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Ideology Summary, Mini Lesson & Reflection

Jodi Thompson (partner Jolene Hehn)

September 29, 2018
EDUC 3501 Section LM
Dr. Darlene St. Georges
Social Efficiency Ideology

The Social Efficiency Ideology centers around the idea that we, as humans are created to
meet a certain set of societal needs. Through this ideology, teachers are preparing their
students for success in life as positively functioning adults. These needs can range from basic
needs for the student to be a functional member of society such as counting money or being
able to tell time, to the more complex needs of society like recognizing equality for all; teachers
are even preparing their students for societal needs that may not be developed yet. Social
efficiency is an ideology that promotes the teachers of the classroom to be in control of what
their students will learn to become contributing members of society.
This ideology suggests that it is each individual teacher’s decision on what they will
teach to their students to meet these social needs. The teacher will make decisions on why the
lessons are important for the student’s development, how they are going to learn it and how
the teacher will teach. The school curriculum becomes a tool for guiding the students and
teachers towards societal success, in a way that the schools and classrooms are training the
students for the “real world.” This ideology is hierarchical in the sense that the teachers are
superior and dictate what the students learn in the school year, when the students master the
desired life skills they will slowly make their way towards being adults at a similar level of social
status as their teachers were. The students must be competent in the ways that they learn the
content of their lessons and must carry out the action into practice beyond the classroom walls.
Within the Social Efficiency ideology, the main focus is on the societal needs and not on the
needs of the students. Testing becomes more of a pass/fail, whether the students have met the
standards or not and the ability to complete the task is more important than understanding.
This ideology demonstrates the importance of efficiency and accountability; it is important that
the students learn useful knowledge that will benefit them in the future but also that it be
learned in a timely manner.
Educators have the power and opportunity to change their students, typically in a
positive manner. The teachers who follow the social efficiency ideology are embarking on the
challenge to change their students’ lives through power, control and efficiency, and help them
to meet the fundamental societal needs. By the time the students have completed their basic
education they will be competent in skills that are relevant to their real life, out of school
experiences. When the students enter a classroom that uses the Social Efficiency Ideology, they
are embarking on a journey that will intricately develop them to become a functioning adult by
the time that they graduate.
Grade: 4 POS: Mathematics Lesson Title: Basics of Telling Time

Overview of lesson

This lesson will begin to cover telling time from analog and digital clocks using instruction and
individual practice exercises. Initially, the lesson will provide a brief introduction of long vs. short hand
and hours vs. minutes features of each clock. Students will then be provided a series of examples on
the board to show their understanding of reading clocks. Students will then be asked to replicate a
series of examples from the board by using their individual analog clocks. Following each example,
students will receive immediate feedback on their replication to identify issues of concern in students
understanding. After this lesson students will have the basic skills to read analog and digital clocks.

Alberta Program of Study

General Learning Outcome: Specific Learning Objective:

Use direct and indirect Read and record time, using digital and analog clocks, including 24-hour
measurement to solve clocks.

Curriculum Ideology
Identity and give a brief description of ideology lens this lesson is designed through. Indicate how your lesson
is designed to have students experience this ideology.

The social efficiency ideology centers on the framework that the teachers decide what their students will learn
that will contribute to them meeting societal needs. The educators are teaching the next generation how to
carry out useful skills in society rather than loading them with knowledge that they may never use again. This
lesson on teaching the grade four students the basics of telling time both digitally and analogous, prepares them
for many parts of the world. Telling time is a key aspect that everybody should know how to do. If one does not
know how to properly tell time, they will risk being late for important events as well as have overall poor time
management skills, both of which are important parts of our lives. This lesson is meeting a curriculum
requirement while educating students to succeed outside the classroom.

Learning Resources / Material & Equipment used

Individual interactive analog clocks

Dry erase markers

Lesson Procedures (Steps)

Introduction (5 mins):

 Explain the difference between an analog and digital clock

 Explain to students the digital clock by showing that the numbers on the left of the colon show the hour, and the
numbers on the right show the minutes.
 Explain to students the analog clock by showing the difference between the long and short hand
 Explain that the minutes are represented by the small ticks on the clock
 Before moving onto individual practice, ask if students have any questions about the material.

Body (7 min.): Indicate the steps/scaffolding and transitions in lesson. Indicate timing of each section. Since
you have only 15 minutes the timing must be precise. Identify teaching strategies

Instructional Practice (2-3 mins)

 Draw a large analog clock on the whiteboard.
 Put examples on the board, and ask students to identify the time shown (5 examples)
 Then provide examples of time, and ask students to identify were the long and small hand will go (3
 Ask students if they have any questions about the material
Individual Practice (3-4 mins)
 Begin by asking students to display the current time on their individual clocks.
 Provide students with examples of different times on the board and ask them to demonstrate on their
individual clocks (5 examples)
 Ask students to show their answers and provide immediate feedback
 If students are incorrect, display the correct way to get the answer on the board
 Ask students if they have any questions about the material

Closure/ Reflection (3min.) Develop at

least two important questions to begin a
critical group discussion
 Ensure students have no remaining questions on the lesson
 Go over key points as review
 Little hand - hours
 Big hand - minutes

Two Big Questions:

Why do you think it is important to be able to tell time?
Do you think this ideology would work in an everyday classroom?

Professional Reflections: (of the lesson) What went well? What needs modification? This is not the
final reflective essay, however contents of this reflection could be used in your reflective essay.

Went Well
 Lesson went well, students learned how to tell time
 All students could demonstrate telling time on analog clock by the end of the lesson
 Giving out the clocks after the initial lesson was good because students were all engaged
in the lesson on the board
 Having the teacher teach a lesson and then doing it as a group was a good method to set
the students up for success when doing it on their own
 With the use of the mini clocks we were able to assess if the students had actually learned
what we taught them in the lesson

Needs modification
 Some of the students asked questions that I had not been prepared to answer
 If I had actually planned a unit/series of lessons on telling time I would have been
more able to have a solid answer to the questions
 Time layout could have been different – we ended up having a lot of time at the end for
discussion and could have divided up the time better so that there was either more
instruction or more practice time as a group
Personal Reflection: The Five Ideologies

The five ideologies explored in this class have allowed me to expand my knowledge on
how education can be directly altered by the ideology of the teacher. Each mini lesson we
participated in gave me a more in depth view at each of the different ideologies. Each ideology
was clearly presented and it was evident that they all had a different effect on the students’
performance and behaviour. Through this ideology exploration I have had the opportunity to
see what ideology I prefer, along with what ones I would implement into my classroom.
After experiencing a mini lesson centred around each different ideology I personally
gravitated more towards the learner centred ideology. This ideology encapsulates the idea that
each students’ needs and goals should be considered. With this ideology every student is given
an equal opportunity for their own personal needs to be met in the classroom. I like this
ideology the best because it enables educators to realize that not every student in every
classroom will learn the same way; giving them a level of freedom to choose what they want to
learn or how they want to express what they have learned will lead to benefits for the majority
of students in the class.
While I was assigned to teach a mini lesson using the social efficiency ideology, I do
agree that it has its advantages. The social efficiency model, at first, seemed hard to apply to
the curriculum when looking for direct links between the curriculum and real life experiences.
After taking a closer look at what the ideology contained in detail, we as a group, discovered
that this ideology can be applied to almost any aspect of the program of studies. Everything
educators teach their students will and should eventually be used in later life experiences.
Essentially each student, by the time they graduate, should be prepared for success as an adult
and therefore I believe that a part of the social efficiency ideology is implemented into the
curriculum without the teacher deliberately choosing how to lead students to societal success.
We were able to teach our lesson directly from the curriculum and be confident that it would
prepare students for future success outside the classroom.
Each ideology that was presented in class has its benefits and disadvantages and each
teacher has and ideology that they prefer or one that they will choose to implement into their
classroom. While I preferred the basis around the learner centred ideology, I also liked certain
aspects of each other one we experienced. I believe that each ideology works best in certain
situations. In the same class, one lesson might work best using the scholar academic ideology,
when the next day the lesson might be better using learner centred. I think that the best
classroom will combine a series of these ideologies rather than choosing one and using it the
entire school year. We have learned that variation is important to keep students engaged with
the class material, therefore in my own classroom I think I would combine these ideologies and
allow the students to have a variety of ways to learn rather than one strict plan to follow.
I think that through learning about these five ideologies, I have gained a closer
understanding of what teacher I would like to be. Although I immediately preferred the learner
centred ideology, I think that as a teacher I will use all five of the ideologies. Each ideology, in
my opinion, has an appropriate time and place and I believe that variation for the students is
beneficial to their overall learning.