[Ous-lp-rp13] Social Class and the Hidden Curriculum of Work

[Amanda Burns]

Amanda, Brittany, Angie

Might you discuss in small groups the essence of Anyon’s article,
particularly as it pertains to (a) Working Class Schools, (b) Middle-Class
Schools, (c) Affluent Professional Schools, and (d) Executive Elite
Schools?

Might you work in small groups to identify from the content of the article
what you might use as a principal to guide instruction and learning in your
school?

Working Class School:

·         Procedures are mechanical in that they are rote

·         Minimalize prior connections

·         Students are not provided reasons for their learning

·         Teacher prepared and selected materials

·         Students do not have choice or freedom to make decisions



Middle Class School:

·         Some choice provided to students

·         Independent answer retrieval

·         Answer to questions are found by using text books or listening to
instructor

·         Strict criteria for obtaining correct answers





Continue to push for student independence by way of provided resources.
Minimalizing the use of directed instruction, fostering independence, and
continuing to set high expectations for all students.

Affluent Professional School:

·         Creativity

·         Continuously pressed to express new ideas and concepts

·          Not having direct orders to the students

·         Having the students use their own thought process with some
guidance from the teacher



Executive Elite School

·         Independence

·         Schoolwork helps the students be prepared for life

·         Having the students reason their problems

·         Less emphasis on the right answer,  more emphasis on learning
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