Middle Schooling: A Manual for Teachers

1 EFFECTIVE MIDDLE SCHOOLING: Julie Boyd 2010

Middle Schooling for Effective Learning and Citizenship A Resource and WORK BOOK for Middle School Leaders

A Julie Boyd and Associates Manual First Published 2000 Revised 2004 Revised 2010 © Julie Boyd PO Box 66 Hastings Point, NSW 2489 Phone/Fax 02-66764217 Email: info@julieboyd.com.au URL: www.julieboyd.com.au ISBN: 1-876153-29-6 The material contained in this manual is COPYRIGHT It may not be reproduced, stored, transmitted, adapted, or copied in any form electronic or otherwise, without prior written permission.

Published simultaneously in Australia, New Zealand, United States of America and Japan

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CONTENTS AN INTRODUCTION

5

A GREAT MIDDLE SCHOOL EXAMPLE BACKGROUND WHY MIDDLE SCHOOLING?

11 12 13

Key findings of middle school research

15

A CURRICULUM UNIT SERIES AN HISTORICAL PERSPECTIVE OF MIDDLE SCHOOLING Australian National Curriculum 2010

19 20

MIDDLE SCHOOL PRACTICES Transition from primary to secondary

34 40

RESILIENCY PASTORAL CARE

44

Summary of monthly Student coaching agenda TEACHER TEAMING Dealing with disruptive people in groups PEDADOGY AND STRUCTURES CURRICULUM ASSESSMENT ACTION PLANNING AND RESOURCES

17

55 54 73 76 90 100 121

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Middle Schooling

4 EFFECTIVE MIDDLE SCHOOLING: Julie Boyd 2010

AN INTRODUCTION Middle Schooling is a phrase which has waxed and waned in both popularity and meaning for many years. While intending to refer to the group of young people who are in the middle of their schooling years, depending on the geographic location and context in which it is being discussed it can refer to groups ranging from year 5 level to year 10 level. This has created some confusion in the translation of teaching and management strategies and requires some clarification as to our intent in providing ‘middle schooling’. It also requires that we, as educators, think ‘care-full-y’ about the implications for schooling and learning experiences are for young people of this age.

While technology is a major pre-occupation for students at this age, they are highly vulnerable to the development of social networks and technology needs to be seen for its problems as well as its strengths.

Technology is wonderful for: Connectivity Access Information Entrepreneurship We need to guard against its capacity to Speed up Isolate De-humanise Potentially skew intellectual and social development, and (albeit unintentionally) sacrifice children’s need for time for; Reflection Interpretation Assimilation Conversation Socialisation

While the terminology is not important, addressing the issues of students in this age group is crucial. As a pre/young adolescent group their needs are somewhat different to others. Their developmental stages will be variable across physical, emotional, intellectual, social, cognitive and moral platforms. Each young person will be a matrix within themselves, and our programs must be sufficiently flexible to enable individuals room to move and grow within them.

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Physically we are dealing with the challenges of increasingly earlier onset of puberty, particularly in girls, with studies in England indicating an average onset age of 11 with rapidly increasing numbers experiencing onset as 7/8 year olds. The activity levels and needs of young men and women continue to differ. Coordination capabilities are often at their optimum challenge levels at the same time that kinaesthetic modes of learning and physical sensory learning are optimally heightened. So, while we are beginning to look at the needs of the ‘middle years’ group and the effective articulation of young people through the schooling process we must bear in mind this developmental migration.

Cognitively young people of this age are reaching a stage where their capacity to learn is influenced by the focus of their brain development. Depending on the emotional environment they have experienced in their previous years, their brain and moral development takes significant strides at this point. Assisting them to grapple with moral and value based issues in a productive way will lay the foundation for their continuing affective development as young adults.

Young people at this stage in their lives also have different vulnerabilities to those of different ages. Socially they are in a period of transition. The question of social initiation and development is one with which many educators and some parents are currently grappling. What does this mean for different genders? Should we be separating girls and boys? All the time or just some of the time?

Do they learn more effectively in gender heterogeneous or homogeneous groups? Is gender a matter of polarities or a continuum? While research is currently being conducted around these questions, anecdotal evidence seems increasingly to indicate that there is considerable merit in the separation of boys and girls for some periods of time for the purpose of developing male and female ‘secret business’. Also the movements which are occurring in indigenous cultures across the world where young men and women are either engaging in traditional rituals or creating new ones to celebrate transitions at this crucial time in their lives is gaining increasing popularity in western cultures.

Social boundaries are also a source of conversation for many educators and parents.

Many of our young people seem to be growing into a world where the word responsibility is being increasingly used, and misused, and the word boundaries is being forgotten. Responsibility is the synthesis of two words, response- and ability-, ie. it means ‘the ability to respond’. Providing boundaries for young people gives them the capacity to develop response-ability, as well as providing them with something tangible, but relatively safe to challenge, and thus assists in building resiliency.

Emotional vulnerability also needs to be recognised and addressed. Self esteem and self worth which manifest in self confidence at either high, low, or, most usually, fluctuating levels is also an area of considerable challenge at this age. Research into creating resilient young people indicates that if certain protective factors are implemented in the life of each young person, the opportunity for them to develop resiliency is heightened, and they are likely to achieve certain outcomes.

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Protective factors include 1. High expectations (of self and others) 2. Bonding (with healthy adults) 3. Lifeskills (willingness and ability to learn throughout life) 4. Boundaries (social, moral, and ethical) 5. Participation (in opportunities to learn beyond normal experience and to assist others) If these protective factors are combined with the creation of a psychological learning environment in which a young person experiences 1. AUTONOMY while surrounded by a supportive yet challenging group 2. The ability to manages CHOICE effectively 3. ENJOYMENT OF LEARNING 4. Strong sense of BELONGING Then a young person is likely to attain the following outcomes: Steven and Sybil Wolin define the ‘Seven Resiliencies’ as: 1. Insight 2. Independence 3. Relationships 4. Initiative 5. Creativity 6. Humour 7. Morality Bonnie Benard defines the following as providing a profile of a resilient child 1. Social competence 2. Problem solving skills 3. Autonomy 4. Sense of meaning and purpose So what does this mean in terms of schooling? Schools are increasingly experimenting with the most effective learning environments, learning strategies and curriculum for ‘middle schooling’. Increasing experimentation in these areas is creating masterpieces of success in some areas and abysmal failures in others. Success is being achieved mostly by young people are an integral part.

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In creating effective learning environments we often need to look beyond the school walls. School is one option however many schools are now exploring further forays into the community, partnerships with other educational organisations, mentorships, business partnerships, part-time work/school placements and many other options.

The most successful include the following ingredients: • • • • • •

Structure and boundaries Student interest Willingness and commitment to learn Reciprocal benefits Qualification (not academic) recognition A focus on learning

Curriculum which is meaningful to students and which challenges them at higher cognitive levels through the development of their capacity to effectively negotiate their learning, and through providing learning challenges which are open-ended rather than constraining, will assist in their intellectual development. Many teachers are taking a more conceptual approach to curriculum as a means of broadening students’ experience across multiple learning areas and disciplines.

If we think about curriculum as being on a continuum of teacher intervention, our challenge as educators is to determine where our students are on the continuum(and indeed where we are ourselves!) and to gradually and purposefully move the students toward the ‘student determined’ end of the spectrum using a broad variety of strategies.

Teacher Intervention Intervention Continuum Teacher controlled----Teacher student negotiated----Student determined

Maybe beginning to think in terms of structured learning and unstructured learning will assist those who still focus on specific disciplinary learning to move away from that to a more integral form of curriculum. Structured learning refers to the fact that there are sometimes skills, concepts and attitudes we want students to experience and learn, either within or across learning areas, ie. the teacher ‘non-negotiables’. When teachers negotiate curriculum with students it does not mean the abdication of responsibility to the students. It, in fact means the assumption of more ‘response-ability’ with them with the teacher in a facilitator role as opposed to an ‘information-transmission’ role .

However, in determining what these ‘non-negotiables’ are we need to become more sensitive to changing learning needs of young people.

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The teaching and learning strategies used with this age group often create the most challenge for teachers. If we do not have an extremely broad range of teaching and learning strategies at our disposal it severely limits our flexibility in being able to effectively facilitate learning. It behoves each of us as teachers to constantly and consistently seek to extend our experience in this area. With the advent of increasing digitisation of education, teachers will not only need to be familiar with using the internet and other digital facilities, but also in facilitating learning through this new medium. Teachers need also maintain an awareness of the social skilling of students through the middle years which requires face to face as well as digital relationship building.

Curriculum for the middle years needs to be tested against standards. The ones we have developed from researching pedagogy and assessment internationally (R6) encourage us to ask is what we are doing with students

Rigorous Relevant Resourceful Relational Responsive Reflective

What all of this means, of course, is that we need to look carefully at the way in which we structure both learning opportunities and learning locations for young people. We need to encourage the increasing movement of our students from school into the community as they move progressively through their schooling. We need to provide opportunities for them to take increasingly guided control of their learning processes, and we need to provide them with opportunities for meaningful and relevant learning.

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This is being achieved through a range of structures being used in different schools ranging from: •

having teachers plan shared curriculum and/or planning time

•

introducing ‘negotiated curriculum’ or ‘conceptual curriculum’ times each day.

•

restructuring the timetable so that groups of ‘home’ teachers spend much larger periods of time with a group of students

•

beginning and ending the day with ‘structured’ learning, with cross- and/or multidisciplinary learning from morning recess through to afternoon recess

•

using a unitised curriculum where students can choose their program within guided frameworks

•

scheduling so that students spend time in individual learning, partnered learning (with peers, mentors, coaches, supervisors etc.), and team learning (with peers, cross age, like- ability, heterogeneous, etc),

•

developing major, community based projects which form the basis of a totally integrated program (eg. students undertake to build a house and organise the entire project from obtaining donated materials, to planning, construction and decoration to negotiating a community use or sale to fund future projects, etc)

The ‘middle years’ are a truly exciting and challenging time. Our students are trying to contend with raging hormones, growing awareness of self and others, developing cognition and other significant changes. We, as adults are trying to best assist these young people to channel their time and energy into the most productive pursuits which will ultimately benefit not only themselves at a personal level, but also contribute to a more positively resilient community and culture. This manual is designed to provide ideas and strategies for Middle School leaders to assist teachers to move into this process. We wish you the best in your endeavours and encourage you to remember that although (good!) teaching is probably the most challenging job in existence- apart from parenting- the long term rewards, as with parenting- are priceless!

Julie Boyd

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A Great Middle School Example One of the most exciting and successful middle schools I’ve experienced was my very first one. In the late 1970’s, a small country high school in Victoria, chose to recognise the research developing around the specific learning and developmental needs of students of this age. As a result we established a middle school for years 8, 9 and 10 students.

The basis of the program was the unitisation of all learning areas. Each unit was designed to fit with a school term, or two per term. While there was connectivity between some units, most were stand alone, enabling maximum flexibility for both student choice and administrative/timetabling ease.

The units were timetabled in blocks of three sessions per day.

Units were written by teachers and were offered based on the teachers’ interest. (This was a particularly important factor as the enthusiasm and knowledge base of the teacher was key to the success of the unit). There were also a minimum and maximum number of student places available for each unit.

Base learning areas were determined and each student was required to complete a particular number of units in that base learning area over three years.

Units were also given pre-requisite status i.e. to progress to Year 11 and 12 Science, Maths and Literature, there were certain units that had to be completed.

Other units were based on cross-curricular thematic, interest based or researchbased, and were again offered due to teacher, and/or community mentor interest.

Home room teachers assisted students and parents to select a program of units for each student. These were planned over three years, but were, of course, flexible and able to be changed if found to be unsuitable for the student.

Student reviews were held at the end of each term to determine whether any adjustments needed to be made to the individual student program. The student, parent and teachers were all able to request involvement in these dialogues.

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Background

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WHY MIDDLE SCHOOLING? Students at this level of maturation are subject to a range of physiological, physical, social and environmental conditions which impact both directly and indirectly on their physical, mental and emotional development and wellbeing- in turn impacting their intellectual capabilities.

PHYSICAL

MENTAL

SOCIAL

EMOTIONAL

GENERAL

Growth spurts

Ask “what if?�

Confused

Overly sensitive

Diversity

Body changes

Challenge status quo

Please peers & fit in

Easily offended

Making more choices

Compare their body to others

Egocentric

Need activity & movement

Mood-swings Fad conscious

Concrete thinking, but moving to futuristic thinking

Wants to be part of group

Concern about being accepted

Need reasons

Inept/clumsy

Unable to discuss feelings

Competitive

Social rehearsal

Exaggerates

Want justification

Influenced by media

Conflicting feelings

Need privacy

Need for selfesteem & self worth

Developmentally students maturing at earlier age Time is overstructured Lack of parent Role Lack of boundaries

Want acceptance

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Young adolescents need to: 1. adjust to some profound changes – physical, emotional, social and intellectual; 2. grow toward independence (while still needing security in many personal relationships); 3. gain experience in decision-making, and in accepting responsibility for these decisions; 4. develop a positive self-confidence through achieving success in significant events; 5. progressively develop a sense of ‘who am I?’, and of personal and social values which become part of a person’s life; 6. establish their own sexual identity; 7. experience social acceptance, and gain affection and support among peers of the same and the opposite sex; 8. think in ways which become progressively more abstract and reflective; 9. become more aware of the social and political world around them and gain skill in coping and interacting with that world; and 10. establish or maintain relationships with particular adults, who can provide advice and act as role models.

Within your small group weigh up the implications of all the above for a classroom teacher — using the following symbols HP – a high priority concern needing close attention in choice of topics and themes, learning and assessment styles, groupings, timetabling and general school organisation; OO — on some occasions or sometimes in some subjects, some opportunities can be taken to attend to such developmental needs: NA — in the classroom context does not apply to our normal range of learning and teaching work.

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KEY FINDINGS of MIDDLE SCHOOL RESEARCH 1. Holistic Approach is required - mainstreaming, across curriculum approaches, need to tie together groupings, settings, teaching teams, separate disciplines, teaching styles - so that the adolescent PERSON is the primary focus. Some of the best is seen in school communities where a shared commitment to young adolescents is quite explicit.

2. Teacher Teaming - is most effective in situations where arrangements had been negotiated carefully in advance and ongoing forms of internal and external means of support were provided.

3. Teacher Research - is an empowering experience for those prepared to look critically at their own practices with disengaged and non-participating students.

Then to trial and evaluate new approaches in their own environments.

4. Genuine Consultation - students tended to react very positively when teachers actively listened to them and took their views seriously.

5. Student Participation - works best when mutual respect and trust between students and teachers is established, and both groups have opportunities to acquire and practise the pre-requisite skills. Skills associated with active citizenship such as substantive conversation, listening, participating, negotiating and reflecting become part of normal learning.

6. Time and Space - more creative and flexible timings, groupings, settings for the learners with less constant movement and some sense of proprietorship about their 'life-space'. Time out for tutoring and reflecting. For teachers planned time together for teaming can be crucial.

7. Practical Activities - more relevant and challenging activity with some sense of being productive and competent can be highly motivating. Best use of active and productive lessons arises when the activity exposes students to significant concepts, principles and theories.

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8. Varied Approaches - providing less routine and a richer mix of independent, collaborative and experiential techniques brings gains to both individual and collective outcomes. A broader repertoire is needed in teaching techniques and in media used in the application of the learning to be done or the tasks to be performed and assessed.

9.

Pastoral Care - embedding pastoral care issues within the curriculum helps to ensure that the intellectual and social needs of young adolescents are addressed simultaneously - rather than 'WELFARE' being seen as something separate and different. Closer contact through more stable teacher-student partnerships is a major gain.

10. Parent & Community Participation - adults other than teachers can be brought into new kinds of partnership in the learning process. Committee work and formal linkages are less fruitful than working on something together as the main contact. Bridges are built into their own community, economy, environment, often as serious long-term 'engagements'.

Within your small group, from your general overall knowledge of the classrooms and programs we provide for Years 5 to 8 - what rating would you give to each of the above ten items using (A) Already coming into common practice?

(B) Seen in only a few notable school settings?

(C) Little or no real sign of such an approach?

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RELATIONSHIPS “Relationships in teaching are the key; teachers truly are the curriculum”.

1. What do Students Need and Want from Teachers?

- feelings of being cared and respected - fairness - safety - trustworthiness - sense of humour - achievable challenges

*Reflect on your abilities to provide these elements to students 2. What do Teachers Need and Want from Students?

- energy and enthusiasm - curiosity - taking responsibility - persistence and doing one’s best work - collaboration and cooperation - a sense of fun in learning and working - opportunities for varied curriculum, instructional strategies - to make a difference

*Reflect on your communication of these expectations to students, your holding students accountable for them and your reinforcement and feedback when they are exhibited.

3. What students need and want from teachers.

- energy and enthusiasm - support and challenge - an environment conducive to learning - opportunities to extend and expand their learning.

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A CURRICULUM UNIT SERIES PRODUCED BY Julie Boyd and Associates This series of curriculum units has been written specifically to provide a comprehensive view of implementing an integral approach across learning areas for students. The units can be used for short (1 week) or extended (1 year) programs of learning for students. They can be found at www.julieboyd.net au An integrated curriculum develops knowledge across broad topics, promoting understandings, skills and values in an holistic way. The integrated curriculum process is learner-centred and encourages students to become response-able by making decisions, solving problems, taking risks and engaging in an inquiry approach to learning. It encourages maximum input by students who can participate in the program development- such as planning the unit, suggesting activities and negotiating evaluation. Integrated curriculum places value on the development and recognition of thinking processes. Skill development and meaningful context are seen as essential elements to effective learning.

For a long time it has been our practice in secondary schools to present lessons or topics in isolation.

Individual subject teachers have independently been responsible for their classes with no necessity to discuss or integrate their learning agenda outside area meetings. This has been enough to fulfil school-based course outlines and to meet the needs for test scores, however the practice tends to be dictated by the logistics of secondary school timetables and staffing rather than by the learning needs of students. .

Children see things as wholes. They make meaning of what they perceive in terms of narratives. When they were younger, they saw the world as fairly black and white, and shaped meaning from ‘battles’ between juxtaposed binary opposites (it love/hate; hot/cold), and the resulting mediations (it love/hate/friendship; hot/cold/warm).

In their middle school years their narratives are shaped by the maturational level of their developing brain and body and the life-force swirling through their veins that allows them to perceive the world in terms of emotions and actions that are ‘bigger’ than humanity - the most courageous soldier; the scariest police investigation; the most daring mountain climber. Events that transcend the norm help children identify their limits, shape the risks they are willing to take and construct in their own minds just who they think they are.

The units or lessons or topics we present our youth must bear this in mind if we are to captivate our audience.

Not only must we present material in ways that address their imaginative and affective development, we must also allow students to see a purpose to what they are doing. Ideally the purpose should be real and actively engage students in genuine projects and pursuits. However, since this is not always possible, it is essential to wisely marry the passion of fictional pursuits and purposes, with what we know about childrens’ developmental learning needs.

What is suggested in this unit is a story that integrates strands and sub strands within independent KLA’s, across several KLA’s. The story is introduced as a vignette or summary that poses a mystery. The students are asked to provide evidence that will permit them to make informed statements relevant to the case, and these statements will eventually allow them to formulate a theory about the case.

There is no one right solution. The purpose of the unit is not to discover ‘the answer’, but to research and defend the solution of their choice such that it stands firm in the face of questioning and cross examination. It must have integrity at the conceptual level.

The unit is organised so that subject departments can conduct their lessons either separately, or at times in cooperation with other departments.

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An Historical Snapshot of Middle Schooling 19 EFFECTIVE MIDDLE SCHOOLING: Julie Boyd 2010

Australian National Curriculum 2010 Australia is currently undergoing an ‘Education Revolution’ which includes a major curriculum review designed to provide some coordination across state boundaries.

National collaboration in education in Australia is not new. Both the 1989 Ministerial Hobart Declaration and the subsequent 1999 Ministerial Adelaide Declaration authorised and stimulated national effort. The new National Curriculum currently being prepared will be a significant further step and will provide a framework for the National Curriculum Board’s development of a national, K–12 curriculum in English, mathematics, the sciences and history and later in geography and languages other than English.

The challenge for teachers now and in the future is going to be to create coordinated and integrated learning opportunities for students.

As we learn more about the process of learning, and use this to integrate our responses to a rapidly changing world, teaching is becoming a process of facilitation of effective learning rather than simply the transmission of accepted, imposed, compartmentalized curriculum.

We believe that successful learning and development requires a purposeful approach to learning, facilitated by teachers who have strong philosophical, theoretical and principle-centered bases. These educators work to create a powerful alignment between the learning environment, an integrated approach to conceptually based learning in interactive classrooms, and an approach to assessment in which the individual ultimately learns to assess and challenge themselves.

We envision a coherent curriculum that would do justice to the integrity of each subject and also bring each to bear on all the others in a way that reflects an integrated, as opposed to compartmentalized, approach to real life.

Educational goals for young Australians Ministerial Council on Education, Employment, Training and Youth Affairs, National Declaration on Educational Goals for Young Australians, December 2008, pp. 8–9.

Successful learners…

• develop their capacity to learn and play an active role in their own learning • have the essential skills in literacy and numeracy and are creative and productive users of technology, especially ICT, as a foundation for success in all learning areas • are able to think deeply and logically, and obtain and evaluate evidence in a disciplined way as the result of studying fundamental disciplines • are creative, innovative and resourceful, and are able to solve problems in ways that draw upon a range of learning areas and disciplines • are able to plan activities independently, collaborate, work in teams and communicate ideas • are able to make sense of their world and think about how things have become the way they are • are on a pathway towards continued success in further education, training or employment, and acquire the skills to make informed learning and employment decisions throughout their lives • are motivated to reach their full potential.

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Confident individuals…

• have a sense of self-worth, self-awareness and personal identity that enables them to manage their emotional, mental, spiritual and physical wellbeing • have a sense of optimism about their lives and the future — are enterprising, show initiative and use their creative abilities • develop personal values and attributes such as honesty, resilience, empathy and respect for others • have the knowledge, skills, understanding and values to establish and maintain healthy, satisfying lives • have the confidence and capability to pursue university or post-secondary vocational qualifications leading to rewarding and productive employment • relate well to others and form and maintain healthy relationships • are well prepared for their potential life roles as family, community and workforce members • embrace opportunities, make rational and informed decisions about their own lives and accept responsibility for their own actions.

Active and informed citizens…

• act with moral and ethical integrity • appreciate Australia’s social, cultural, linguistic and religious diversity, and have an understanding of Australia’s system of government, history and culture • understand and acknowledge the value of Indigenous cultures and possess the knowledge, skills and understanding to contribute to, and benefit from, reconciliation between Indigenous and non-Indigenous Australians • are committed to national values of democracy, equity and justice, and participate in Australia’s civic life • are able to relate to and communicate across cultures, especially the cultures and countries of Asia • work for the common good, in particular sustaining and improving natural and social environments • are responsible global and local citizens.

• Literacy knowledge, skills and understanding need to be used and developed in all learning areas. Initial and major continuing development will be in English but the national curriculum will ensure that this competency is used and developed in all learning areas.

• Numeracy knowledge, skills and understanding need to be used and developed in all learning areas. Initial and major continuing development of numeracy will be in mathematics but the national curriculum will ensure that this competency is used and developed in all learning areas.

• Information and communications technology (ICT) skills and understanding are required for all learning areas. Some aspects of ICT competence are as much about information management as about the use of technology, so an important aspect of the competence is the ability to evaluate the source, reliability, accuracy and validity of information that abounds in cyberspace. New digital technologies are used in creative and artistic pursuits, and in civic and political activities. These opportunities for private and public expression, unimagined half a generation ago, will make up important elements of the national curriculum.

• Thinking skills refers to a range of kinds of applied intellectual activities that are involved in using information to achieve outcomes. They include elements such as solving problems, making decisions, thinking critically, developing an argument and using evidence in support of that argument. Thinking skills constitute the core of most intellectual activity.

• Creativity enables the development of new ideas and their application in specific contexts. It includes generating an idea which is new to the individual, seeing existing situations in a new way, identifying alternative explanations, seeing links, and finding new ways to apply ideas to generate a positive outcome. Creativity is closely linked to innovation and enterprise, and requires characteristics such as intellectual flexibility, open-mindedness, adaptability and a readiness to try new ways of doing things.

• Self-management enables a student to take responsibility for their own work and learning. It includes managing one’s learning; monitoring, reflecting on and evaluating one’s learning;

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identifying personal characteristics which contribute to or limit effectiveness; planning and undertaking work independently; taking responsibility for one’s behaviour and performance; and learning from successes and failures.

• Teamwork enables a student to work effectively and productively with others. It includes working in harmony with others, contributing towards common purposes, defining and accepting individual and group roles and responsibilities, respecting individual and group differences, identifying the strengths of team members, and building social relationships.

• Intercultural understanding enables students to respect and appreciate their own and others’ cultures, and to work and communicate with those from different cultures and backgrounds. It includes appreciation of the special place of Aboriginal and Torres Strait Islander cultures; respect for Australia’s multicultural composition; communicating and working in harmony with others within and across cultures, especially in relation to cultures and countries of the Asia-Pacific; and appreciation of difference and diversity.

• Ethical behaviour involves students understanding and acting in accordance with moral and ethical principles. Ethical behaviour includes the willingness, determination and capacity to think, make judgments and behave independently. It includes identifying right and wrong and having the willingness, determination and capacity to argue the case for change; understanding the place of ethics and values in human life; acting with moral and ethical integrity; acting with regard for others; and having a desire and capacity to work for the common good.

• Social competence will enable students to interact effectively with others by assessing and successfully operating within a range of changing, often ambiguous human situations. It includes initiating and managing personal relationships; being self-aware and able to interpret one’s own and others’ emotional states, needs and perspectives; the ability to manage or resolve conflicts and to foster inclusive and respectful interactions; and participating successfully in a range of social and communal activities.

Cross-curriculum perspectives There are other cross-curriculum matters that can be thought of as perspectives rather than capabilities. These are: • Indigenous perspectives, which will be written into the national curriculum to ensure that all young Australians have the opportunity to learn about, acknowledge and respect the culture of Aboriginal people and Torres Strait Islanders • a commitment to sustainable patterns of living which will be reflected, where appropriate, in national curriculum documents • skills, knowledge and understandings related to Asia and Australia’s engagement with Asia.

Each of these perspectives will be represented in learning areas in ways appropriate to that area. The curriculum documents will be explicit on how the perspectives are to be dealt with in each learning area and how links can be made between learning areas.

Pedagogy It is clear that pedagogy and curriculum content and processes cannot be treated entirely discretely, and that best current pedagogy and practice must be used when constructing curriculum documents. Even so, while the national curriculum will make clear to teachers what has to be taught and to students what they should learn and what achievement standards are expected of them, classroom teachers are the people who will decide how best to organise learning for students. They will make decisions about the pedagogical approach that will give the best learning outcomes.

From: SHAPE OF THE AUSTRALIAN CURRICULUM May 2009

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Students at the Centre Adapted from Darryn Kruse

Since the 1990s, there has been a growing interest in issues associated with educational provision for students in early adolescence and there has been an increased awareness of the need to reconsider current policies, programs and practices in the "middle years of schooling", a period that coincides roughly with years 5-9 in Australia. There is a general understanding that students at the year 5-9 level form a distinct group with particular needs that are not sufficiently met by traditional upper primary and junior secondary structures and practices.

This has been widely recognised throughout the educational community. In particular, much work has been done for some years now at the individual school level, and middle schooling has predominantly been a grass roots movement. Additionally, over the last five years, a range of reviews and reconsiderations of the middle years of schooling have been undertaken by state and federal education systems (Eyers, 1992; Schools Council, 1993; Queensland Board of Teacher Registration, 1994). Early 1998 saw the culmination of two major long term research projects on middle schooling, both producing reports outlining a series of principles and recommendations for the middle years. The National Middle Schooling Project was established in 1996 to provide professional development, produce curriculum materials, and develop a series of nationally agreed strategies for middle schooling in Australia. The project report, Shaping Middle Schooling in Australia: A report of the National Middle Schooling Project (Barratt 1998: 29), presented "a common Australian view of the needs of young adolescents; the principles which guide our work with them; and the strategies that are regarded as most appropriate for their positive and successful development." The Victorian Years 5-8 Research Project, commissioned in 1995, had a brief to conduct an investigation of the educational needs of students in years 5-8, and of school structures and programs that meet those needs. The final report, Rethinking the Middle Years of Schooling: A Report to the Minister for Education of the Victorian years 5-8 Research Project (Kruse, with Maxwell & Spooner, 1998: 17-18), was an attempt to "bring together recent thinking regarding schooling for the middle years and to provide recommendations for Victorian schools and those who would seek to support those schools in designing policies, programs and practices that best meet the needs of students in the middle years of schooling." It contains a discussion of early adolescence and the changing world of the young adolescent and a set of recommendations on school organisation, curriculum, pedagogy, teacher training and professional development, and systemic support for middle years education.

There is considerable commonality between these two recent reports, and indeed between these report and those that have come before them. In particular, there are two main areas of very strong general agreement: the centrality of the needs and nature of young adolescents to planning for the middle years of schooling; and the importance of interconnected and holistic approaches to middle years reform.

Putting Young Adolescents at the Centre of Middle Schooling Students in the final years of primary school and the first years of secondary school are caught in the middle of a system which is designed for the needs of students at either end of it, but which is not always appropriate for the needs of the young adolescents who make up years 5-8.

While there is great heterogeneity between individual students in the middle years of schooling (as students will be at a range of stages on the developmental continuum, and experiencing those stages in a range of ways depending on factors such as gender, cultural background and socio-economic status), there is considerable agreement on the identifiable characteristics and developmental needs of adolescents as a group. Young adolescents need to (Schools Council, 1993): • adjust to some profound changes: physical, social, emotional and intellectual; • grow toward independence (while still needing security in many personal relationships); • gain experience in decision making, and in accepting responsibility for these decisions; • develop a positive self confidence through achieving success in significant events;

23 EFFECTIVE MIDDLE SCHOOLING: Julie Boyd 2010

• • • • • •

progressively develop a sense of "Who am I?", and of personal and social values which become part of a person's life; establish their own sexual identity; experience social acceptance, and gain affection and support among peers of the same and the opposite sex; think in ways which become progressively more abstract and reflective; become more aware of the social and political world around them, and gain skills in coping and interacting with that world; and establish or maintain relationships with particular adults, who can provide advice and act as role models.

These tasks are reflected in the reports of Barratt (1998) and Kruse (1998). The delineation of such a set of tasks has been extremely useful given the great variability of young people in the middle years and the difficulty of categorising them in anything other than a very generalised way.

Also useful is the recognition that such things are a natural part of life for students in the middle years.

Indeed, it is these tasks that stamp the middle years as somehow different from those that have come before or those that will come after. Consequently, the middle years of schooling do not just require a more demanding version of junior primary school or a watered down version of the senior secondary years, but their own distinctive phase of learning - encompassing both upper primary and junior secondary schooling - that take account of these tasks. Thus, according to both of the recent middle schooling projects, these tasks of adolescence are most profitably seen as natural developments in each student's life rather than as sources of problem behaviour or difficulties to be sorted out. It is important that we recognise that it is not these tasks themselves, but rather school practices that hinder the fulfilment of these tasks, that constitute obstacles to learning. Similarly it is important that early adolescence be seen as a time of potential and promise, an exciting time when students' interests in and abilities to undertake profound exploration intermesh, rather than a time when young adolescents are victims of hormones or threats to authority and order. Both reports call for an understanding of early adolescence as a basis for middle schooling reform, but it is a fresh and exciting model of adolescence, recognising the promise and potential of these young people, that they present.

The Need for Holistic Change in the Middle Years of Schooling The conclusion of both reports is that middle schooling reform must be holistic. Recent large scale longitudinal studies have shown that 'reforms implemented independently of one another are likely to produce little or no significant rise in student achievement' and that 'not until a critical mass of reforms is in place and operating together in an integrated manner do significant positive changes in student outcomes occur' (Lipsitz, Jackson & Austin 1997, p. 519).

Indeed both the national and Victorian studies found that changes often start with school structures and organisation, and sometimes don't go any further. It is clear that such changes enable reform in other areas such as curriculum and pedagogy, but it is equally clear that they do not, in themselves, guarantee such reform. It is important therefore, that middle schooling reform tackles these areas in an inter-related and holistic manner. What is needed, therefore, is middle schooling reform that addresses structure, curriculum and pedagogy in an integrated way. In each of these three areas there are a range of possible directions for schools to consider - but to consider as part of a broad holistic picture. In terms of organisation, students in the middle years would benefit from school structures that: support relationships between young adolescents, their peers, and their teachers; provide easy and confidential access to health and welfare services; provide safety, security and privacy; encourage autonomy and responsibility of both students and their teachers; and promote partnerships between the school and families, the community and relevant support services. These students deserve a curriculum that: addresses adolescent interests and concerns, and supports the fulfilment of adolescent developmental tasks; provides opportunities for challenge and success in a range of significant and valued learning; is presented in a cohesive and coherent form; continues to emphasise the development of literacy, numeracy and social skills across the curriculum; and provides opportunities for student learning and participation beyond the classroom. The key emphases in teaching and learning include; catering for individual needs in the classroom and providing opportunities

24 EFFECTIVE MIDDLE SCHOOLING: Julie Boyd 2010

for students to explore their own interests, abilities and values; emphasising per relationships and collaborative activities (with an emphasis on "cooperative learning"); the use of pedagogies that access students' interests in exploration and inexperiential and active learning; supporting the development of independent learning skills and providing opportunities for their use; increasing the use of media and learning technologies as learning tools; and using authentic assessment strategies which recognise the full range of student talents and achievements.

Another way in which both reports recommend a holistic approach is in integrating school-based change with an understanding of the role of those outside the school. It is not only schools that work with and provide support to young adolescents. Holistic change in the middle years can also include a focus on developing partnerships with parents and a range of individuals and groups beyond the school. Such inter-agency support for middle schooling initiatives will be crucial to their broader success.

Both reports put their recommendations in broad or philosophical terms, suggesting general directions for change. In so doing, each recognises that schools will address middle schooling in different ways making changes appropriate to their individual circumstances and context, incorporating local responses to local conditions. What is crucial is that such change is holistic change and that it is underpinned by an understanding of the needs of students in the middle years. The case for middle years reform has clearly been made. What is needed now (and made possible particularly by the work of the National Middle Schooling Project) is a clear and cohesive strategy for middle schooling - one that helps coordinate the work of the myriad individuals and organisations working in this area, and that takes on board, in a consistent and coherent way, the need for such things as: appropriate teacher training and professional development; further long term research into the efficacy of a range of middle schooling practices; and a targeted injection of resources to support developmentally appropriate reform in the middle years of schooling.

About the Author Darryn Kruse was Project Coordinator of the Victorian Year 5-8 Research Project from 1995 to 1997 and Principal Writer of Deakin University's Middle Years of Schooling of ACSA's Middle Years of Schooling Network.

References Barratt, R., (1998). Shaping Middle Schooling in Australia: A Report of the National Middle Schooling Project, Australian Curriculum Studies Association, ACT. Eyers, V., (1993). The Education of Young Adolescents in South Australian Government Schools: Report of the Junior Secondary Review, Education Department of South Australia, Adelaide.

Kruse, D., in consultation with Maxwell ,L. & Spooner, N., (1998). Rethinking the Middle Years of Schooling: A Report to the Minister for Education of the Victorian Years 5-8 Research Project, unpublished report.

Lipsitz, J., Jackson, A.W. & Austin, L.M., (1997). 'What Works in Middle-Grades School Reform', Phi Delta Kappan, March, pp. 517-19. Queensland Board of Teacher Registration, (1994).

Preparing Teachers for Working with Young Adolescents: An Issues Paper, BTRQ, Toowong.

Schools Council, National Board of Employment, Education and Training (1993). In the Middle Schooling for Young Adolescents, Australian Government Publishing Service, Canberra.

25 EFFECTIVE MIDDLE SCHOOLING: Julie Boyd 2010

AUSTRALIAN SECONDARY PRINCIPALS ASSOCIATION MIDDLE SCHOOLING DRAFT STATEMENT 1. The middle years of schooling encompass the developmental stages of young adolescence, which most typically falls somewhat within the age range 10-15 years and grades 5-9. The quality of this phase of schooling is of crucial importance to the future lives and prospects of young Australians. Those who prosper emotionally, socially and educationally in the middle years have an excellent chance of success at the senior secondary level and beyond. On the other hand, students who fail to prosper in the middle years often become alienated from school and learning and sometimes develop strong anti-social attitudes.

2. Until recently, this stage of schooling has received little attention on the senior secondary area. Partly because of this and also for administrative convenience the curriculum and certification requirements of the senior secondary areas have tended to dictate the structure, curriculum and educational programming of the middle years. This has been a mistake. It is the social, emotional, physical and intellectual needs of young adolescents that should inform the structure and educational program of middle schooling.

3. Adolescent development is characterised by the growth of independent thought and activity and is accompanied by major physical emotional and social change. The search for identity as an individual within a social group can lead to counterdependent behaviour and attitudes, conflict, anxiety, group focussed behaviour and sometimes difficult peer relationships. Adolescence can present a considerable challenge to students, teachers and parents.

4. There are certain modes of learning and forms of classroom organisation which are particularly appropriate for young adolescents. Most young adolescents will respond well to structured group learning activities which provide for their continuing need for social learning interaction. Within this context the team metaphor is a powerful symbol. Those young adolescents who do not fit the typical pattern must also be catered for.

5. A less subject-centred approach to learning is often successful with young adolescents: if this can be linked to their immediate emotional and social needs then there is a high chance of acceptance and success. Most young adolescents do well in learning tasks which achieve their objectives within a short time frame. The "postponement of gratification" argument which can be convincing with senior secondary students is not often effective with young adolescents who need to see immediate purpose in their learning tasks.

26 EFFECTIVE MIDDLE SCHOOLING: Julie Boyd 2010

6. In all areas of schooling, productive teacher-student relationships are important, but in the middle years, as in the early childhood years, this relationship assumes a critical importance in determining the success of the learning enterprise. Students should be able to form a long term relationship with a teacher who take them for a large part of the school day.

7. Because of the quest for personal identity within a group, young adolescents spend a considerable amount of time and effort experimenting with forms of personal and social communication. they seek to promote personal relationships, often with members of the opposite sex, and also place great store in group acceptance. Young adolescents benefit from assistance in this endeavour through programs such as peer support, pastoral care and life skills. Such programs also promote the feelings of self worth which are so important in coping with the stress of adolescence, as well as providing essential skills for the adult world. These programs should form the basis of a more wholistic approach to curriculum organisation.

8. The curriculum for the middle years should emphasise the successful acquisition of broad general knowledge, skills and attitudes, in an iterative process which is relevant, accessible, and flexible in its pedagogy. Students should not be encouraged to over-specialise but rather to engage in a wide range of activities and programs which integrate general and vocational understandings, technologies and learning experiences.

9. The designers of educational programs for middle school students also need to take account of the wide range of individual differences that exist. There is a particular need to take into account the very different rates and styles of student learning.

Curriculum organisation and delivery needs to be flexible and responsive to the changing needs of the middle school student.

27 EFFECTIVE MIDDLE SCHOOLING: Julie Boyd 2010

Overview of the Schools Council’s Middle Years of Schooling Project Issue Adolescence

Learning and Teaching

Outcomes

Perspectives Profiles Increase our understanding

Profiles

Pointers

Principles

Possibilities

Health Education Programs

Balance independencesuccinctly

Teachers & other adults should aim to promote:

Key players could:

Recognise diverse cultures Strengthen relationships Explore schools & community Appraise role of mass media

* Address adolescent needs * Enhance life skills * Foster learning partnerships

* increased understanding * positive relationships * practical support * youth participation

* sustain networks * work in teams * determine priorities * formulate strategies * participate in projects

Acknowledge lived experience Focus on the learner Develop learning environments Transform traditional practices Teach students how to think Build student selfesteem Generate high expectations Improve transition efforts Promote networking Move to outcomebased education Apply learning to “real life” Debate the issue of guarantees Consider the whole child Consider the nature of change Recognise cultural diversity Review collaboratively

Student Passport Initiative

Recognise profound change Enhance relationships Consider impact of television Consider impact of advertising Note interest in alcohol & drugs Accept differentiate in growth Acknowledge cultural capital Consider key competencies Focus on the learner Adopt a proactive stance Integrate technology Relate learning to living

Learning should be:

Key players could:

* purposeful * self-directed * co-operative

* reflect critically * negotiate learning contracts * provide practical support * maintain positive climate * establish authentic contexts * fulfil role of critical friend

* Enhance SelfEsteem * Promote critical reflection * Establish trust

Stepping Out Program Address literacy needs Improve student outcomes Provide professional development

Teaching should be: * rigorous * holistic * adaptive

Define outcomes and successes Help all students to succeed Emphasise quality Start with intended outcomes Maintain emphasis on people Develop key competencies Assess and report achievement Maintain a vision Understand the middle school

Key players could: construct scenarios seek consensus generate flexibility

28 EFFECTIVE MIDDLE SCHOOLING: Julie Boyd 2010

Profiles

Pointers

Principles

Possibilities

Overcome rigidity Explore worth of middle schools Maintain continuity Retain existing structures Create organic structures Plan collaboratively Generate greater flexibility Review structure of school day

Sub-schooling Arrangement

Structures should be:

Move to outcome based education Apply learning to ‘real life’ Debate the issue of guarantees Consider the whole child Consider the nature of change Recognise cultural diversity Review collaboratively

Acknowledge the challenge

Year 5-8 Study Group

Review traditional structures Unite the sectors Reconstruct the typical timetable Reject streaming and tracking Generate greater flexibility Reconceptualise knowledge Consider Year 7 views Respond to adolescent dilemma Consider school size Articulate clear purposes & goals

Recognise the intrinsic value Examine roles and purposes Trial exchange programs Respond to individual needs Note conditions of teaching

* Establish team approach * Review learning teaching * Generate flexibility

Provide structure and balance Fuse academic and life skills Provide serious content Focus on literacy Integrate Aboriginal education Include activity and exploration Avoid overassessing students Extend the core Research mathsscience Provide a relevant curriculum Focus on methodology

Unitised Vertical Timetable

Issues

Perspectives

Structures and Organisation

Middle Schooling

Curriculum and Assessment

* Create caring environment * Develop learning climate * Foster student participation

* Address individual needs * Accommodate ability range * Create learning pathways

* flexible * smaller rather than larger * humane

Middle schooling should be:

Key players could:

Consider Year 8 student views Focus the middle years Avoid retention at primary level Work cooperatively for change

* challenging * responsive * empowering

* establish task forces * establish exchange schemes * trail new structures * develop training courses * undertake research

Prepare for changing futures Integrate real-life problems Recognise ‘multiple literacies’ Reform curriculum & assessment Note allocation of teaching time Join curriculum & competence Provide a rich curriculum for all

Curriculum should be:

Key players could:

* worthwhile * integrated * inclusive

* promote selfassessment * develop individualised programs * arrange contextualised learning

Assessment should be: * valid * fair * co-operative

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Issues Training, Development & Leadership

Participation & Partnership

Equity and Social Justice

Perspectives Develop generic training Develop classroom orientation Develop specialised training Question focus on relevance Address issues of disadvantage Examine teachers’ knowledge Master new skills Promote networking and sharing Maintain focus on the child Involve all parents Expand parent roles Address NESB parent needs Address Aboriginal parent needs Establish two way reporting Provide moral support Avoid disfranchising parents Improve equity in schools Build on Aboriginal culture Respond to cultural diversity Ensure gender inclusiveness Address needs of the isolated Address special needs

Profiles Co-operative Leadership * Share responsibility * Work cooperatively * Communicate effectively

Work Education Reform * Integrate the world of work * Maintain flexibility * Develop citizenship

Equity and Learning Program * Identify social justice issues * Support school clustering * Implement action plans

Pointers Target beginning teachers Reform professional development Generate meaningful reform Improve teacher learning Develop collective responsibility Integrate key competencies Introduce mentoring Analyse effects of gender Give teachers breathing space Establish genuine partnerships Work collaboratively Avoid alienating environments Assume collective responsibility Use partnerships as catalyst Transform schoolindustry links

Consider NEPS principles Acknowledge role of school Implement multiculturalism Ensure Aboriginal participation Respond to the needs of girls Support early school leavers Identify success requirements

Principles Training should be:

Possibilities Key players could:

* needs-based * participatory * systematic

* expand team work * expand mentor schemes * co-ordinate networks * support leaders & teachers

Participation should be:

Key players could:

* authentic * productive * mutually beneficial

* develop charter for parents * ensure commitment * establish local ownership * evaluate liaison activities * create crossmembership

Equity requires:

Key players could:

* fairness * equality * flexibility

* collect and analyse data * establish affirmative action * adopt wholeschool approach * work cooperatively

30 EFFECTIVE MIDDLE SCHOOLING: Julie Boyd 2010

Resourcing

Address resourcing imbalances Generate greater flexibility Provide discrete funding

Local Resource Management * Empower teachers * Improve student outcomes * Create ‘bank’ of PD time

Let schools control resources Support early intervention Address tensions Note impact of retention Draw on former students Acknowledge change demands

Resourcing should be:

Key player could:

* equitable * flexible * needs-based

* Establish discrete phase * Establish pilot projects * Establish learning community * Utilise resources

31 EFFECTIVE MIDDLE SCHOOLING: Julie Boyd 2010

A School Council’s Model for Improving the Quality of Middle Schooling Context:

Acknowledge the range of cultural, social, economic, political and other factors that can influence an adolescent’s access to, and participation in, education.

Aim:

Generate high order outcomes for all adolescents so that they will be able to function effectively in a range of settings in the 1990s and beyond.

Objective:

Pursue rigorously the systematic intellectual development of all adolescents in a social context.

Strategy:

Implement a process of continuous improvement involving the examination of priority issues through access to current knowledge and fundamental beliefs, for example:

Knowledge • • • • • • • •

Issues

Research Findings Evaluation outcomes Data and information Theories and Models Projections and Trends Report and Papers Records and Profiles Statistics and Analysis

Action:

• • • • • • • • • •

Adolescence Learning and Teaching Outcomes Structures and Organisation Middle Schooling Curriculum and Assessment Training, Devt. & Leadership Participation and Partnership Equity and Social Justice Resourcing and Management

Beliefs • • • •

Principles Values Ethical Considerations Moral Judgements

Develop future-oriented perspectives and implement productive practices that will add value to the learning environments and achievements of all adolescents

Outcomes:

Students to exhibit, appreciate, apply and demonstrate a comprehensive range of qualities, understandings and skills in a variety of authentic contexts, for example:

32 EFFECTIVE MIDDLE SCHOOLING: Julie Boyd 2010

Basic Attributes

Essential Knowledge

Key Competencies

All students will be able to exhibit significant levels of:

All students will be able to understand, appreciate and apply fundamental elements of:

All students will be able to demonstrate the capacity to:

• • • • • • • •

self-esteem self-confidence optimism respect for others self-motivation self-reliance self-directed learning personal excellence

• • • • • • • •

Evaluation:

English Mathematics Science Technology The Arts Languages other than English Studies of Society & Environ.

Health

• • • • • • •

collect, analyse & organise information communicate ideas & information plan and organise activities work with others and in teams use mathematical ideas & techniques solve problems use technology

Implement a continuous process of monitoring, critical reflection and action that will enable individuals and groups to measure the extent to which intended outcomes are being achieved and to identify areas requiring attention.

Adapted from Australian Curriculum Studies Association (ACSA) PO Box 884 BELCONNEN ACT 2616 Tel 02 6253 4222 Fax 02 6253 4220 From Alienation To Engagement Opportunities for Reform in the Middle Years of Schooling

33 EFFECTIVE MIDDLE SCHOOLING: Julie Boyd 2010

MIDDLE SCHOOL PRACTICES 34 EFFECTIVE MIDDLE SCHOOLING: Julie Boyd 2010

Curriculum Enriched Focus on critical thinking and social skills, as well as academic content Current, real world applications, problem-solving and tied into community Interdisciplinary and use of language across the curriculum No tracking, curriculum based on content standards Full range of elective courses Universal access to extra-curricular activities Challenges: creating challenging, integrated curriculum, articulating information between primary and secondary school

Instruction Active, discovery and inquiry learning Use of literature and primary sources, instead of textbooks Hands on activities, projects, performance-based learning Extensive use of technology Cooperative learning, peer and cross age tutoring Students taking responsibility Heterogeneous grouping Challenges: skill development for effective instructional strategies; giving more responsibility to students

Organisational Practices Parents in partnership Teams across departments or schools within schools Faculty involved in inquiry and decision-making 35 EFFECTIVE MIDDLE SCHOOLING: Julie Boyd 2010

Principal is coordinator and facilitator Flexible scheduling Teams with common prep periods Staff interacts, plans, coaches and supports each other Time for homeroom or advisement Challenges: deciding on unity of purpose; setting up structure for school governance, implementing the inquiry process, creating change with scarcity of time, getting the participation of parents and community; building group process and problem-solving skills

Discuss which practices you have already implemented which are working. Note others to incorporate into your strategic plan.

36 EFFECTIVE MIDDLE SCHOOLING: Julie Boyd 2010

LESSONS from MIDDLE SCHOOL RESTRUCTURING Clarifying the Focus 1. Build a shared vision about what students should know and be able to do; 2. Define student outcomes/results that bring the picture to life; 3. Distil and integrate the curriculum and broaden the instructional strategies (focus on essential concepts and relationships students need to learn, use content standards to develop problem-solving units); 4. Alter assessments to show what students are able to understand and do; 5. Expand professional development to include learning while doing and learning from doing (workgroups and reflective practice); 6. See restructuring as an intensely personal experience for all.

Making Change Systemic 1. Restructuring is about—making time, taking time, finding meaningful ways to spend time.

2. Restructuring is systemic; all levels are related and affected.

3. Restructuring must be built on staff working collegially together.

4. Restructuring evokes questions about power: what does it mean to have young people think, teachers who make decisions, administrators who are advocates for learning, councils and parents who are actively engaged?

Managing the Ongoing Process 1. Restructuring means managing change over time, among many people, and in many arenas of action.

2. Restructuring is simultaneous, interactive, spirals and circles, and messy. (no finite steps and definitely not tidy!)

3. Restructuring involves adults in the school and in the community talking to each other and with students about what constitutes effective learning and then joining forces to make it happen.

4. Restructuring around learning for all students takes many years and the persistence to make changes, assess results, and modify along the way.

5. Restructuring creates questions faster than they are answered; not fewer problems but handled differently.

37 EFFECTIVE MIDDLE SCHOOLING: Julie Boyd 2010

Budgeting for Change: 1. Use money for on-going professional development that focuses on both learning and organisational issues; 2. Use money for release time for teachers to plan, work and reflect together; 3. Use money to foster a “can do� attitude and to organise budgets around student learning, not programs.

Which of these issues are being actively addressed in your school, note others to incorporate into strategic plans.

38 EFFECTIVE MIDDLE SCHOOLING: Julie Boyd 2010

TYPICAL MIDDLE SCHOOL CHANGE PROCESS Initiation •

Interest by staff and/or principal in middle schooling;

•

Team of teachers, council members and principal to middle school P.D. program;

•

Dissemination and review of literature, followed by staff discussions--focus on current practices and future changes;

•

Outside consultants share ideas and research regarding developmentally appropriate education for adolescents;

•

Design a possible new organisational model for staff teaming (ex: five 4-member, multiyear, multi-disciplined teams with flexible block scheduling; tracking to be eliminated to allow for regrouping of students and teachers);

•

Develop and disseminate a parent handbook; hold informational meetings on early adolescence and educational needs; establish a parent advisory committee;

•

Throughout staff professional development on cooperative learning, thinking skills, integrated curriculum, aligning curriculum, instruction and assessment practices;

•

Ongoing meetings to establish programs, schedules, deal with special needs;

•

Curriculum standards in all subject areas are established.

Implementation •

During next school year, teams implement units and use common team planning time for curriculum, student and team issues; team leaders are given more professional development on their role;

•

Curriculum embedded performance assessments are developed and trialed;

•

Development of advisor-advisee program; use of student learning contracts are initiated;

•

Program for new students is developed; articulation with feeder schools is increased.

Institutionalisation •

After a year of implementation, programs are refined, evidence of more heterogeneous groupings, team-based budgeting;

•

School-wide benchmark student assessments are given; Program evaluation is given to the council, district and/or state.

39 EFFECTIVE MIDDLE SCHOOLING: Julie Boyd 2010

ISSUES IN TRANSITI0N FROM PRIMARY TO SECONDARY SECONDARY A. General Issues 1. Cultural: Moving from "top" of the school to the "bottom" of school; social status Different attitude about learning and play; secondary school is more formal Increased exposure to social issues at school and in the community Different classroom management techniques Reduced participation in day to day secondary school activities Not as well know to the teachers New students and increased number of students 2.

Organisational and Structural: Specialised learning/study of academic disciplines Different expectations regarding homework Different expectations regarding assessment New teachers and an increased number of teachers Size and movement around the school Timetable

3.

Peer Group: New friends and establishing a new peer group Increased anonymity Adolescent development issues Changes in students' perceptions of themselves and their abilities Wishes to establish a relationship with significant adult

B. Key Aspects of Transition 1. Community: Student, parents and teachers need to belong to a community; they need to be engaged, not alienated. They need to see how the middle school fits into the total school and the larger school community.

2. Curriculum, Pedagogy and Assessment: There is often a decline in academic learning and in students' attitudes toward school in transition from primary to secondary school.

3. Communication: There needs to be ongoing communication between the secondary school and feeder schools, between teachers and between teachers and students and their parents.

40 EFFECTIVE MIDDLE SCHOOLING: Julie Boyd 2010

4. Parents: What information are you giving to parents? What opportunities are there for their involvement? Students often want to put space between their parent and school in the adolescent years; yet, parents have much to deal with their adolescent children. There needs to be a partnership in goal-setting and facilitating the students' learning and well-being.

5. Students: They need to be the focus of everything; are the decisions you are making in the best interest of the students? How are they being prepared for the middle school?

Which issues are being actively addressed in your school?

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MIDDLE SCHOOL TRANSITION Student Learning Outcomes All students will progress and learn in the following areas 1. To be critical thinkers and problem-solvers who can apply their learning to real life situations 2. To have competence and confidence to express themselves in a range of communication areas 3. To gain caring, respect and appreciation of self, others, the environment and environmental issues 4. To develop the capacity to work in a cooperative and collaborative way, as well as a self-motivated and self-directed way 5. To enjoy learning 6. To be able to locate, use resources (human and non-human) to achieve set goals 7. To gain cross-cultural awareness and to be open to new experiences 8. To apply and adapt knowledge across a range of learning areas 9. To be a participating member of the wider community.

42 EFFECTIVE MIDDLE SCHOOLING: Julie Boyd 2010

Ideas for Transition Year level coordinators and students from feeder schools now in secondary visit each feeder school 1. Do not place students in feeder school groups when they come for orientation or for their ongoing classes 2. Orientation day for “getting to know each other the school”; use cooperative games 3. Have joint feeder schools and secondary school curriculum days 4. Have year 6 students attend a secondary school play or event 5. Conduct parent information evenings 6. Have student-parent-teacher activities 7. Establish grade 5-8 KLA Subcommittees 8. Have teachers exchange and teach in the other school for a day 9. Start year 7s a day before others 10. Establish a homeroom or personal coaching time in the day/week 11. Provide time for out of school activities 12. Develop interest clubs and peer support groups 13. Students design the classrooms and negotiate the curriculum with the teacher and class 14. Teachers and students need to learn more about each students’ background 15. Regularly change desks and/or groups 16. Provide ways for students to take more responsibility for their own learning and self-assess and set learning goals.

What learning outcomes are foremost in your school’s thinking?

43 EFFECTIVE MIDDLE SCHOOLING: Julie Boyd 2010

Resiliency Pastoral Care

44 EFFECTIVE MIDDLE SCHOOLING: Julie Boyd 2010

INTRODUCTION to our

STUDENT WORKBOOK: CREATING RESILIENT YOUTH For Middle School Students Available at www.julieboyd.net.au Welcome to the first day of the rest of your life! We are aware that life is full of ups and downs, and that we are all trying to do the best that we can to deal with the things we have to face. This program, called Creating Resilient Youth, is designed to help you learn some of the skills that we, as adults, have been trying to learn throughout our lives.

What we recognise is that there are challenges facing young people today that people of this age haven’t had to deal with before. The temptation to become overwhelmed and do some things that we might regret later in our lives is often pretty strong. This program will help you to learn a lot about yourself and other people. It will help you to become clear about what you can do to make your own life better and to create the future you would like to have.

Many of you are also beginning, or in the process of bringing together material and information for your PORTFOLIO, TRANSITION PASSBOOK or LIFE FOLIO. You may wish to include sections of this workbook, or results of some of the discussions, activities and problem solving issues you are engaged in to help demonstrate your abilities in these areas.

We hope that the information and activities you do in these workshops are of great benefit to you as you grow to become successful members of our community. You are our future and we would like to support you in creating the future you would like to live.

Also available at www.julieboyd.net.au is

CREATING RESILIENT EDUCATORS: A Workbook for Teachers, and CREATING RESILIENT YOUTH: A PROGRAM for teachers

45 EFFECTIVE MIDDLE SCHOOLING: Julie Boyd 2010

PROTECTIVE FACTORS : RESILIENCY

• Create conditions for health and human development

• Promote resiliency through: — high expectations — caring and supportive adults — opportunities for meaningful participation

46 EFFECTIVE MIDDLE SCHOOLING: Julie Boyd 2010

PROFILE OF THE RESILIENT CHILD Problem Solving Skills 1.

2.

3.

4.

Critical Thinking Generates alternatives Planning Produces change − − − − − −

define the problem generate solutions evaluate the solutions choose solutions determine how to implement assess the success of the solution

Social Competence 1.

2.

3.

4.

5.

Responsiveness Flexibility Empathy/Caring Communication Skills Sense of Humour

Autonomy 1.

2.

3.

4.

Self esteem, Internal locus of control Independence Adaptive distancing

Sense of Purpose and Future 1.

2.

3.

4.

5.

6.

7.

8.

Goal directedness Achievement Motivation Educational aspirations Healthy expectations Persistence Compelling future Coherence/meaningfulness Have these issues been considered in your student learning outcomes?

47 EFFECTIVE MIDDLE SCHOOLING: Julie Boyd 2010

RESILIENCY STRATEGIES 1. Developing Relationships − Develop mentoring, tutoring and other student volunteer activities − Provide parent education programs to enhance parent/child relationships − Relieve stress on teachers so they have time to be supportive and provide protective factors to students − Offer inservice training − Provide extra-curricula activities − Help students to identify their adult support network − Involve parents who do not live with their children − Have students work with one or more teachers for an extended period of time (eg: block schedules, interdisciplinary teaming, multiage grouping, etc.) − Establish rituals, traditions that enhance attachment to school and staff. − Build teacher wellness.

2. Creating Success and Mastery − Help each student to experience success each day − Celebrate milestones − Offer clubs and interest groups and activities that will engage all students in school life − Use teaching strategies designed for different learning styles − Communicate about student learning, based on the student's growth − Provide student recognition activities − Teach students positive self-talk, how to reframe negative thinking, and coping behaviours − Discuss improvement in terms of their last "personal best" − Say something encouraging to each student − Express your confidence in students and your desire for each to be successful

3. Build Social as well as Academic Competencies − Teach social, refusal, coping, friendship, and negotiation/mediation, conflict resolution, and collaborative skills. − Recognise and appreciate cultural differences and strengths − Establish high, developmentally appropriate, realistic expectations and standards for students − Offer opportunities for students volunteer community service − Link curriculum with events and people in the community − Help students to recognise their behaviour, the consequences of their behaviour and to develop a repertoire of responses and resources to deal with their problems.

48 EFFECTIVE MIDDLE SCHOOLING: Julie Boyd 2010

4. Reduce the Stressor Students Face − Restructure school schedules to better meet the developmental needs of students − Establish student advisory programs − Ease transitions into and out of school − Establish school-based health services − Offer mental health groups and special classes for teen mothers, etc. − Use cooperative learning − Teach students study skills and other ways of being successful in school − Encourage teachers to spend time in the hallways, lunchroom during and after school to talk to students − Help students to recognise stressors they can control, avoid and who to turn to when they need

5. Generate Resources − − − − − − − − − −

Encourage parent involvement Be familiar with neighbourhood and community resources Do outreach and establish relationships with community Expand the use of the school building Encourage senior citizens, community members and business people to volunteer in school Encourage teacher collegiality, teaming, and peer coaching Invite successful graduates back to talk to students Explore a careers exploration program Establish business/community/local university partnerships Consider the time spent with a student as the most valuable resource.

49 EFFECTIVE MIDDLE SCHOOLING: Julie Boyd 2010

Strategies to Move Students F r o m A l i e n a t i o n to E n g a g em e n t Area

Goal

Strategy

Relevance Negotiation Integration

−

Curriculum

− − −

Pedagogy

Participation Empowerment Diversity

−

− −

−

Organisation and Planning

Environment

Teaming Flexibility Unity

Respect Commitment Care

− − − − − − −

Broader Community Application and Focus Meet Students Needs Balance Student & Teacher Choice Merge Subjects Create Learning Environment (social, moral, intellectual, physical and psychological) Class Management Students Accept Responsibility for Learning and Behaviour Support Interdependence, Cooperative Learning, Resilience, Community Involvement and Participation Support Learning with other Teachers Work in Smaller Groups Create Learning Teams Take a ‘Big Picture’ view Working with Parents and Students Responding Constructively to Difficult Students Encouraging all Students to Remain at School

There are no clear single reasons why students are at risk, and therefore no single strategy will work. By attempting to deal with clusters of problems and behaviours in a global manner, fewer students will slip through the net.

50 EFFECTIVE MIDDLE SCHOOLING: Julie Boyd 2010

ELEMENTS OF A PROGRAM FOR ‘ATT-RISK’ STUDENTS A single coordinator, responsible for the program, and given time for planning and implementation Balance between direct service provision and developmental initiatives Balance between welfare and curriculum support strategies Balance of early intervention and crisis management strategies Cooperation/collaboration at all levels Creative and alternative approaches Development of a supportive school environment Development of local ‘ownership’ of the program across the whole school and community Diversity Effective identification protocols, processes and procedures for students at risk Flexibility Holistic approach Integration into the whole school program Provision of time Strategy implementation firmly centred within a framework of overall direction and vision for the program Team-based approach Worker support How are these issues being addressed in your school plans? Note issues to include in your strategic plan.

51 EFFECTIVE MIDDLE SCHOOLING: Julie Boyd 2010

MOVING MOVING SCHOOLS FROM RISK TO RESILIENCY Risk Focus:

Resiliency Focus:

Relationships are hierarchical, blaming, controlling

Relationships are caring and promote positive expectations and participation

Curriculum is fragmented, nonexperiential, limited, and exclusive of multiple perspectives

Curriculum is thematic, experiential, challenging, comprehensive, and inclusive of multiple perspectives

Instruction focuses on a narrow range of learning styles, builds, from perceptions of student deficits, and is authoritarian

Instruction focuses on a broad range of learning styles; builds from perceptions of student strengths, interests, and experiences; and is participatory and facilitative

Grouping is tracked by perceptions of ability; promotes individual competition and a sense of alienation

Grouping is not tracked by perceptions of ability; promotes cooperation, shared responsibility, and a sense of belonging

Evaluation focuses on a limited

Evaluation focuses on multiple intelligences, utilises authentic intelligences, utilises only assessments, and fosters selfstandardised tests, and assumes only reflection one correct answer.

Home/School Liaison • provide parents and advisees range of

52 EFFECTIVE MIDDLE SCHOOLING: Julie Boyd 2010

RATIONALE: STUDENT PERSONAL COACHING IS A PROGRAM THAT EMPHASISES THE FOLLOWING: Provide a substantial liaison with the home.

Enhance communication about specific children among all teachers serving them.

Provide a good and constant touchstone with children for the years they are in middle school.

Teaches values re: interpersonal relations, decision-making, problem-solving, and leadership skills.

Assist in transitioning students from fifth grade to middle school and 8th grade to high school.

Role Clarification Role of the Personal Coach with information • describe the advisement program • facilitate the transition of new students • continuous communication with parent • meeting each year on a one-to-one basis (student, coach, parents) Advocating • identify and refer students who have special needs to the counsellor • monitor student’s progress by observing them and by discussion • assume responsibility for knowing the student as well as being a role model • becoming a significant adult that will assist the student toward personal and educational goals Teaching • interpersonal relations • decision making • problem solving • leadership skills

Role of the Teacher

Role of the Counsellor

Role of the Principal

Support the implementation of school-wide advisement activities

Work with referral students • counselling and guidance • program modification • in conjunction with outside agencies • facilitate in-depth counselling services Participate as a personal coach • implement normal school-wide activities • assume normal advisee load • act as a model for personal coach School-wide • act as a change agent • assist parent, teachers, and administrators • serve as a resource • affective education • educational and career planning • special needs students

Provide strong administrative support • schedule time for • AP school-wide program activities • staff in-service on a quarterly basis • monthly review at faculty meetings • insure equal access • facilitate communication with and among: • students, parents, faculty • provide human and material resources • gather annual evaluation information from teachers, parents, faculty and students

Serve as a resource person for the student’s personal coach by maintaining communication re the students.

Support specific activities.

Communicate with student’s personal coach.

53 EFFECTIVE MIDDLE SCHOOLING: Julie Boyd 2010

SUMMARY OF MONTHLY STUDENT COACHING AGENDA Year 7

Year 8

February • Orientation of LHS and High School • Check out school agendas • Weekly checks of school agendas • Goal setting

• • • •

Re-evaluation of Year 7 Check out school agenda Weekly check of school agendas Goal setting

• • • • •

Academic progress Time management skills Study skills Large group meetings with counsellor Conference Day

• • •

Learning Styles II Second semester schedule Academic progress

• •

Portfolio update Assessment preparation

• • • •

Standardised test skills First semester grade review Second semester preparation Goal setting

August • Portfolio assignment • Academic progress • Large group meetings with counsellor • Hot Topics choices

• • • •

Portfolio assignment revisions Academic progress Large group meetings with counsellor Hot Topics choices

September • Decision-making skills • Student group meetings for EAP program evaluation

• • •

Conflict resolution Student group meetings for program evaluation Post-middle school planning

October • Student/Parent /Educator conferences • Academic progress

• •

Student/Parent/Educator conferences Academic progress

• • • •

Year review and evaluation Finalise assessment Add student agenda to portfolio Demonstration possibilities

April • Academic progress • Time management skills • Study skills • Large group meetings with counsellor • Conference Day May • Introduction to Portfolio • Learning Styles • Second semester schedule—Conflict resolution • Academic progress June • Communication skills • Assessment preparation July • Standardised test skills • First semester grade review • Second semester preparation • Goal setting

November • Year review and evaluation • Finalise assessment • Add student agenda to portfolio

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Teacher Teaming

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Effective Middle Schooling 2010

New Roles for Teachers at the Middle Level Adapted from J. M. Arhar Interdisciplinary teams for teachers and students are an organizational strategy positively associated with student achievement, personal development, learning climate, faculty morale, and staff development. Although educators are interested in a range of student outcomes, it is the research on the link between teacher collaboration and achievement that has generated a great deal of interest among teachers, administrators and parents.

Research on Teaming and Collaboration • Teaming increases teacher sense of efficacy • Teacher efficacy is positively associated with student achievement Ashton and Webb (1986) found that organizational differences in two junior high schools, one teamed and one departmentalised, produced differences in teacher efficacy. Teacher efficacy is the belief that teachers can positively influence even those students with the greatest academic difficulty. The researchers conclude that programmatic features associated with interdisciplinary teams (teacher teams, advisor-advisee programs, multi-age grouping) and clear and shared educational aims appeared to increase their sense of efficacy.

• Teacher collaboration creates opportunities for teacher learning • Opportunities for teacher learning are positively associated with student achievement.

Another study conducted by Rosenholtz (1989) in 72 elementary schools in Tennessee attributes student achievement is basic skills to opportunities for teacher learning that occur when teachers "offer and request advice in helping each other improve instructionally" (p. 103), an opportunity created by teacher teams. Interdisciplinary teams not only give teachers a reason to work together, but the resulting collaboration may influence teacher learning by creating opportunities for teacher leadership which emerges from teaming situations. The enthusiasm and energy generated by teacher leaders who continually experiment with ways to improve curriculum, instruction and evaluation can serve as an impetus for other teachers to collaborate.

Old Roles/New Roles Teaming can be a rewarding experience in terms of the support one receives form colleagues and increased efficacy in terms of student achievement. However, teaming is more than a new way to organize teachers and students. It involves changing teacher roles and the nature of the work environment from one of isolation to collaboration.

The culture of teaching is characterised by a work environment based on norms of noninterference, privacy and loose invitations for offers of help. Teachers generally practice their craft in isolation, behind closed classroom doors, immune from the scrutiny of colleagues except for the occasional evaluation by school administrators viewed primarily by teachers as having little to do with actual improvement of teacher (Lortie, 1975). Lacking certainty about the skills, procedures, and methods that help pupils progress academically, teachers' self-esteem is continually threatened by the unpredictability of their work (Rosenholtz, 1989).

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Yet request for assistance are viewed as an admission of inadequacy. Novice teachers quickly learn to close the classroom door and practice teaching the way it was modelled for them during the years of schooling. The effect is that teachers continually have to relearn lessons that successful predecessors have discovered through years of practice.

What new role for teachers emerges from participation in a collaborative structure? Four areas of team life suggested by George (1984) provide a basis for examining new professional functions. These four areas of team life are organization, community, instruction and administration.

A collaborative work structure creates new professional opportunities for teachers to go beyond the traditional role of individual teachers working in isolation. Not all teachers want these new responsibilities. And recently, administrators have begun to question teacher leadership plans that they perceive will detract from their ability to effectively conduct personnel and program evaluation. However, the concern here is to outline the possibilities available to teachers and then discuss strategies for supporting teacher collaboration for the purposes outlined earlier.

New Professional Responsibilities • Administrator • Evaluator • Consultant • Counsellor • Organizational developer • Joint planner and program developer The organization of teachers into teams gives them the opportunity to group and schedule students, and to share resources, time and space. It allows teachers to develop a sense of community with students, parents, faculty outside of the team, administration and the community at large. Teachers have the opportunity to consult with other faculty and parents about individual children. Skill and knowledge in group process, interpersonal relations and organizational development will come to play an important part on teacher teams as well as student teams. Public relations skills become increasingly important as teachers come to rely on community support and resources for team counselling and resources for team counselling techniques. Teaming also requires that teachers be able to speak for the team, adequately representing the team viewpoint, rather than an individual viewpoint.

Expanded opportunities in instruction require that teachers make joint decisions about grouping of students, instructional strategies, curriculum, testing and evaluation. It also offers teachers opportunities to take leadership roles as evaluators and researchers in the classroom. Peer observation for the purpose of learning and teaching new instructional strategies becomes a reality under the team arrangements.

Finally, teaming offers teachers opportunities to act in traditionally administrative capacities.

Greater decision-making power over team and school issues results in greater collaboration with the principal and requires greater knowledge of school organization.

Replacing norms of isolation with norms of sharing and mutual exchange for the purpose of improving curriculum, instruction, and evaluation of teaching and learning is necessary if teachers, students and schools are to realise the full potential of interdisciplinary teaming.

Norms of isolation and lack of collegial interaction not only inhibit teaming, but they also have a long standing history of impeding education change for school improvement (Fullan, 1982).

Thus, norms favouring collaboration are needed to ensure that teaming will actually be implemented once it has been adopted as a school practice.

Since collaboration is not a natural outcome of working in schools, it must be taught, learned, supported and rewarded until it replaces working privately. In other words, teachers need to prepare for the kind of collaborative work required by interdisciplinary teams. What are the conditions required to promote and support professional interactions which result in benefits for students?

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Conditions Which Support Professional Interactions • Introduce capable people to the new role • Create norms of collaboration in the school First, introduce capable people to the new role through effective staff from outside the group.

Specific programs can be used to build group cohesiveness as well. cooperative learning in academic areas, the production of plays or musical performances, team activities in intramural of physical education programs can all contribute to the sense of collaboration that exists among students. Even specialised programs, such as "ropes courses" in PE class, or team retreats or field trips exist for the purpose of building group membership and cohesiveness.

While all of these interventions can be quite successful in enhancing the spirit of collaboration in schools, they are often "add-ons" to the basic academic program, and are seen as "frills" or "touchy-feely" stuff by some parents, students, and teachers. For true collaboration to exist something more is needed.

A New Value Set At the centre of every institution is a set of core values that drive its decisions, practices and policies. In schools, those core values generally deal with such concepts as achievement, individual growth and the development of social membership and responsibility. Historically, schools have focused on the first two of these, and left the development of a social conscience to other agencies: the church, the home, the peer group. Increasingly, though, it is essential that schools work, systematically, to shape not only individual achievements, but the attributes that support group membership and collective action: the very foundations of collaboration.

The components of this new value set are simple, but they represent, in many ways, a fundamental shift in the ways schools view their functions and their modes of operation. The new values are pervasive caring for all members of the group: a willingness to challenge regularities, and the celebration of diversity and unique contributions.

Pervasive Caring Collaborative groups care about their members and their welfare. They recognize that the success of the entire group depends on the success of any individual in it, so they support that person without making him or her dependent. They are alert to each other's needs and take care of them without fanfare.

In one school, teachers routinely call colleagues who are out sick with offers of help. Most of the time, of course, the illness is minor and no help is needed, but the simple gesture of caring helps build bonds among the faculty that withstand disagreements over institutional procedures, new policies, or annoying practices.

In another school, teachers call the homes of children who are absent. It's not designed to check up on the kids, but to inquire about their absence and to help them, if necessary, make up school work or take care of other school business that the child may be missing. In a variation on that theme, one school uses a group of student volunteers to make those calls to absent peers.

Another school maintains a clothing bank for students whose families cannot afford appropriate school clothes. The clothes are donated by local manufacturers and stores or purchased by the school from local outlets, and they are distributed, in private, before school or during school hours by parent volunteers. There's not a lot of hoopla about it: the school just takes care of that particular need.

Other examples abound. Schools provide child care during evening school events or on election day. Tutoring materials are made available to parents to help their children at home. Calls are made to parents with good news about their child's performance or behaviour. A principal stands in the doorway of his school and greets each of the nearly 800 students by name each morning! In short, the message goes out: "we care about you here‌we're all in this together."

Challenging the Norm Schools do so many things because "that's the way we do things around here." Unfortunately, many school practices go unexamined because they are so common and so long-standing.

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Challenging the regularities means that schools take a courageous and unblinking look at their practices to determine what the effects of the practices are on kids.

A number of school policies can have a devastating effects on student "membership" in the school. Policies that fail to take into account individual abilities, effort, or other mitigating circumstances tell a student "our system is more important to us that you are." We may know what students have special needs, but if we do not respond to them, the message is pretty clear that we can't be bothered to go out of our way for you…even a little bit.

In once case, a 7th grade boy was late for school every morning. Because the tardiness was unexcused, he served detention every afternoon. A research associate asked the boy what the problem was and found that he was responsible for getting his younger brother and sister to school because his mother had to be at work as an orderly in a local hospital at 7:00 AM. Because the elementary school opened after the middle school, and because he was unwilling to allow his younger siblings to wait outside the school in their often dangerous urban neighbourhood, the price he paid for his vigilance was habitual tardiness. He also gave his lunch money to a friend to collect his brother and sister at their school at the end of the day and walk them to the middle school so that he could take them home after serving his detention. When asked why he didn't tell someone about his problem, he replied, "What for…no one can do anything about the rules. What a cynical view for a 12-year-old: the rules punish you for acting responsibly. it would be very hard to affiliate with an institution that is perceived to be so insensitive.

Schools must examine their practices and the effects of those practices on students. Does missing three assignments get you an "F" even if you can't go home some nights because Mom and Dad are fighting? Does everyone have to climb the rope because it's in the curriculum, even if he's overweight and embarrassed about his size? Does everyone have to read aloud…because "that's the way we do things around here?"

Celebration of Diversity This value has two components: the recognition of unique contributions and the rewarding of all achievements. As it stands, most schools reward a very limited range of accomplishments, and few of them have to do with collaboration. We reward the "best" athletes, not necessarily the whole team. We reward superior musicians, not those who back them up, and we celebrate the successes of our highest achieving students, not those whose achievements are remarkable because of the odds they must overcome.

In one of the author's favourite schools, a boy in a wheelchair proudly showed visitors his varsity letters. They were real, and they were given for computer programs he had written to make the librarian's life easier, for the quality of the stage design he had done for the school's holiday music program, and most important, for the volunteer work he did at a local nursing home. This boy, who will never take an unassisted step in his life, goes to the local nursing home and reads to people who, in his words, "are really sick and can't read for themselves." And the school rewards that unselfish service with a varsity letter…the same kind you get for running the high hurdles, or playing football for three years.

In that school, you can earn a letter for being a musician, or for being an athlete, or for building housing for the poor people, or working in the school's child care centre on open house nights, or working with elderly, or cleaning up local streams and rivers, in other words they reward the things they value, and the things that will make the world not only an entertaining place, but a more humane and compassionate place as well.

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GETTING GETTING STARTED WITH MIDDLE SCHOOLING What Works •

Seek expressions of interest for teachers who want to work with students of this age and on a middle school concept;

•

Develop a strategic direction for the middle school;

•

Provide in-service for teachers on middle schooling philosophy, teaching and learning strategies, curriculum and assessment development;

•

Start working on the learning and social environment for middle school-age students;

•

Establish a curriculum review and development group, as well as a middle school group;

•

Research information and visit other middle schools;

•

Check digital environments for useful connections, chat rooms etc

•

Go to feeder schools and talk to teachers and students;

•

Plan and pilot integrated units;

•

Create professional development plans for teachers;

•

Accept that the middle school is its own structure and program;

•

Map the curriculum and link outcomes across the disciplines/learning areas and

•

Develop and conduct some school-wide and/or community based activities and maybe some specific team activities for the students.

Problems

60

•

Staff who teach several subjects or several grade levels and can't devote their much of their time to the middle school team;

•

Staff may need to relinquish their senior classes; and/or the school needs to provide teaching status to those who work in the middle school;

•

The staff needs to share the vision of middle schooling;

•

There must be time for preliminary planning for both exit and learning outcomes for middle school students and for planning integrated units.

Effective Middle Schooling 2010

SmallSmall- Group Dynamics

SELFSELF-AWARENESS EXERCISE The following sentence stems are to be discussed in your group. Do not write responses. be sure that every member of your Group participates in the discussion.

A. 1. When I enter a new group I feel…

2. When people first meet me they…

3. When someone does all the talking I… 4. I expect a leader to…

B. 1. In a group, I am most afraid of…

2. I am hurt most easily when…

3. I feel left out of a group when…

4. I trust those who…

C. 1. I feel closest to others when…

2. I feel loved most when…

3. My greatest strength is…

4. I am…

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TYPES of TEACHER TEAMS A group of 2-5 teachers who share the same students, the same part of the building, the same general schedule, and the responsibilities for covering the basic academic subjects.

1. Modified Core Students with homeroom teacher 50% or so per day

2. School-Within-a-School Houses/Families - 3 Teachers, 90 students Each teacher one subject and one section

3. Student-Teacher Progression Teams for teachers; 120 Students Each teacher one subject

4. Grade Level Teams Teams for teachers - Each teacher one subject to only that grade level

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RESPONSIBILITIES OF SCHOOL TEAM LEADERS • • • •

Help the team implement the middle school philosophy; Liaison by representing team at team leaders meetings and other leadership team meetings; represent school issues to the team; Disseminate information to appropriate people; Coordinate and facilitate team meetings • • • • • • •

• • • • • • • • •

inform members establish, with member input, the agenda involve all team members strive to reach consensus adhere to team ground rules clarify decisions made, responsibilities and timelines plan for follow-up on decisions made

Organize and delegate appropriate responsibilities; Provide on-going leadership; (as visionary, healer, teacher and wise warrior) Set an example for other team members; Coordinate the use of resource personnel; Assist substitute teachers; Provide support to new teachers and new team members; Provide team building activities as needed; Monitor and evaluate the team’s functioning.

RESPONSIBILITIES OF TEAM MEMBERS • • • • • • • • • •

Be prepared and on time for meetings; Follow team procedures, share in decision-making and focus on solutions to problems; Bear equal responsibilities for the work and well-being of the team; Be supportive of other team members; Be willing to take risks and be open to new ideas and directions; Share your own ideas and expertise as well as respecting the same of other team members; Ask for help if you need it and give help when asked; Approach all aspects with the best interest of the students at heart; Recognize that one of us is not as good as all of us.

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COMPONENTS OF EFFECTIVE SCHOOL TEAMS 1.

Team members are in continuous contact with each other and with the rest of the school staff 2.

Each team member’s role complements the role of the others; there is overlapping of roles, but they understand the roles of the others, divide responsibility for all functions of leadership and share role issues and work to clarify roles regularly.

3.

Each member shares a common view of goals for the school, the team and the students.

4.

Open planning characterises the team, with all members sharing and discussing what needs to and can be done. Planning is on-going and constantly reviewed, revised in regularly scheduled meetings of the team and through informal conversation.

5.

Planning, decisions and actions are taken with the student’s needs and interests as the focus and with the total school/district outcomes in mind.

6.

Collegiality and mutual respect for each other’s work and their contribution to students, the team and school is a hallmark of effective teams.

Synergy: because knowledge, communication and a shared agenda exist, each 7. team member gains from the work of other members, which results in a total process of change that is greater than the simple addition of efforts of each individual member.

8.

Complementary: increased use of members’ strengths with decreased emphasis on individuals; a willingness to fill in gaps and anticipate what each other will be doing or needs.

Positive Professionalism and Enthusiasm for Innovation: genuine interest in 9. activities taking place and appreciation for the capabilities of the people on the team and in the school.

Use these points to review your current middle school team operation.

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QUESTIONS for MIDDLE SCHOOL TEAM LEADERS 1. What are our goals and priorities? − for our students… − (academically, socially, as a group member, as a local and global citizen) − for a team… − (professional learning, support, as team members, team’s role in school) 2. How will we work together as a team? − in our meetings… −

in sharing resources and information…

−

in planning

curriculum

advisement

other school programs

for school events

− in coaching each other or other forms of reflective practice and professional growth 3. What will we teach? units… how to develop integration… focus on content and process…

How will we teach it? effective teaching and learning strategies… co-teaching, teaming, etc… interaction with and in the community…

How will we assess it? methods… individual and/or groups… content and/or process…

4. How will we advise students and their families? each responsible for some conference about students? what to communicate with parents?

5. How will we work with other teams? across the school? across schools?

6. Other Areas?

These are common areas that need to be a part of an on-going dialogue amongst team members. Spend some time thinking about your responses to these questions.

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HOW IS OUR TEAM DOING? Please circle your response to each question; 1 is low, 4 is high. Share your responses, discuss and plan to address.

1.

The team is organized so teachers share same students, space in school, and schedule.

1 2 3 4

2. Membership on the team represents all the basic academic areas.

1 2 3 4

3. Our team is supported by specialists, who feel welcomed by the team.

1 2 3 4

4.

1 2 3 4

The team has common rules, procedures and expectations.

5.

6.

Students feel a sense of belonging to our team.

1 2 3 4

Teachers work together to develop and implement activities that heightened student's sense of community.

1 2 3 4

7. Members have a commitment to each other and draw professional and personal support from each other.

1 2 3 4

8.

Teams have frequent parent conferences and good home-school relationships.

1 2 3 4

9.

There is adequate planning time and space for the team to work.

1 2 3 4

10. Teachers constructively use their common time and space for work.

1 2 3 4

11. Members interrelate their separate subjects, coordinate major assignments, integrate major units.

1 2 3 4

12. A special team-wide activity happens, on average, during each grading period.

1 2 3 4

13. There is consistency across the team in their use of effective teaching and learning strategies.

1 2 3 4

14. There is consistency across the team in their assessment criteria and procedures.

1 2 3 4

15. Teachers take turns assuming leadership for different activities within the team.

1 2 3 4

16. Members meet to discuss students weekly .

1 2 3 4

17. Members develop and implement joint strategies to resolve student's needs and problems.

1 2 3 4

18. Each time there is a substitute, at least one team member, talks with sub about team expectations and offers assistance.

1 2 3 4

19. Teams have control over some of the schedule, budget, and curriculum.

1 2 3 4

20. The principal works with individual teams regularly in a supportive, yet stretching manner.

1 2 3 4

21 . Team members, generally, feel a sense of success and satisfaction about their work together.

1 2 3 4

22. Team members see each other as learning colleagues, being open and striving to professional grow together.

1 2 3 4

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Team Development Scale Adapted from W. G. Dyer 1. To what extent do I feel a real part of the team? a. Completely a part all the time b. A part most of the time c. On the edge, sometimes in, sometimes out d. Generally outside, except for one or two short periods e. On the outside, not really a part of the team 2. How safe is it in this team to be at ease, relaxed, and myself? a. I feel perfectly safe to be myself, they won't hold mistakes against me b. I feel most people would accept me if I were completely myself, but there are some I am not sure about c. Generally, you have to be careful what you say or do in this team d. I am quite fearful about being completely myself in this team e. A person would be a fool to be himself in this team 3. To what extent do I feel "under wraps," that is, have private thoughts, unspoken reservations, or unexpected feelings and opinions that I have not felt comfortable bringing out into the open?

Almost completely under wraps a. b. Under wraps many times c.

Slightly more free and expressive than under wraps d. Quite free and expressive much of the time Almost completely free and expressive e.

4. How effective are we, in our team, in getting out and using the ideas, opinions, and information of all team members in making decisions? a. We don't really encourage everyone to share their ideas, opinions, and information with the team in making decisions b. Only the ideas, opinions, and information of a few members are really known and used in making decisions. c. Sometimes we hear the views of most members before making decisions and sometimes we disregard most members d. A few are sometimes hesitant about sharing their opinions, but we generally have good participation in making decisions e. Everyone feels his or her ideas, opinions, and information are given a fair hearing before decisions are made.

5. To what extent are the goals the team is working toward understood and to what extent do they have meaning for you? a.

I feel extremely good about goals of our team b. I feel fairly good, but some things are not too clear or meaningful c.

A few things we are doing are clear and meaningful d. Much of the activity is not clear or meaningful to me e.

I really do not understand or feel involved in the goals of the team 6. How well does the team work at its tasks?

Coasts, loafs, makes no progress a. b. Makes a little progress, most members loaf c.

Progress is slow, spurts of effective work d. Above average in progress and pace of work e.

Works well, achieves definite progress 7. Our planning and the way we operate as a team is a.

One or two team members b. A clique c.

Shifts from one person or clique to another d. Shared by most of the members e.

Shared by all members of the team

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largely influenced by:

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8. What is the level of responsibility for work in our team? a. Each person assumes personal responsibility for getting work done b. A majority of the members assume responsibility for getting work done c. About half assume responsibility, about half do not d. Only a few assume responsibility for getting work done e. Nobody (except perhaps one) really assumes responsibility for getting work done 9. How are differences or conflicts handled in our team? a. Differences or conflicts are denied, suppressed, or avoided at all cost b. Differences or conflicts are recognized, but remain unresolved mostly c. Differences or conflicts are recognized and some attempts are made to work them through by some members, often outside the team meetings d. Differences and conflicts are recognized and some attempts are made to deal with them in our team e. Differences and conflicts are recognized and the team usually is working them through satisfactorily 10. How do people relate to the team leader, chairman, or "boss"? a. The leader dominates the team and people are often fearful or passive b. The leader tends to control the team, although people generally agree with the leader's direction c. There is some give and take between the leader and the team members d. Team members relate easily to the leader and usually are able to influence leader decisions e. Team members respect the leader, but they work together as a unified team with everyone participating and no one dominant

11. What suggestions do you have for improving our team functioning?

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Team Development Wheel Instructions: Place a mark on the circumference of the wheel to represent the present status of your team.

STAGE FOUR

0

STAGE ONE

11

10

1

Performing

Forming

Mature Closeness

Testing

Resourceful Flexible Open Effective Close and Supportive

9

Polite Impersonal Watchful Guarded 3

Norming

Storming

Getting Organized

8

Infighting

Developing Skills Establishing Procedures Giving Feedback Confronting Issues

Controlling Conflicts Confronting People Opting Out Difficulties Feeling Stuck

7 STAGE THREE

2

4

5 6

STAGE TWO

Reproduced with permission. Arbuckle, M.A. and Murray L.D., Building Systems for Professional Growth: an Action Guide MA: Regional Laboratory of Educational Improvement of the Northeast and islands and the Maine Department of Education and Cultural Services. 1989

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SHARED DECISIONDECISION-MAKING While effective team meetings and common goals are basic to teaming, they often are not easily achieved. Team members are likely to possess different levels of expertise in group problem-solving; yet all members need to share in the decision-making.

Here are some simple suggestions: 1. Preparation for the Meeting -Have stated outcomes for the meeting -Get input from members to the agenda -Inform members of meeting time and tentative agenda -Gather all materials needed -Be early to setup room, materials and to greet members 2. Remind All of Meeting Ground Rules and Outcomes -Agree on ground rules of how we will work together in meetings and Post and refer back to these *start and stop on time *take time to reflect and think before offering suggestions or deciding *use unfinished business as needed *treat each other and self with respect *confidentiality *work toward solutions by keeping to the topic, looking forward to new ideas, check for agreement and striving for consensus *use interactive small group methods *keep visible records during meeting *distribute followup plans after meeting -Post and refer to the Outcomes for this specific meeting -Finalise the Agenda and put time limits for each item -Do some sort of Team-building or developing sense of team 3. Start with Decision Items First -State the facts as people see them, record these -If more study is needed, table it and get members to research -Examine people's assumptions about the situation 4. Decision-Making -Determine criteria that the solution must fit -Brainstorm action possibilities -Determine which ones fit the criteria -Discuss those that are definite possibilities -Use group decision-making techniques to determine a possible solution -Bridge differences, confront conflicts and summarise ideas and points of view; ask for clarification, elaboration or summary, ask for expression of feelings -Check again for agreement -Make a plan to carry out the solution -Agree on work assignments -Agree on timeline and communication plan -Pilot the plan -Put on the agenda for a future meeting when the plan will be re-evaluated

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End with Announcements, Summarise Meeting and Celebrate Accomplishments -Plan a definite closing to the meeting—an activity, a sharing of good news, thank yous to others -Remind people of next meeting -Make yourself, as team leader, available for individual follow-up should others desire it; yet, keep what was decided together in the meeting as the decision, do not change it with individuals later.

Make sure there is a definite beginning, middle and end to each meeting...like a story. Too many meetings are only beginnings or only middles and the ends fade away.

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MANAGING CONFLICT Definition: Two or more persons or things trying to occupy the same space at the same time.

Conflict is not necessarily good or bad!

The key is learning to resolve the conflict.

Sources: Scarce or undistributed resources Unmet expectations Unclear or different goals or values Lack of role clarity Lack of information or misinformation Different methods or styles The presenting problem is rarely the problem; it is usually one of the underlying issues— get to the source and resolve that!

Resolution: Meet it Head-on in a caring, problem-solving, non-defensive manner.

Go to the Source and problem-solve the real problem.

Use all your communication, facilitation and decision-making skills.

Come to an agreement or at the very least an understanding of each person’s position; work to consensus, however, you may need to agree to disagree(hopefully rarely).

Bridge back to clarify agreement on understanding throughout the process and also bridge back after the meeting or later.

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DIFFERENCES BETWEEN PROFESSIONAL LEARNING TEAMS AND TRADITIONAL TEAMS Professional Learning/Support Teams − Clear goal interdependence

Traditional Teams − Teachers told to work together; little interdependence, (except for shared students) − One team leader assigned

− Shared leadership − Members trained to work skilfully in groups

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− No staff development is provided.

− High individual accountability

− No individual accountable

− High group accountability

− No group accountability

- High joint incentives and rewards

− Only individual incentives and rewards.

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DEALING WITH DISRUPTIVE PEOPLE IN GROUPS

Type

Behaviours/Effects

Possible Solutions

The Latecomer

- arrives late - makes big commotion - wants to be caught up - gives “reasons” why late

- don’t confront in front of group - ask why late after meeting - don’t lecture - start meeting on time - ask latecomer to be a facilitator or recorder for next meeting - focus meeting away from door (away from latecomer)

The Early Leaver

- leaves early - drains energy from meeting

- don’t confront in front of group - ask why later - shorten meetings if too long - check to see if everyone can stay until end - make meeting meaningful and productive

The Broken Record

- keeps bringing up same item over and over (redundant) - takes up valuable time - always aggressively negative

- use group memory to acknowledge point - ask “Is there something else you want to add?”

- allow enough time for discussion - restate what they have said

The Doubting Thomas

- uses phrases. “It will never work” or “I don’t like that idea” - considers others’ ideas wrong until proven right

- use “mental judo” - ask group to agree not to evaluate ideas for a set time period - correct anyone who violates process (“Wait a minute Jim. You and the rest jumped on his idea.

Hold on. You’ll get a chance to evaluate ideas later.”)

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The Headshaker

- nonverbally disagrees in dramatic manner - shakes head, rolls eyes, crosses/uncrosses arms and legs, slams books shut, madly scribbles notes - disrupts as effectively as using words

- ignore behaviours and focus attention on person speaking - confront if behaviour persists: “Jim, I see you’re shaking your head. Looks like you disagree with what has just been said. Do you want to share your reactions with the rest of the group?”

- confront further if behaviour continues or becomes extremely disruptive. “Jim, every time you shake your head, you interrupt the meeting just as much as if you cut somebody off verbally. What’s bothering you?”

The Dropout

- sits at back of room - doesn’t say anything - reads book, corrects papers, doodles, etc.

- disturbs the facilitator more than rest of group

- walk closer to the dropout - address questions or comments to dropout (get eye contact) - discuss the dropout’s behaviours privately if they persist.

The Whisperer

- whispers constantly to neighbour - irritating to entire group - breaks concentration of group - fragments energy of group

- walk up close to whisperers -confront directly if whispering persist: “Let’s keep a single focus here”or “Do you two want to share what you’re talking about?”

- talk to whisperers privately at break - “assign” seats/creatively group if possible.

The Loudmouth

- talks too much and too loud - dominates the meeting - pulls attention away form focus of meeting

- move closer and maintain eye contact - give them paper to jot down creative ideas - make them recorder - talk with them outside meeting - confront directly in meeting if behaviour persists.

The Interpreter

- always speaks for other people: “What Judy is trying to say…”

- limits independence and power of some members

- jump in quickly and say “Hold on a minute. Let Judy speak for herself.”

- support group members so they can “tell” interpreters they don’t need help in speaking.

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The Attacker (Sniper)

- launches personal attacks on members or facilitator

- approach directly/quickly so it doesn’t set group norm - walk between the two and get them to talk to you - use group memory to focus on ideas, not people - get attacker to state criticism and have recorder write it down - avoid defensive behaviour if you’re under attack

The Know-it-all

- uses credentials, age, length of service or professional status to argue a point: “I’ve been teaching for 15 years and that will never fly!”

- limits creativity of many group members

- acknowledge know-it-all’s expertise once, but emphasise why issue is being considered by the group: “We all recognise and respect your experience in this area, but the decision has to be made by the group as a whole. We want to look at all possible alternatives.”

The Interrupter

- talks before others are finished - becomes impatient and overly excited

- deal with interrupter immediately - jump in quickly and say: “Hold on Charlene, let Harry finish what he is saying.”

- make the interrupter the recorder - speak privately to interrupter if behaviour continues.

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PEDADOGY and Structures

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TEACHING FOR AUTHENTIC LEARNING AND FOR UNDERSTANDING Authentic Learning 1. Higher Order Thinking 2. Depth of Knowledge 3. Connectedness in World Beyond Classroom 4. Substantive Conversation 5. Social Support for Student Achievement (ie., high expectations, respect for each other, and inclusions of all students)

Teaching for Understanding Knowing—when a student knows something, they can bring it forth on demand—tell us the information or demonstrate the skill.

Understand—a matter of being able to do a variety of thought-provoking things with a topic—like explaining, finding evidence, generalising, applying and representing the topic in a new way. It involves thinking beyond what you already know. There must be engagement in performances.

1. Generative Topics Meaningful connections to students’ lives Central to an understanding of a discipline 2. Understanding Goals Students will understand that… will appreciate that…

Let the students know what the goals are 3. Understanding Performances or Challenges Takes time; long-term, sustained inquiry Thinking beyond their current knowing and thinking 4. Ongoing Assessment Criteria and standards given at beginning of unit Continuous self, peer and teacher assessment

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Cooperative Group Strategies Inside-outside (Concentric Circles) Think-Pair-Share Think-Pair-Write-Share Think-Pair-Share-Write Heads Together Community Circle Field Trips Interview People Search Round Robin Literature Circles Milling Pair-Share Turn to a Partner

Jigsaw Brainstorming Interest Groups Numbered Heads Together Round Robin Fishbowl Roundtable Magic Circle Paired Reading Carousel Discussion Web Group Consensus Expert Groups Conversation

Cognitive Organizers Web Flow Chart Mind Maps Reading Imagery Categorisation Data Collection Guided Reading

Semantic Map Human map Advance Organizers Visualising Observation Reflection Multiple answers Kinesthetic Movement Mix and Match

Fishbone Story Maps Constructing/Building TV Inquiry Projects Teach to Someone Else Scaffolding Tactility Read Aloud

*This list was brainstormed in our Aligning Curriculum, Instruction and Assessment Course.

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INSTRUCTIONAL STRATEGIES Criteria for Instructional Strategies -

Tool or Method - Generic Way of Organizing people and thinking Process - Facilitate Learning Repeatable - Want Children to Internalise

Lecture Listening Think-Pair-Share Round Robin Learning Stations Concept Maps Conferencing Dance Summarise Learning Buddies Cloze Activities Projects Wait-time Journal Peer Coaching Reader’s Theatre Illustrating/Drawing Slides/Photos/Books/Record ings/Blogs/PPts (Sustained Silent Reading) Story Telling Literature Circles Research Graphing Retelling Say Something Journal Dialectic KWL (Know, Want to know,/learn) Think Aloud Paraphrasing Discussion Predicting with Justification Posters Writer’s Workshop Filmstrips

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Jigsaw Diagramming Overheads Brainstorming Field Trips Venn Diagrams Interview Questioning Shared Reading Retell Manipulatives Science Fairs Web Video Sequencing Linkage Films Experimentation Book Talks Outlining Simulations Classifying Hot Spots Choral Reading Dictated Stories Predicting Word Games RAP Exit Slips Save the Last Word for me Dialogue Lecture Burst Commercials Estimation Make a List

Visuals Graphic Organisers 4 Corners Turn to a Partner Learning Contracts Workshop Drama Written Responses Singing/Raps/Poetry Hands On Re-enactment Shared Experience Reading for Meaning Role Play Word Sorts (Picture) Guest Speakers Computers/Technology Games Music/Sound Oral Presentations Highlighting Assemblies Bumper Up Tape Recorder Direct Instruction Dialogue Debriefing Exit Slips Readers Theatre Word Slash Exploration Demonstration Movies Inquiry Modelling Categorisation

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SIMPLE STRUCTURES for STUDENT USE Characteristics: does not require much planning; takes little time; is not the whole lesson, done within the lesson; not used to teach cooperation, but instead to encourage more student-to-student interaction and thinking; usually does not have academic or social goals stated; more teacher controlled interaction than in complex cooperative structures.

Group Brainstorming—useful to get out as many ideas as possible; all ideas accepted without evaluation or discussion; quantity of ideas is more important than quality of ideas; “piggyback”, extending other’s ideas encouraged; develops creativity’ two recorders may be helpful; discourage competition by have groups share their top 3-5 ideas.

Turn to Your Neighbour—students discuss with one other person a question or material just presented; simple pairing not requiring re-grouping or moving.

Heads Together—like Turn to Neighbour, only involves more than 2 people; usually students sitting together in groups of 3-4 discuss an issue or question.

Numbered Heads Together—same as Heads Together only students each have a number; when teacher calls that number then that student must respond for their group.

Mind-Mapping—each student has a different coloured pen; a single topic is written in the middle of a page and students are asked to develop ideas by branching off the main idea and each other’s ideas; interdependence and extension of each other’s ideas are shown by different ink colours.

Round Robin—each student has a turn writing, drawing, stating their response by simply going around the group; interdependence is increased and students are not put on the spot if each group member has a paper and adds his/her response and then all pass the paper to the next group member; in this way, all people are participating at the same time.

Think, Pair, Share—students individually reflect on an answer or idea, they then pair up with another student and share their ideas, then each person in the pair shares the partner’s idea with a small group or class. Variations: Think-Pair-Write; Think-PairShare-Write, etc.

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OPEN ENDED QUESTIONING SOUNDS LIKE...

What did you................……think How do you............…….…..feel Could you................….……observe

?

Would you.............……..….analyse What is your........……....…..perception Tell me...............……....…..about How do you .........….......….perceive Recall/remember............…….

Could you tell me more about what happened.........................................………………

What specifically did your group do........................................................………..

What might you do differently about........................................................……..

Help me clarify my thinking/understanding about……………………………………………………….

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RESPONDING to QUESTIONS

— Relay questions to others for their consideration; — Reverse the question back to the question-asker; — Hear the wishes behind the questions; — Ask for specificity and concrete examples; — Paraphrase the question, so the questioner hears it again; — Turn the question into an inquiry or problem-solving project; — Listen carefully and respectfully to the question-asker; — Provide feedback and encourage questions and many possible answers; — Encourage clarity, precision, persistence, thoroughness and depth of responses.

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Questioning for Quality Thinking

KNOWLEDGE – Identification and recall of knowledge Who, what, when, how, where Describe…………..

COMPREHENSION – Organisation and selection of facts and ideas Retell……………..in your own words.

What is the main idea of ……………….

APPLICATION – Use if facts, rules, principles How is ………and example of …………

How is……….related to ………………..

Why is ……….significant?

ANALYSE – Separation of the whole into component parts What are the parts or features of …………….?

Classify …………….according to ……………..

Outline/diagram/web ……………

What evidence can you find for …………………?

SYNTHESIS – Combination of ideas to form a new whole What are the parts or features of …………….?

What ideas can you add to …………….?

How would you create/design a new ………………?

What might happen if you combined ……….with ………..?

EVALUATION – Development of opinion, judgments or decisions Do you agree …………….?

What do you think about ……………?

What is the most important …………….?

Prioritise ……………..

How would you decide about …………….?

What criteria would you use to assess ………………..?

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Strategies To Extend Student Thinking REMEMBER “WAIT TIME 1 & 2” Provide at least 3 seconds of thinking time after a question and after a response UTILISE “THINK-PAIR-SHARE” Allow individual thinking time, discussion with a partner, then open up the class discussion

ASK “FOLLOW-UPS” Why? Do you agree? Can you elaborate? Tell me more. Can you give me an example?

WITHHOLD JUDGEMENT Respond to student answers in an non-evaluative fashion ASK FOR SUMMARY (TO PROMOTE ACTIVE LISTENING) “Could you please summarise John’s point” SURVEY THE CLASS “How many people agree with the author’s point of view?” (Thumbs up, thumbs down) ALLOW FOR STUDENT CALLING “Richard will you please call in someone else to respond” PLAY DEVILS ADVOCATE Require students to defend their reasoning against different points of view ASK STUDENTS TO ‘UNPACK THEIR THINKING’ “Describe how you arrive at that answer.” (Think aloud) CALL ON STUDENTS RANDOMLY Not just those with raised hands STUDENT QUESTIONING Let the students develop their own questions CUE STUDENT RESPONSES “There is not a single correct answer for this question. I want you to consider the alternatives.”

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MUSICAL/RHYTHMIC • Rhythmic Patterns • Vocal Sounds/Tones • Music Composition/Creation • Percussion Vibrations • Humming • Environmental Sounds • Instructional Sounds • Singing • Tonal Patterns • Music Performance

BODY/KINESTHETIC • Folk/Creative Dance • Role Playing • Physical Gestures • Drama • Martial Arts • Body Language • Physical Exercise • Mime • Inventing • Sports Games

INTRAPERSONAL • Silent Reflection Methods • Metacognition Techniques • Thinking Strategies • Emotional Processing • Know Thyself” Procedures • Mindfulness practices • Focusing/Concentration Skills • Higher-Order Reasoning • Complex guided Imagery • “Centering” Practices

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VERBAL/LINGUISTIC • Reading • Vocabulary • Formal Speech • Journal/Diary Keeping • Creative Writing • Poetry • Verbal Debate • Impromptu Speaking • Humour/Jokes • Storytelling

LOGICAL/MATHEMATICAL • Abstract Symbols/formulas • Outlining • Graphic Organizers • Number Sequences • Calculations • Deciphering Codes • Forcing Relationships • Syllogisms • Problem Solving • Pattern Games

MULTI-LITERACIES TOOLBOX

NATURAL Music Sound Effects Voice and language Body language, movement and gestures Constructions and design in space Multimodal communication

VISUAL/SPATIAL • Guided Imagery • Active Imagination • Colour Schemes • Pattern/Design • Painting • Drawing • Mind-Mapping • Pretending • Sculpture • Pictures

INTERPERSONAL • Giving Feedback • Intuiting Others’ Feelings • Cooperative Learning Strategies • Person-to-Person Communication • Empathy Practices • Division of Labor • Collaboration Skills • Receiving Feedback • Sensing Others’ Motives • Group Projects

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Complex Reasoning Processes Comparing

Classifying

Inductive Reasoning

Describing how things

Grouping things that are alike into categories

Making general conclusions from

are the same and different

1. What do I want to compare?

2. What is it about them that I want to compare?

3. How are they the same? How are they different?

Deductive Reasoning

specific information or observations 1. What things do I want to classify?

2. What things are alike and could be put into a group?

3. How are these things alike?

4. What other groups can I make and how are the things alike in each group?

5. Does everything now fit into a group?

6. Would it be better to split up any of the groups or put any groups together?

Analysing Errors

Constructing Support

Finding and Using general statements to come to conclusions about specific information or situations

describing errors

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2. Does something seem wrong?

What is wrong?

3. What general conclusions or predictions can I make?

4. When I get more information, do I need to change my general conclusions or predictions?

Abstracting

general patterns in specific information or

thinking or in the

1. Is someone trying to influence my thinking or my actions?

2. What connections or patterns can I find?

Finding and explaining Providing support for statements

in your own

thinking of others 1. What specific topic am I studying?

2. What general information do I already have that might help me understand my specific topic?

3. Am I sure the general information applies to the specific topic I am studying?

4. If it does, how did the general information help me understand the specific topic?

1. What specific information do I have?

situations 1. Am I stating a fact or an opinion?

2. If I am stating an opinion, do I need to offer support?

3. What will I include (facts? examples? evidence? appeals?) when I provide my support?

1. What is important here?

2. How can I say the same thing in a more general way?

3. What else has the same general pattern?

3. How can I get more or better information?

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Analysing Perspectives

Decision Making

Investigation

Describing reasons for

Developing and using criteria to select from among choices that seem to be equal

Suggesting and defending ways

1. What am I trying to decide?

2. What are my choices?

3. What are important criteria for making this decision?

4. How important is each criterion?

5. How well does each of my choices match my criteria?

6. Which choice matches best with the criteria?

7. How do I feel about the decision? Do I need to change any criteria and try again?

ideas or events

your own point of view and for different points of view

1. What is my point of view?

2. What are the reasons for my point of view?

3. What is another point of view?

to clear up confusions about

1. What event or idea do I want to clear up?

2. What do people already know?

3. What confusions do people have about the idea or event?

4. What suggestions do I have for clearing up these confusions?

4. What might be some reasons for this other point of view?

Experimental Inquiry

Problem Solving

Developing and testing explanations of things we observe

Overcoming

Invention

Systems Analysis Describing how the parts

limits or barriers that are in the

1. What do I see or notice?

way of reaching goals

2. How can I explain it?

3. Based on my explanation, what can I predict?

4. How can I test my prediction?

5. What happened? It is what I predicted?

Do I need to try a different explanation

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1. What am I trying to accomplish?

2. What are the limits or barriers that are in the way?

3. What are some solutions for overcoming the limits or barriers?

4. Which solution will I try?

5. How well did it work? Should I try another solution?

Developing original products or processes that meet specific needs 1. What do I want to make or what do I want to make better 2. What standard do I want to set for my invention?

3. What is the best way to make a rough draft of my invention?

4. How can I improve on my rough draft?

5. Does my invention meet the standards I have set?

of a system work together

1. What are the parts of a system?

2. What are the things that are related to the system but are not part of it?

3. How do the parts affect each other?

4. What would happen if various parts stopped or changed their behaviour?

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REFLECTING AND PROCESSING POSSIBILITIES POSSIBILITIES "Think-write-pair-share", where students pair up and share their learnings and then the partner shares in a group of four what their partner learned.

Students make riddles, poems, stories, bumper stickers, T-shirts, collages, songs, skits about what they learned.

Students illustrate their learning using no words.

Students summarise their learning in five key words.

"Jigsaw" to form new groups with members teaching each other what they learned.

Groups present their products to another group.

Students write a summary of learning- social and academic - and make a newsletter of groups or individuals comments.

Students write in journals, learning logs, diaries about one's learning and growth.

Students fill out feedback sheets, rating scales, checklists, surveys, questionnaires about their learning.

Students use hand gestures (eg. thumbs up and down), coloured paper codes, or movement to indicate responses to learning.

Students use graphic organisers, charts, graphs, concept maps to visually represent their learning.

Make thought/feeling cards (thought on one side/feeling on the other), now and future wheels (learning now and what that means for future), PMIs (plus, minus, interesting) or other devices to summarise learning.

Students answer unfinished sentences ("I discovered‌I found out‌) or open questions in writing or orally.

"Four Corners": Students move to a corner of the room that best represents their learning.

"Line Ups": Students make a physical continuum to represent their learning and to dialogue with others about their learning.

"Numbered Heads Together": Each person has a number. When that number is called they stand and answer questions, representing their group.

"Round Robin": Each person in turn answers questions from teacher or class members.

Students use puppets, roleplay or dramatise problems and learnings.

Students make self-contracts to move to next step with their learning.

Students write a "ticket-out-the-door" or "news headline" that summarises their learning.

Video or audio tape and replay to discuss learning.

Students write a story about themselves as though they were someone else and tell about the learning or write a letter to someone other than the teacher to tell about their learning.

Students develop a performance of most worth that exhibits their learning.

Students perform a community service for another class, the school, the community that demonstrates their learning.

Students make an invention or replica of something that represents their learning and they label how the learning concept, skills and attitudes are applied in the product.

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Curriculum

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About A Middle School Curriculum Adapted from John H. Loundsbury We need classrooms in which beauty is savoured, truth honoured, compassion practiced, and fellowship engendered; classrooms where creativity is encouraged, where youngsters are assisted in dreaming of a better life; classrooms that are laboratories of living rather than places in which teachers stand and talk and students sit and listen.

As Beane (1990) pointed out in The Middle School Curriculum: From Rhetoric to Reality, our movement, while chalking up victories on other fronts, has all but ignored the curriculum issue itself. The reality is that secondary education has continued to give homage to a curriculum that was established in the last century under vastly different circumstances and for a markedly different clientele. It is time to take on this demanding but essential task of reformation. We need to make a fresh start.

Nearly every aspect of curriculum will have to be faced and the inherent questions resolved if the reformation is to succeed. My vision concerning some of the kinds of changes needed, set in a context of urgency and challenge, follow.

To make a fresh start in developing the middle school curriculum we will have to employ zero-based curriculum development in the mode of zero-based budgeting. We can no longer achieve success by simply making further adjustments or refinements in the prevailing program. simply doing better what we are now doing will not suffice.

The current curriculum is seen by students as a thing apart. The things the school is concerned about only rarely coincide with the issues that young adolescents are concerned about. Life at school and life outside of school are simply too far apart. We need to go back, then, and build up anew from the foundations of democratic values, social realities, and our knowledge of human growth and development. We have to be free to think outside of and beyond the big four subjects, state courses of study, scope and sequence charts, 45 minute periods, and even state certification.

Too long we have tried to meet various students and educational needs by instituting special programs. Surely we now know that we cannot solve educational problems in any enduring fashion by additional separate programs. There are some crises that call for stop-gap measures, but we are already program poor, trying, for instance, to juggle the pull-out programs for the so-called gifted and talented, or setting up separate classes to give instruction in study skills, or even creating advisory/pastoral periods to meet affective needs.

Now educators are embracing the label "at risk" and have been conjuring up alternative or supplementary programs to try to "save' this recently identified category or students. I do not deny that there are a significant portion of our students unable to profit from the available curriculum, that is an all-too-obvious fact, but the assumption underlying this and other special programs is that the regular program is satisfactory for the rest of the kids—and it is not! We do not need "choice" either. We need a common curriculum for our common clients in our common school, a school in with all Americans can be together and work together, where distinctions based on ability, economic status, national origin, race, religion, or anything else do no predetermine who will experience success. That philosophy was captured beautifully by a simple statement on an automobile dragstrip program with reads, "Every effort is made to insure that every entry has a reasonable chance." In such a common curriculum, diversity is dealt with by varied activities and responsibilities rather than by separate programs. It is resourcebased not textbook-based. We must remember that the real curriculum, the one the pupil

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experiences, does not and cannot exist prior to and independent of a particular time and setting. As the curriculum becomes relevant and some success for all becomes available the need for everything from in-school suspension to gifted and talented programs will be eliminated.

And are not all young adolescents at risk as they negotiate this major development level?

Their inevitable vulnerability is intensified when they receive so little help from family and contemporary society. Then when at risk is defined as "those students whose potential is not nurtured by their educators experiences," nearly all young adolescents are included for very few schools do enough with the humanities, with exploratory experiences, with helping individuals understand the developmental changes they are undergoing, or with assisting them in ascertaining their particular aptitudes and interests.

Just as the exploratory responsibilities of the middle school cannot be taken care of in courses labelled exploratory, neither can the affective education responsibilities of the school be fulfilled in smidgeons of time labelled advisory. Affective concerns and exploratory approaches both need to be integrated fully into all ongoing academic and related activities.

While we have made great strides in organizing teams we must not let up in our efforts to bring wholeness to the educational experiences of youth. Where no teams exist they must be instituted. Where they exist, efforts must be extended so the teaming enters into the instructional program itself. To date, this has seldom happened. Even in many teamed situations the scheduled still resembles a page in TV Guide, a series of unrelated programs appearing in uniform time blocks. Where the number of teachers on a team is too large, as it usually is in the sixth grade, it ought to be reduced in order to lower the number of different pupils a teacher engages each day while increasing the time that teacher and those students are together.

As we pursue the efforts needed to reform the middle school curriculum and continue to activate interdisciplinary teams there is a danger that we must guard against. The recognition that interdisciplinary instruction is the way to go is already bringing about considerable teacher planning of interdisciplinary units. This is certainly appropriate, but there are already indications that a significant aspect of effective learning is being bypassed. Care must be taken lest teachers overplan and leave no more room for student-teacher planning to occur than presently occurs. Middle school students need to be and should be actively involved in helping to decide to decide what to study and how it might be learned. We needs hands-joined experiences as much as hands-on.

The following generalised set of principles, the original source of which, regrettably, I do not know, may lead one to argue over the specific percentages but its overall message is undeniable and should be taken to heart as we initiate efforts to integrate the curriculum and involve students.

I remember 10% of what I read 20% of what I hear 30% of what I see 50% of what I see and hear 70% of what I discuss with others 80% of what I experience by doing 95% of what I teach to others A prescribed and fully preplanned curriculum counters inevitably real and meaningful learning. And force feeding a conned curriculum to your adolescents is not the way to educate affective, responsible citizens who will live as adults in a world not yet known.

A fresh start will call for us to still more to provide a continuity of caring, to emulate a sense of family. "Good health is as much a social and psychological achievement as a Effective Middle Schooling 2010 93

physical one—and the preservation of the family is not so much a moral issue as a medical one. Unless we recognize the medical importance of the family and find ways to stop its deterioration, we may continue to watch our health expenditures rise and our life-spans diminish." Too many young people lack a sense of association and engagement with other individuals, particularly adults. We need schools which encourage meaningful relationships particularly with adults, which foster a sense of community.

As more and more kids are growing up without the nurture of a functional family the provision by the school of a family-like atmosphere becomes more important. Providing pastoral care has always been a part of education, though this responsibility has generally been given little public attention, certainly not comparable to the attention given test scores. Now pastoral care has to be more openly acknowledged as an essential function of our schools.

Establishing close rapport with students is not, however, important simply because of its contribution to meeting psychological needs.

Teaming is advocated for what is can do to enhance the school's primary responsibility, academic and intellectual development. We must not overlook that point. But at the same time we must remember that underachievement is not the result of deficiencies of the head so much as it is the result of deficiencies in the heart!

The education of young adolescents must, of course, be an integrated venture; physical, social, emotional, and intellectual development are intertwined and interactive. To rank one dimension above the others, to try to separate them out, is to misunderstand the nature of the 10-14 year old.

I believe further that unless we can be brought to a deeper appreciation of the place of values, attitudes, and the affective domain in public education, reform efforts will fall far short of the success so desperately needed.

Education in its fullest sense has to involve heart as well as mind, attitude as well as information, spirit as well as scholarship. That our nation is suffering from moral leukemia is hard to deny. Our easy sophistication and ample affluence has encouraged much inconsequential living that does little to ennoble humankind, but much to advance hedonism. Eisenhower rightly warned us that "A people that values its privileges above its principles soon loses both." And we are dangerously close to that time. Our educational practices have compounded the ethical decline problem by over-emphasising the knowledge acquisition objective of education and virtually ignoring in any official way the more important behavioural objectives, other than to report on "conduct," defined simply as the absence of overt misbehaviour.

When students do not know important or desirable information, it is certainly a cause for concern, but the kind of ignorance that bothers me most is when they do not know that there are better things and better ways of doing things. When they do not have a sufficient sense of personal or social responsibility to act other than in self interest or to try to see and do better things. We need an education that not only helps people think logically but also helps them think at higher levels. The 3 R's are basic, but they do not constitute an education, any more that the silver, crystal, and china of a place setting comprise a fine dinner. Too much of life today plays up the sordid side of humankind.

A statement made by T.S. Eliot comes to mind in that connection, especially in relationship to TV, movies and new technologies. He said, "Those who say they give the public what it wants begin by underestimating public taste and end by debauching it." I am afraid that is exactly what has happened.

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As educators we must accept that Archibald MacLeish called the "terrible responsibility to decide and to teach, no merely to select and report, to practice as well as preach. We need teachers who are able to hear what words do not say, and who are willing to act accordingly. We need classrooms in which beauty is savoured, truth honoured, compassion practiced, and fellowship engendered; classrooms where creativity is encouraged, where youngsters are assisted in dreaming of a better life; classrooms that are laboratories of living rather than places in which teachers stand and talk and students sit and listen.

Young people today are bombarded by an array of conflicting value systems. The family's authority has been diminished; so too has the church's and the community's. We cannot immediately alter that. Young adolescents are nevertheless faced now with developing and confirming their own individual ethical and values code, but find sure models few and far between. All of them need to find their individual ethical anchor in order that their place in the world can be confirmed and the future faced confidently.

The school must not attempt to dictate a particular set of values, but it must assist young adolescents in exploring their values, attitudes, and standards.

Each of us has a title. For some it is teacher, others counsellor, others principal, others teacher educator or supervisor. But whether we want it or not, know we have it or not, each of us also carries the title, professor of ethics. Middle level teaching is inherently and inevitably a moral enterprise. As L. Thomas Hopkins reminded us a half-century ago, "What a teacher really teaches, is himself."

Schooling, it is widely assumed, is a matter of acquiring knowledge and that, further, knowledge is power. Human behaviour, however, is much more driven by attitudes than by knowledge, by feelings rather than facts. And knowledge, unless appropriately internalised and put into action, is of limited value. The "I will" is as important as the I.Q. There exists presently an unprecedented adolescent health crisis. It is so serious that the National Commission on the Role of the School and the Community in Improving Adolescent Health (In America) entitled their report Code Blue (in 1990!). That term denotes a life-threatening emergency, one that brings concerted and immediate action by all hands. A significant thing, however, about today's adolescent health problems unlike fifty years ago when the causes were physical factors, disease, today's "plagues" are rooted in behaviours rather than physical causes. Drinking, smoking, pregnancy, violence, suicide, all result from overt actions by individuals who choose to engage in practices which all too often result in very serious mental and/or physical health problems. Changed behaviour could virtually wipe out all the causes of the present adolescent health crisis. In alleviating this crisis educators are more important than doctors.

Do not jump to the conclusion that I really do not care about students acquiring basic knowledge. To do so would be to make a completely false assumption, although I recognize my apparent obsession with behaviour and attitudes rather than knowledge per se may lead one to such a conclusion. But I believe firmly that to improve learning, we must improve learners. Improved performance on tests is not separate from and does not precede improved behaviour; it more nearly follows, although the two are closely related.

There was a time when schooling was taking shape that formal education was primarily, though never completely, a matter a acquisition of information. Other institutions and aspects of life dealt more with behaviour and attitudes and the teacher's head was the best and sometimes the only source of information; but those days are gone forever—and have been gone for decades. Public education now, whether we like it or not, has new responsibilities—life building, character forming, personal growth responsibilities—that cannot be effectively carried out in a system adn by a curriculum that was designed for Effective Middle Schooling 2010 95

transmitting prescribed knowledge. Increasingly, it is becoming obvious that one's ability to learn outweighs in importance any particular discrete bodies of knowledge that one has learned. And as Sir John Lubbock pointed out, "If we succeed in giving the love of learning, the learning is sure to follow." I also like the desirable condition for education that was stated by George Bernard Shaw when he said, "What we want to see is the child in pursuit of knowledge, and not knowledge in pursuit of the child."

Schooling has been seen primarily as a preparation for a future life, rather than as life itself, yet the school day consumes the bulk of most days and is the largest single occupier of a youngster's time save sleep. The middle school does not exist to prepare student for high school. It exists to guide, support, and educate youth during life's most critical phase, a significant and demanding task in and of itself. And if it does that successfully the high school will be negotiated successfully.

So long as we measure the success of our educational efforts on the basis of tests, as long as we let the public continue to assume that the essence of education is in the acquisition of information, as long as we do not directly concern our educational efforts with behaviour, as long as we cling to conducting instruction in the middle grades by separate subjects, as long as we restrict our instruction to predetermined content, we shall fail to provide the kind of education needed to succeed in today's world.

Essential to a successful fresh start in reforming the middle school curriculum is a clarification of and a consensus on the attributes we want our graduates to possess—our real educational goals. Assumptions about educational goals being held in common by all teachers are misplaced. In fact, individual teacher's goals and various department goals are often in conflict with those of other teachers and other departments or components. Needed is universal acceptance by all constituencies on a few major beliefs and goals, a true mission. The needed shift from cognitive goals measured by test scores to behavioural ones will require a shift in the nature of the teacher's role. The fountain of wisdom will have to give way to the director of learning. Selecting the proper means to achieve behavioural objectives then can follow; currently we continue to assume the old means—classes, courses, textbooks—as given.

In education, patience is universally recognized as a key virtue. But there comes a time when patience is no longer a virtue. In middle level education, this is such a time. To produce change, someone has said, "rub raw the scores of discontent." If the current extent of the previously mentioned social pathologies have not rubbed the sores on our body politic raw I do not know what it will take. The misguided and timid reform efforts

of the past decades have obviously not gotten to the heart of the matter. Restructuring has become the vehicle for reform in current educational lingo. Restructuring is indeed, needed, but it must be the restructuring of attitudes and assumptions not merely the manipulation of the organizational aspects of education.

Would that all of us become sufficiently convinced of the direction that middle school curriculum should take and be willing to take the initiative in implementing that curriculum so that we might be, without exception, among the huffers and puffers that will bring to middle level schools the kinds of educational experiences the critical importance of these formative early adolescence years deserve and the youth now in them so desperately need.

"Dare the school build a new social order?" George Counts asked in 1932. It was a proper question then and it is a proper one now. I, for one, believe the school does have a social and political responsibility to work toward change for the better in our larger society. But recognizing the key role that only the middle school can play in building better human beings perhaps the question might be rephrased to ask: "Does our society

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dare to build a new order of middle level schools?" We who are in education and who are also citizens can work to answer affirmatively both questions.

As educators who count ourselves among those seriously and intellectually active in middle level education, we have an especially rare opportunity to truly make a difference. We can make the needed fresh start. Despite the discouraging lessons clearly evident when reviewing this century's history of curriculum improvement efforts, I do have real hope and genuine optimism about our ability to institute fundamental change in middle level curriculum.

A part of the reason for my optimism, even in the face of historical reality, is that the middle school movement, unlike the curriculum movement of earlier decades, heavily involves classroom teachers. It is teachers who are the only real change agents.

Those of us above that level may do a fine job dealing with ideas, but we do not implement those ideas with kids. It takes a teacher to do that. And the middle school movement does include hundreds and hundreds of teachers, teachers who do not feel that they are "just teachers" but who know they are professionals of competence, the front line soldiers in the battle to overcome ignorance and apathy. Facilities matter a little, instructional materials have some importance, curriculum organization certainly matter a good deal, as does administrative leadership, but teachers matter most. So often teachers become frustrated and suffer from a low sense of efficacy. They travel the comfortable pathways of their classrooms with little vision to inspire them and urge them to grow.

But the middle school movement has been providing a growing number of teachers with the needed vision and the opportunity to be true professionals whose involvement is sought because of its irreplaceable importance. Middle school education simply can not fail. It is based exclusively on the realities of human growth and development, and it is completely compatible with the tenets of our democratic way of life.

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Ways of Integrating Curriculum THEME: An idea or a feature that is shared by, or recurs in a number of separate elements. − Place (for example, Egypt) − Event (for example, Landing man on the moon) − Era (for example, Depression) − Concept (for example, Friendship) − Generalisation (for example, Australia’s animals are marsupials) − Phenomenon (for example, Change) − Entity (for example, Pigs) ISSUES: Identifies a specific question whose answer is a VALUE JUDGMENT about what should be the case. egs. Should recycling of products be legally required?

Should all government officials be elected for 4 year terms

INQUIRY: Identifies a specific question whose answer describes how things are or ARE LIKELY TO BECOME. egs. What is the most dangerous way to travel?

What will be likely jobs I could have in the future?

PROBLEM Identifies a specific question whose answer is a COURSE OF ACTION. egs. How can we reduce the amount of paper wasted in our school?

How can our school become more humane?

PROJECT: Results in a “PRODUCT” of some kind. egs. Models or replicas.

Plays, skits Dioramas, murals.

STORYFORM: Curriculum that tells an entire story and integrates all content areas.

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Unit Development 1. Select Topic/Organising Concept worth studying.

2. Determine the Desired Learning Outcomes (a) Content Standards from the Key Learning Areas; (b) About the Topic/Concept.

3. Turn the Learning Outcomes into Questions and Inquiry Process

4. Determine a Performance of Most Worth. (to assess a combination of the learning outcomes)

5. Establish Readiness/Interest (a) Classroom Environment Considerations; (b) "Tuning In" Event.

6. Determine how to make the Curriculum Come Alive throughout the unit by...

•Inquiry: research •Issue: value stand •Problem: solution and action plan •Project: product •Community Service: taking action

7. Plan the Individual and Cooperative Lessons that lead up to #3.

8. Assess throughout with observation and interviewing, quizzes and collecting work samples.

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Try using this process to plan a unit of work.

Concept Content Outcomes Indicators

Skill Process Concepts

General Statements

Episodes

Sequences

Facts

Vocabulary Terms

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CONTEXTUAL

LANGUAGE ARTS What is our relationship to the earth?

How do I make sense of the world?

Where did we come from and where are we going?

M A T H S

How do I gather and organise information and ideas?

How are my communication skills evolving?

Who How do I How does am I? communicate How can maths effectively?

What is we use increase How are How the most literature our ability How is my can I to increase to function efficient What are technology reading read to way for our How do How/Where How/Where in a my changing experiences learn? me to awareness I solve do do I I global reading the way changing and belong?

Belong? community? gather interests we learn? problems? as I informaunderstanding and goals? change? tion? of other cultures?

How am How do I part of the I relate physical to others?

How is How is world? our view our country’s of the physical role in the What do world changing world How do we need over time? changing? we organise to know to our information understand about the physical our country’s world?

How are role in the world?

What are our we part of responsibilities our earth’s as global citizens? system?

PHYSICAL SCIENCE

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How can communication foster global understanding and cooperation?

SOCIAL STUDIES

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R E A D I N G

INDIGENOUS CURRICULUM CYCLE

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Interdisciplinary Curriculum Rubric (adapted from The Consortium for Interdisciplinary Teaching and Learning)

A rubric is a tool for assessing the presence of critical attributes of a product or performance. This rubric is being developed by the consortium to guide the development of interdisciplinary curriculum units and to support self and peer assessment of these units.

1 = rarely 2 = occasionally 3 = frequently 4 = consistently

RELEVANCE The unit: 1. Provides for students learning levels.

2. Provides opportunities for students to use multiple intelligences.

3. Engages the interests of students Provides opportunities for students to apply learning to real world situations 4. Enables learning processes to be made transparent

Activities within the unit: 1. Are relevant to the theme of the unit 2. Take into the consideration the students’ prior knowledge.

3. Extend students experience

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RIGOUR : fostering essential attributes of an expert performance The unit: 1. Contains activities that require accuracy and precision.

1

2

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4

2. Provides opportunities for critical and creative thinking.

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1. Require higher order thinking skills

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2. Appropriately challenge a wide range of intellectual levels.

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3. Guide students toward an expert level of performance.

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4

Activities within the unit

RICHNESS: providing depth of content The unit: 1. Is adaptable and flexible in address various styles and skill levels.

2. Involves curriculum, instruction, and assessment which are appropriately aligned.

Activities within the unit 1.

Challenge and engage students.

2. Reflect diversity of methodology, technology, and pedagogy

Relationships: making natural connections The unit: 1. Demonstrate the natural and interdependent nature of the disciplines: not forced or contrived.

Activities within the unit 1. Generate questions across the disciplines 2. Evoke Powerful images for all students

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Revisiting: providing repeated opportunities to internalise and improve

Uses content in a well-organised manner Uses processes in a well-organised manner.

Self-assess to improve performance.

Internalise habits of mind.

Continually build on prior knowledge.

COMMENTS

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SOLVING INFORMATION PROBLEMS 1. Define the Need for Information.

- What are you going to use the information for: work, play, or academics?

- Provide a frame of reference: whom do you need information about, what, when, where, how, why?

- What do you already know?

- Frame and focus your questions.

2. Initiate the Search Strategy.

- Determine what information you will search for, often by dividing your questions into a number of subquestions.

- Brainstorm ideas and organise them visually using lists, outlines, webs, or concept maps.

- List key words or concepts.

- Identify a number of potential sources and decide how to evaluate them.

3. Locate the Resources.

- Using catalogues and other tools, search for print, audiovisual, and computerised resources in the school library.

- Using on-line data-bases, interlibrary loan, the phone, and the fax, look for information outside the school library, including through community resources, government offices, and people who know the subject.

- Using keywords, indexes, crossreferences, and other search strategies, find specific information in the resources you have located.

4. Assess and Comprehend the Information.

5. Interpret the Information.

- Summarise information in your own words, paraphrasing or quoting important facts and details.

- Synthesise new information with what you know already.

- Organize and analyse it in a new way.

- Does this information address your original problem?

- Get new information or adjust your search strategy if necessary.

- Then draw conclusions based on the information you located.

5. Communicate the Information.

- What is your conclusion or the resolution to your problem?

- What audience are you trying to reach, and will your approach be informative, persuasive, or entertaining?

- What format (written, spoken, visual) will work best in presenting the information?

- Create your presentation, providing appropriate attribution and documentation of your sources.

6. Evaluate the Product and Process.

- How well did you do?

- What could you or should you have done differently?

- How can you do better in the future?

- Ask yourself and others—classmates, teachers, library staff, and parents—how well your final product resolved your information problem and if the steps your took to do so were appropriate and efficient.

- Skim and scan to identify relevant information.

- Differentiate between primary and secondary sources, identify what is fact and what opinion, and determine the point of view of each source and how current and authoritative it is.

- Recognize logical errors and omissions, as well as interrelated concepts, cause and effect, and points of agreement and disagreement.

- Classify, group, or label the information, and obtain it in the format that best suits your learning style.

- Revise and redefine your information problem if necessary.

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Assessment Assessment

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ASSESSMENT LITERACY AREAS 1. Guiding Principles and Practices of Assessment 2. Matching Assessment Methods to Curriculum Standards, Student Outcomes, and Reporting Criteria 3. Performance-Based Assessment 4. Exhibitions 5. Documentation and Measurement 6. Observation and Interviewing/Conferencing 7. Portfolios and Work Samples 8. Student Role in Assessment 9. Written Tests: Selected Response, Constructed Response and Standardised Tests 10. Grading and Assigning Value to Data 11. Communicating about Learning 12. Parent Involvement and Education 13. Action Planning for Implementation

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Necessary Mindshifts About Assessment Assessment All students can and are learning.

The overall goal of assessment is SELF-ASSESSMENT. We need to use MULTIPLE FORMS of assessment.

We need to use MULTIPLE ASSESSORS (self, teachers, peers, parents).

We need to look for SUCCESS and movement toward desired OUTCOMES or key learning results.

Human judgment can be reliable and valid.

The assessment is based on measurable, precise CRITERIA. The criteria is NO SECRET to the learners.

We need to assess the PROCESS as well as the product, ie., assess meta-cognition (how one thinks) and meta-learning (how one learns).

Assessment is ON-GOING and continuous.

Assessment is NOT FINITE; it should not be limiting or set limits on student's learning.

Assessment results need to GUIDE INSTRUCTION. The assessment, itself, is a LEARNING EXPERIENCE.

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METHODS OF ASSESSMENT OBSERVATION Narrative scripting Checklist Rating Scales Critical Incident Recording Ancedotal Records INTERVIEWING and CONFERENCING Interviews-Pre, Post, During Students, others (parents, peers, etc) PORTFOLIO or ARCHIVES, with analysis Best Work Collections In-Process Drafts, edits and final versions WRITING or WORK SAMPLES Journals Learning Logs Case Studies Periodic Reports Specific types of writing Examples of work Audio or Video tapes PERFOMANCES/DEMONSTRATIONS/EXHIBITIONS Projects and Investigations Products and Models Replicas and Inventions Lab Activity Simulations and Role Play Audio and Video Tapes – student produced WRITTEN TESTS Essay and Other Constructed Response Tests Selected Response Tests Standardised Tests

Which of these methods do you use and in what context?

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Assessing Process

Assessing Products

Interviews

Essays with prompts, criteria

Observation, written data

Projects, with criteria

Learning logs and Journals

Portfolios, with criteria

Oral/Written Self-Evaluation

Demonstrations, Exhibitions

Debriefing Interviews about projects, products, etc.

Investigations, Performances

Behavioural Checklist, Rating Scales, Feedback Forms Student Self-Talk Quizzes, Progress Reports Process-folios

Paintings, Dramas, Stories, with criteria Attitude Inventories, Survey Written Tests Electronic databases, stories, Portfolios and Hypercard stacks

Review your last term/semester. Which of these assessments did you use? In retrospect would you use another assessment type?

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ASSESSMENT TOOLKIT TOOLKIT Written Test=written questions, situations, or tasks designed to measure student knowledge (concepts and skills) related to specific performance standards. Some written tests require students to select responses; others require students to construct responses.

Observation=an unobtrusive review of students while they are engaged in learning tasks.

Spontaneous observations are recorded because they reveal progress or difficulty.

Structured observations occur in a “staged� setting designed to capture specific interactions, strategies, or use of materials.

Conference/interview=one-to-one dialogue between student and teacher (or other facilitator) regarding works in progress, areas needing assistance, reasoning or thought processes, application of strategies, or evaluation of a major work.

Student archives=selected artifacts which document experiences and illustrate, describe, and/or display developing competencies. Self-selection of these artifacts helps students develop skill in reflective thinking and self-evaluation. Artifacts may include sketches, first drafts, journal entries, learning logs, early attempts, and other evidence of development and accomplishments.

Performance=an actual experience or realistic simulation which challenges the learner to apply knowledge, higher order thought processes, strategies, and skills, and is judged using predetermined criteria. Problem-solving exercises, structured discussions, simulations, lab activities, role playing, and individual or group projects are all possible performance assessments.

Major work=a summative, culminating demonstration of competency involving one or more outcomes and mirroring the actions of professionals in a field. Evaluation of a major work includes a review of the final product/performance, samples showing stages of work, and interviews throughout the development and at the completion of the work.

Major works may include collections, exhibitions, inventions, investigative projects, recitals/presentations, renditions, and compositions.

A portfolio contains representative samples of student work and accomplishments over time and may contain elements of all the tools described above.

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Criteria for Good Performance Task 1.

The task needs to involve the students in using their knowledge in a meaningful context that has relevance to them and to the wider world.

2.

The task requires the students to use thinking and information processing skills and their content knowledge in a new situation.

3.

The task culminates in an appropriate product, performance or service that is related to the content; the students should not be so engrossed in developing the product, performance, or service that they forget what it is they are supposed to demonstrate.

4.

The task and criteria for scoring is negotiated with the students.

5.

The task encourages an interdisciplinary focus and demonstrates many student competences and talents.

6.

The task involves, at some point in the development or final performance, the use of interactive, collaborative learning.

7. The task and total assessment design is reviewed with peers before being implemented.

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PERFORMANCE OF GREATEST WORTH

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What is the organising concept for your unit?

What is the context/s in which the students will study the concept?

What Core curriculum standards outcomes fit the concept?

What meaningful vigorous performance will the students do to show their understanding of the core curriculum standards? (Task & Product)

What adult role will the student assume in the performance?

What are the available student resources?

What are the student constraints?

(Where can they go for help, what will they do alone and/or in groups, time constraints, problems, dilemmas, questions, etc)

Who is the audience for the performance?

Who will assess the performance?

Reflect and revise

Create a rubric.

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Writing Assessment Analytic Assessment Guide

In Assessing Consider

Extensively

Frequently

Sometimes

Rarely

Voice/To ne the degree to which the writer’s response reflects personal investme nt and expressio n

Organisation

Details

the degree to which the writer’s response • establish and maintain a clear purpose • demonstr ate an awareness of audience and task • exhibit clarity of ideas Establishes and maintains a clear purposes Demonstrat es a clear understandi ng of audience and task Exhibits ideas that are developed in depth • Establishe s a purpose • Demonstr ates an awareness of audience and task • Develops ideas, but they may be limited in depth • Attempts to establish a purpose • Demonstr ates an awareness of audience and task • Exhibits rudimentary developmen t of ideas • Does not establish a clear purpose • Demonstr ates minimal awareness of audience and task • Lacks clarity of ideas

the degree to which the writer’s response illustrates • unity • coherence

the degree to which the details are appropriate for the writer’s purpose and support the main point(s) of the writer’s response

Organised from beginning to end Logical progression of ideas Clear focus Fluent, cohesive

Details are effective, vivid, explicit, and/or pertinent

Distinctiv e voice evident Tone enhances personal expressio n

Few, if any, errors are evident relative to length and complexity

• Organised but may have minor lapses in unity or coherence

• Details are elaborated and appropriate

• Eviden ce of voice • Tone appropria te for writer’s purpose

• Some errors are present

• Inconsisten cies in unity and/or coherence • Poor transitions • Shift in point of view

• Details lack elaboration or are repetitious

• Eviden ce of beginning sense of voice • Some evidence of appropria te tone

• Multiple errors and/or patterns of errors are evident

• Serious errors in organisation • Thought patterns difficult, if not impossible to follow • Lacks introduction and/or conclusion • Skeletal organisation with brevity

• Details are random, inappropriate, or barely apparent

• Little or no voice evident • Tone absent or inappropr iate for writer’s purpose

• Errors are frequent and severe

Noo Scorable (NS) • is illegible ie., includes so many indecipherable words that no sense can be made of the response — or — • is incoherent ie., words are legible but syntax is so garbled that response makes no sense — or — is a blank page.

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Usage, Mechanics Grammar

Purpose

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the degree to which the writer’s response exhibits correct • usage (eg., tense formatic, agreement, word choice) • mechanics – spelling, capitalisation, punctuation, • grammar • sentences as appropriate to the piece and grade level

Rubric 2 Designed by Vicki Spandel

ID EA DEV EL O P ME NT

O R GA N IS A TI O N

VO I C E

Ideas are heart of the message, the main thesis, impression, or story line of the place, together with the documented support, elaboration, anecdotes, images, or carefully selected details that build understanding or hold a reader’s attention

Organisation is the internal structure of the place. It is both skeleton and glue. Strong organisation begins with a purposeful, engaging lead and wraps up with a thought-provoking close. In between the writer takes care to link each detail or new development to a larger picture, building to a turning point or key revelation and always including strong transitions that form a kind of safety net for the reader, who never feels lost.

Voice is the presence of the writer on the page. When the writer’s passion for the topic and concern for the audience are strong, the text virtually dances with life and energy, and the reader feels a strong connection to both writing and writer.

5. The paper is clear, focused, purposeful, and enhanced by significant detail that captures a reader’s interest.

5 The order, presentation, or

5. The writer’s energy and passion for the subject drive the writing, making the text lively, expressive, and engaging.

• The paper creates a vivid impression, makes a clear point, or tells a whole story, without bogging down in trivia.

• Thoughts are clearly expressed and directly relevant to a welldefined main theme or story.

• The writer selectively and purposefully uses information to make the topic understandable and interesting. The writing has the ring of authenticity.

• Quality details consistently inform or engage the reader—or just expand his or her thinking.

3. The writer has made a solid beginning in defining a key issue, making a point, creating an impression, or sketching out a story line. More focus and detail will breathe life in this writing.

• It is easy to see where the writer is headed, even if some telling details are needed to complete the picture.

• The reader can grasp the big picture, though general observations still outweigh specifics.

• There may be too much information; it would help if the writer would be more selective • As a whole, the piece hangs together and makes a clear general statement or tells a recountable story.

1. The writing is sketchy or loosely focused. The reader must make inferences in order to grasp the point or place together the story. The writing reflects more than one of these problems:

internal structure of the place is compelling and moves the reader purposefully through the text.

• The organisation showcases the central theme or story line.

• Details seem to fit right where they are placed—though the order is often enlivened by a surprise or two.

• An inviting lead draws the reader in; a satisfying conclusion ties up loose ends and leaves the reader with something to think about.

• Pacing feels natural and right; the writer knows just when to linger over details and when to get moving.

• Organisation flows so smoothly the reader does not need to think about it.

3. The organisational structure guides the reader through the text without too much confusion.

• Sequencing and placement of details seem reasonably appropriate and workable, given the main theme or story line.

• The introduction and conclusion are recognisable and functional.

• Predictable moments, unfortunately, outweigh surprises.

• Transitions are usually present but sometimes reinforce obvious connections.

• Structure may be so dominant that it smothers ideas or voice.

• The place has a developing sense of balance; the writer is still sorting critical information from filler.

• The tone and flavour of the place fit the topic, purpose, and audience well.

• Clearly, the writing belongs to this writer and no other.

• The writer’s sense of connection to the reader is evident.

• Narrative text is open, honest, and revealing.

• Expository or persuasive text is provocative, lively, and compelling.

3. The writer seems sincere and willing to communicate with the reader as a functional, if somewhat distant, level.

• The writer has not quite found his or her voice but is experimenting.

• Moments here and there amuse, surprise, or move the reader.

• The writer often seems reluctant to “let go” and thus holds individuality, passion, and spontaneity in check.

• The writer is “there”—then gone!

• Though aware of an audience, the writer only occasionally speaks right to that audience.

• The writer often seems right on the verge of sharing something truly interesting—but then backs away as if thinking better of it.

1. The writer seems significantly distanced from topic, audience, or both; as a result, the text may lack life, spirit, or energy. The writing reflects more than one of these problems: • The writer does not seem to reach out to the audience or to anticipate their interests and needs.

• The writing takes no risks and does not involve or move the reader.

• The writer does not yet seem sufficiently at home with this topic to personalise it for the reader.

1. Ideas, details, or event seem • The writer still needs to clarify the topic.

• The reader often feels information is limited, unclear, or simply a loose collection of facts or details that, as yet, do not add up to a coherent whole.

• It is hard to identify the main theme or story line.

• Everything seems as important as everything else.

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loosely strung together. The reader struggles to discover a clear direction or purpose.

The writing reflects more than one of these problems:

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2.

• As yet, there is no identifiable structure to carry the reader from point to point.

• No real lead sets up what follows.

No real conclusion wraps things up.

• Missing or unclear transitions force the reader to make giant leaps.

• Sequencing feels more random than purposeful.

• The writing does not build to a high point or tuning point.

W O RD C H OI C E

S E NTE N C E FL UE N C Y

Word choice is precision in the use of words–wrodsmithery. It is the love of language, a passion for words, combined with a skill in choosing words that create just the mood. Impression, or word picture the writer wants to instil in the heart and mind of the reader

Sentence fluency is finely crafted construction combined with a sense of rhythm and grace. It is achieved through logic, creative phrasing, parallel construction, alliteration, absence of redundancy, variety in sentence length and structure, and a true effort to create language that literally cries out to be spoken aloud.

C O NV E NT I O NS Almost anything a copy editor would attend to falls under the heading of conventions. This includes punctuation, spelling, grammar and usage, capitalisation, and paraphrasing—the spit-and-polish phase of preparing a document for publication. It does not (in this scoring guide) include layout, formatting, or handwriting.

5. Precise, vivid, natural language paints a strong, clear, and complete picture in the reader’s mind.

• The writer’s message is remarkably clear and easy to interpret.

• Phasing is original—even memorable—yet the language is never overdone.

• Lively verbs lend the writing energy and power.

• Striking words or phrases linger in the writer’s memory, often prompting connections, memories, reflective thoughts, or insights 3. The language communicates for the most part; it gets the job done.

• Most words are correct and adequate, even if not stirring.

• A memorable phrase here or there strikes a spark, leaving the reader hungry for more.

• Familiar words and phrases give the text an “old comfortable couch” kind of feel.

• Attempts at colourful language are full of promise, even when they lack restraint.

1. The writer struggles with a limited vocabulary, searching for words or phrases to convey meaning—or even writes as if trying to impress. The writing reflects more than one of these problems: • Vague words and phrases (She was nice…it was wonderful…The new budget had impact…) convey only the most general sorts of messages.

• Redundancy inhibits clarity and creativity.

• Cliches or jargonistic, inflated phrases weigh the text down.

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5. An easy flow and rhythm combined with sentence sense and clarity make this text a delight to read aloud.

• Sentences are well crafted, with a strong and varied structure that invites expressive oral reading.

• Purposeful sentence beginnings show how each sentence builds on the one before.

• The writing has cadence, as if the writer hears the beat in his or her head.

• Sentences vary in both structure and length, making the reading pleasant and natural, never monotonous.

• Fragments, if used, add style.

3. The text hums along with a steady hand.

• Sentences are grammatical and fairly easy to read aloud, given a little rehearsal.

• Some variation in length and structure enhances fluency.

• Some purposeful sentence beginnings aid interpretation of the text.

• Graceful, natural phrasing intermingles with more mechanical structure.

5. The writer shows excellent control over a wide range of standard writing conventions and uses them with accuracy and (when appropriate) creativity and style to enhance meaning.

• Errors are so few and so minor that a reader can easily overlook them unless searching for them specifically.

• The text appears clean, edited, and polished.

• Older writers (grade 6 and up) create text of sufficient length and complexity to demonstrate control of conventions appropriate for their age and experience.

• The text is easy to mentally process; there is nothing to distract or confuse a reader • Only light tough-ups would be needed to polish the text for publication.

3. The writer shows reasonable control over most widely used writing conventions and applies them with fair consistency to create text that is adequately readable.

• There are enough errors to distract an attentive reader somewhat; however, errors do not seriously impair readability or obscure meaning.

• It is easy enough for an experienced reader to get through the text without stumbling, but the writing clearly needs editorial polishing.

• Moderate editing would be required to get the text ready for publication.

• The paper reads much as a rough draft.

1 The writer demonstrates limited control even over widely used writing conventions. The text reflects at least one of the following problems: • Errors are sufficiently frequent and/or serious as to be distracting; it is hard for the reader to focus on ideas, organisation, or voice.

• The reader may need to read once to decode, then again to interpret and respond to the text • Extensive editing would be required to prepare the text for publication.

1. A fair interpretive oral reading of this text takes practice. The writing reflects more than one of these problems:

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• Words are used incorrectly (The bus impelled into the hotel).

• The reader has trouble grasping the writer’s intended message.

Word Choice √ Phrasing √ Golden moments

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• Irregular or unusual word patterns make it hard to tell where one sentence ends and the next begins.

• Ideas are hooked together by numerous connectives (and…but…so…then) to create one gangly, endless “sentence”.

• Short, choppy sentences bump the reader through the text.

• Repetitive sentence patterns put the reader to sleep.

• Transitional phrases are either missing or so overdone they become distracting.

• The reader must often pause and reread for meaning.

Sentence Fluency √ Rhythm and flow

Conventions √ Editorial correctness

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Student Involvement in Assessment 1.

Students brainstorm and assist in determining assessment goals, performance criteria and scoring rubrics;

2.

Students internalise the standards for quality assessment and choose assessment methods that demonstrate and apply their learning;

3.

Students process and reflect on their learning from lessons;

4.

Student observers document other’s performance;

5.

Students use criteria and rubrics to assess their own or other’s performances or products;

6.

Students choose work to go into their portfolios and assess that work and their growth over time;

7.

Others (teachers, other students, parents) interview and conference with students about their work and learning;

8.

Students interpret scoring data and keep records and charts of their learning achievements;

9.

Students write self assessments through feedback sheets, checklists and rating scales, graphic representation, reflecting on journals or learning logs, listing all they know about the subject; and through written reports;

10.

Students write sample test items and develop their own performance assessment tasks;

11.

Students write their own report cards;

12.

Students conduct student-parent-teacher conferences.

In what ways do you currently have your students engaged in their own assessment? What is one way you could extend this?

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Action Planning Resources

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TEAM PHONE RECORD PLEASE PRINT

NAME______________________________________________ HOME PHONE_______________________________________ PARENT’S WORK PHONE____________________________ PERIOD 1_____________________________________ PERIOD 2_____________________________________ PERIOD 4_____________________________________ PERIOD 6_____________________________________ PERIOD 7_____________________________________

DATE

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TEACHER INITIALS

COMMENT/INFORMATION

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ACTION PLANNING FORM FOR MIDDLE SCHOOLING STRATEGY

STEPS

WHO?

BY WHEN?

WHO?

BY WHEN?

RESOURCES

EVIDENCED BY… (Accountability)

1. ARTICULATION & TRANSITION

2. TEAMING • Regular Meetings • Team Goals • Team Comm. & Decision-Making • Rule & Discipline • Special Activities • Core Curriculum • Our Own Professional Development • Exploratory/Electiv e Courses

3. STRUCTURE & ORGANISATION • Selection of Teacher Teams & Students • Timetabling

STRATEGY

STEPS

RESOURCES

EVIDENCED BY… (Accountability)

4.

CURRICULUM PEDAGOGY & ASSESSMENT • Aligning CIA. • Understanding Framework & Standards • Unit Planning • Using Variety of Instructional Activities • Assessment

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5. PARENTS • Parent Committee • Parent Handbook • Parent Information, Nights & Strategies

6. REST OF SCHOOL

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MIDDLE SCHOOL RESOURCES Books and Frameworks: Australian Curriculum Studies Association. (1998). Barrett, R. Shaping Middle Schooling in Australia: A Report of the National Middle Schooling Project, ACT. Australian Curriculum Studies Association. (1996). From Alienation to Engagement: Opportunities for Reform in the Middle Years of Schooling. Belconnen, ACT: Commonwealth of Australia.

Volume One: Key Findings and Recommendations Volume Two: Theoretical Constructions Volume Three: Teacher Action Barratt, R., Cormack, P., Eyers, V. and G. Withers. (1992). Needs and Good Practices in the Education of Young Adolescents. Adelaide, SA:Education Department of South Australia.

Beane, J. (1990). The Middle School Curriculum: From Rhetoric to Reality. Columbus, OH: National Middle School Association.

Benard, B. (1990). Fostering Resiliency in Kids: Protective Factors in the Family, School and Community. Portland, OR: Western Regional Centre for Drug-Free Schools and Communities.

Berne, S. Bullying – An Effective Anti Bullying Program Primary An Effective Anti Bullying Program Secondary. Hawker Brownlow, Australia.

Bloom Lewkowicz, A. Teaching Emotional Intelligence. Hawker Brownlow, Australia.

Bosch, K. Planning Classroom Management for Change. Hawker Brownlow, Australia.

Boyd, J. and Richardson, G (1998). Creating Resilient Youth: A Curriculum Framework for Middle School Students and Beyond. Global Learning Communities, Launceston, Tasmania 7250.

Brendtro, L., M. Brokenleg, and S. VanBockern. (1990). Reclaiming Youth at Risk: Our Hope for the Future. Bloomington, IN.: National Education Services.

Burns, T. (1994). From Risk to Resilience. Dallas, TX: Marco Polo Publishers.

California Department of Education. (1989). Caught in the Middle: Educational Reform for Young Adolescents. Sacramento, CA: California Department of Education.

California Department of Education. (1990) Quality Criteria for Middle Grades: Planning, Implementing, Self-Study and Program Quality Review. Sacramento, CA: Department of Education.

Carnegie Council on Adolescent Development. (1990). Quality Criteria for Middle Grades: Planning, Implementing, Self-Study and Program Quality Review. Sacramento, CA: Department of Education.

Connors, N. A. It You Don’t Feed the Teachers They Eat the Students. Hawker Brownlow, Australia.

Corkill, P. Reflective Practice in the Mathematics Classroom. Hawker Brownlow, Australia.

Cormack, P. (1991). The Nature of Adolescence. Adelaide, SA: Education Department of South Australia.

Catholic Education Office of Western Australia. (1997). Report on Middle School.

Perth, WA. Cumming, J. (1993). Middle Schooling for the 21st Century. Seminar Series Paper No. 28, IARTV, Melbourne.

Cumming, J. and Flemming, D. (1993). In the Middle or at the Centre? A Report on Middle Schooling of the National Conference on Middle School, Australian Curriculum Studies Association, ACT.

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Eyers, V. (1992). Report of the Junior Secondary Review: Education of Young Adolescents in South Australian Government Schools. Adelaide, SA: Education Department of South Australia.

Far West Laboratory for Educational Research and Development. (1990). Middle Grades Reform: A Casebook for School Leaders. Sacramento, CA: California Association of County Superintendents of Schools.

Forte, I. and Schurr, S. (1997). The Middle Years of Schooling: A Handbook for Success. Hawker Brownlow, Australia.

Forte, I. and Schurr, S. Integrating School success and Career Readiness. Hawker Brownlow, Australia.

Forte, I. and Schurr, S. The A – Z Series Advisory & Effective Education Authentic Assessment Community and Service Learning Health and Wellbeing for Adolescents Media and Technology Art and Music Appreciation. Hawker Brownlow, Australia.

Fuller, A. (1998). Surviving to Thriving. ACER, Melbourne, Australia.

Fuller, A. (2000). Raising Real People. ACER, Melbourne, Australia.

George, P., Stevenson, C., Thomason, J., and Beane, J. (1992). The Middle School--and Beyond. Alexandria, VA: ASCD. Groeber, J. F. More Than 100 Tools for Literacy in Today’s Classroom. Hawker Brownlow, Australia.

Heidel, J. and Lyman-Mersereau, M. Character Education. K- 6 Book 1 Character Education. K – 6 Book 2 Character Education. 6 – 12 Book 1 Character Education. 6 – 12 Book 2 Hawker Brownlow, Australia.

International Baccalaureate Organisation. (1994). Guide to the Middle Years Programme. London, England: International Schools Association.

Kruse, D. in consultation with Maxwell, L. and Spooner, N. (1998). Rethinking the Middle Years of Schooling: A Report tot he Minister of Education of the Victorian Years 5 – 8 Research Project, unpublished report.

Larson, S. and Brendtro, L. (1999). Reclaiming Our Prodigal Sons and Daughters: A Practical Approach to Connecting With Youth in Conflict. ASCD, Alexandria, VA. Otero, G. Learning Ain’t What It Used To Be. Hawker Brownlow, Australia.

Otero, G. Relationalearning. Hawker Brownlow, Australia Otero, G. Skills for Democracy – Promoting Dialogue in Schools. Hawker Brownlow, Australia.

Otero, G. Teachable Moments. Hawker Brownlow, Australia.

Pohl, M. Learning to Think – Thinking to Learn. Hawker Brownlow, Australia.

Queensland Board of Teacher Registration. (1994). Preparing Teachers for Working with Young Adolescents: An Issue Paper. BTRQ, Toowong.

Ratzki, A. Team Small Group: A Whole School Approach. Hawker Brownlow, Australia.

Ross, A. and K. Olsen. (1995). The Way We Were..The Way We Can Be: A Vision for the Middle School through Integrated Thematic Instruction. Kent, WA: Susan Kovalik and Associates.

Schools Council, National Board of Employment, Education and Training. (1993). In the Middle: Schooling for Young Adolescents. Canberra, ACT: Australian Government Publishing Service.

Sima, P., Thompson, F., et al. Jumbo Book of Games. Hawker Brownlow, Australia.

Williams English, E. Gift of Literacy. Hawker Brownlow, Australia.

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Articles: Arhar, J. "New Role for Teachers at the Middle Level", Newsletter of the California League of Middle Schools, September, 1989.

Eyers, V. "The Middle Years of Schooling: the Education of Young Adolescents, Years Six to Nine", IARTV, Jolimont, Vic., Australia, September, 1992.

Fleming, D. "A Picture of the Middle School: Philosophy, Theory and Practice", IARTV, Jolimont, Vic., Australia, March, 1992.

George, P. "Tracking and Ability Grouping: Which Way for the Middle School?”.

Middle School Journal, September, 1988.

Haley, J. "Childhood into Adolescence: Furnishing the Adult Mind", Holistic Education Review, March, 1995.

Hopfenberg, W., Levin, H., Meister, G. and J. Rogers. "Towards Accelerated Middle Schools for At-Risk Youth", Stanford University, School of Education, February, 1990.

Lipsitz, J., Jackson, A. W., and Austin, L. M. (1997). “What Works in Middle Grades School Reform”. Phi Delta Kappan, March, pp. 517-19.

Rubinstein, R. "Building an Atmosphere of Success in a Middle School", Phi Delta Kappan, December, 1989.

Professional Associations: National Middle School Association, Columbus, OH., USA Centre for Research on Elementary and Middle Schools, John Hopkins University, Baltimore, Maryland, USA. California League of Middle Schools, Sacramento, CA, USA National Association of Secondary School Principals, Reston, VA., USA Australian Secondary Principals' Association Victoria Network of Middle Leaders

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