Curriculum is
defined as the materials, information and content that
a student will be involved in while achieving their identified educational
outcome. It is clear that there are
multiple aspects of curriculum, but it is generally broken down into the two
categories of formal and informal. The formal curriculum is based on
the documents provided by the ministry of education and the course syllabuses
provided by the teachers or school. Secondly, and in my opinion most
importantly is the informal curriculum. This can include the hidden curriculum, but also consists of the experiences, knowledge, skills and attitudes
gained outside of the lesson or the formal school environment (Drake, Reid
& Kolohon, 2014).
An example of informal curriculum is present on a
class field trip. Walsh & Straits (2014) suggests that “The
learning experiences delivered by parents, friends, and educators in informal
environments can spark student interest in science and provide opportunities to
broaden and deepen students’ engagement; reinforce scientific concepts and
practices introduced during the school day”. Providing another aspect to the
lesson that is being taught will not only draw students' attention, but may
also allow them to connect the information to everyday experiences. For
example, if the science lessons the day before going to an aquarium were based
on the development of life from the stages of an egg to a full adult fish, the
students may be able to physically observe this change and understand it on a
deeper level. In saying this, teachers need to ensure that informal learning is
taking place in their classroom.
Examples of informal
curriculum in the classroom can include student directed learning where students
will guide their own research and can use technology like apps
or online tutorials. It has been suggested that the most beneficial type of
learning is informal or accidental, and that coaching provides an ideal
opportunity to learn in schools (Porumbu, 2014, p. 338). This action of
coaching an athlete who is learning a new skill can also be applied to the classroom.
In my opinion, this is an interesting comparison to the informal curriculum
that can be found in the classroom. Informal curriculum is
experienced in the classroom when students are removed from the formal learning environment,
typically consisting of the teacher providing information. In saying this, The Competitive Advantage talks about the main
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aspects of
what makes a good coach. I believe that a direct connection can be made between
this article and the notion of being a good teacher. The article mentions, but
is not limited to the fact that a good coach attempts to push their athletes to be the best that they can be, understands individual differences, is flexible, and
uses their athlete’s mistakes as a valuable teaching opportunity. In saying
this, I believe that these are also factors that contribute to being a good
teacher and this may provide a novel approach to informal curriculum. Assuming the role of coach will consist of guiding the students
through their learning. This can be done using individual or group projects and
demonstrations that will also provide a new environment for students to learn
in. It will also allow the teacher to achieve a desired level of freedom, since
students can take their learning in the direction that they choose at their own pace. Overall, assuming the role of a coach during
informal learning provides a new opportunity for students to explore the
learning environment with a goal and style that interests them.
Drake, S. M., Reid, J. L., Kolohon,
W. (2014). Interweaving curriculum and classroom assessment: Engaging the 21st
century learner. Don Mills, On: Oxford University press.
Porumbu, D. (2014). Informal leaning- An opportunity in training educators. Journal Plus Education/ Educatia Plus, 10(2). 337-341.
Walsh, L., & Straits, W. (2014). Informal science learning in the formal classroom. Science And Children, 51(9), 54-58.
Porumbu, D. (2014). Informal leaning- An opportunity in training educators. Journal Plus Education/ Educatia Plus, 10(2). 337-341.
Walsh, L., & Straits, W. (2014). Informal science learning in the formal classroom. Science And Children, 51(9), 54-58.
