Social Efficiency

The child was not the center of focus; the philosophies were teacher centered and based on the
rote learning required to work on the factory floor in specific jobs

Social Constructivist
The approach is student centred and involves constructivist approaches and student
understanding at its core. Peer and self feedback that is criterion based is part of the social
processes of the orientation.

● 3 examples of social-efficiency orientation that still exist in classrooms today

● 2 examples of social-constructivist orientation used in classrooms today
● 1 example of social-constructivist orientation that you’ll add to your practice

3 examples of social-efficiency orientation still used today:

1. Students complete quizzes at the end of each chapter/section. At the end of each unit,
students write a unit test. At the end of the course students write the same exam.
2. Students complete the same worksheets or assigned homework questions which are
predetermined.
3. Course selections, in grade 9 and 10 students are given many courses with very few
options for electives.

2 examples of social-constructivist used in the classroom:

1. Allowing students to work on group projects and select their own topic/idea
2. Reflection journals where students demonstrate their knowledge and understanding or
course material.
1 example of social-constructivist orientation I’d like to use more in my practice:
1. I’d like to incorporate more problem-based learning and inquiry-based learning.

I’m in my first year teaching high school science so in regards to the 3 social-efficiency
orientation still used today, it’s still very common for each unit to have a few quizzes after each
chapter or section (usually based on the textbook), and then a culminating test for that unit. The
test usually have lots of multiple choice, true/false, and fill in the blanks. These assessments are
not differentiated for the students and do not typically have options of questions for students to
complete. The units will also generally have a lab and/or independent research assignment. I
often see teachers assigning the same homework questions to students rather than identifying
areas for improvement and basing questions on those needs. Admittedly I have done this as
well but I think it’s something I will change going forward by identifying the types of questions
first and informing the students “if you need to work on X, do these Y questions”.

I think the biggest form of social-efficiency we still see today is with course selection at the
secondary level. In grades 9 and 10 students have a very regimented schedule with very little
opportunity for elective courses. While I understand the need for all students to develop a
fundamental understanding of art, literature, science, history, geography, math and french, I
wonder if continuing that until grade 10 is necessary, or something of the past we continue to
cling to. To me this model is not student-centered and does not differentiate learning at the
highest level. Essentially we are mandating every student to take the same courses and
experience the same learning.

In regards to social-constructivist orientation used today, two examples of this I’ve used in my
classrooms are group projects where students select their own topic, and reflection journals.
Group projects could be something as simple as a jigsaw activity where each group becomes
an expert at something and shares it with members in other groups, to debates or research
projects. Depending on the project students have more flexibility in their topic and how they
choose to present it or demonstrate their learning. This is a much more student-centered
approach that lends itself to many of the constructivist ideas such as collaboration and
inquiry-based learning. Last year when we were entirely online for a quadmester I had my
students complete a reflection journal throughout the course in place of a final exam. Students
were able to choose what they thought were the most important aspects of the course, why they
were important to them, and how they could apply these concepts to other courses, their
personal life, or possible future careers.