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Students who meet with success will feel confident.  Students who struggle may feel frustrated and inadequate to meet the societal demands. 

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Students who meet with success will feel confident.  Students who struggle may feel frustrated and inadequate to meet the societal demands. 

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The curriculum would be the same, everyone learns the same amount of skills that would make them productive citizens.

I think a child would feel good if what they are learning they are good at, but if not I would think the student would feel frustrated because they will not be productive citizens.

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If a child needs to feel a sense of frequent accomplishment (or correction), then they might actually enjoy SE. If they want to see the "big picture," they might be frustrated.

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1. Students are not seen as individuals but people who will be molded into proper members of society.

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1. Students are not seen as individuals but people who will be molded into proper members of society.

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2. I think they would feel accomplished when they achieved the task but can quickly asks "why do I need this?".

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1.  In the most efficient way, students should be taught skills that will prepare them to be productive citizens, but is there room students' needs and interests?  

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1.  In the most efficient way, students should be taught skills that will prepare them to be productive citizens, but is there room students' needs and interests?  

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2.  A child might feel left out- not heard or cared about- unless they were excelling in a particular skill.

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It seems like this would leave out a lot of subjects that are a part of our current curriculum.  I think that some children would thrive, but many would feel bad about themselves if they weren't progressing like their peers.  

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It seems like this would leave out a lot of subjects that are a part of our current curriculum.  I think that some children would thrive, but many would feel bad about themselves if they weren't progressing like their peers.  

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1. Curriculum and implementation would be very limited in teaching styles, flexibility, and adjustments for different learner types.

2. Students would feel AWESOME when they are learning a particular, isolated skill that they were good at - defeated and depressed during a skill they were not good at - and/or totally apathetic to everything.

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Curriculum must be broken down into isolated, discrete parts for students to master.

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That students become productive citizens by learning specific skills.  

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That students become productive citizens by learning specific skills.  

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For the most part students would want to know how this ideology would fit into their lives.  What if they don't have an interest, they are still forced to continue with it....

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1.How would the curriculum be responsive to varying needs of students?  

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1.How would the curriculum be responsive to varying needs of students?  

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1. School leaders and other decision makers would get rid of things that aren't seen as being "useful" in society. It would change the teacher's role by making it all about a set of standards for the future society and not about the teacher's knowledge of what kids should be able to accomplish.

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1. School leaders and other decision makers would get rid of things that aren't seen as being "useful" in society. It would change the teacher's role by making it all about a set of standards for the future society and not about the teacher's knowledge of what kids should be able to accomplish.

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2. I think children would feel that their accomplishments were only valid insofar as they apply to the narrow goal set for them.

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Students are all learning the same thing, no matter their intention later on in life. Students move at their own pace, which could mean leaving school early. 

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Students are all learning the same thing, no matter their intention later on in life. Students move at their own pace, which could mean leaving school early. 

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I think it depends on how the student feels about what they are learning. For example, I am not spatial intelligent, so this cup activity made me super anxious.

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1.What about students who need accommodations?
How far do you break down the terminal goal in order to have students progress especially with more complex learning goals?

2. Some students would feel great if they were finding success but it would leave out students and be demoralizing if they cannot progress.

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1. Students become experts at one thing, but, do not get exposed to anything else. What if students are not interested in cup stacking...engagement??

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1. Students become experts at one thing, but, do not get exposed to anything else. What if students are not interested in cup stacking...engagement??

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2. If I was not moved to the "advanced group" I might feel useless or "dumb" Easily give up and become frustrated.

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1. Seems like it would be impossible to get any real teaching done 

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1. Seems like it would be impossible to get any real teaching done 

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2. A student might feel "dumb" for not getting the skill or might have no interest in the skill and not try hard, but then be left behind.

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Please respond to the questions below in your own box.

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Please respond to the questions below in your own box.

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1. What are the curriculum implications?
2. How do you think a child would feel going through a Social Efficiency Ideology.