculum often "produce changes in student values, perceptions, and behaviors" (20)

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Not only the formal content guides (such as textbooks or state/district guides), but also the "decisions and adaptations teachers make to ensure that the ideas and skills they hope to teach are made accessible to students."

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School boards, principals, school districts, state standards, etc.

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connect the interests of children to the goals of of the curriculum

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Technology: literacy, fluency, infuse, data driven, "gateway to deeper engagement"

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"backward plan"

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When you make a choice, there are other choices that you are also not making. In other words, a teacher needs to compare the benefits and drawbacks of including/not including something in curriculum.

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Brain research