What’s all this fuss about What’s all this fuss about Middle Schooling?Middle Schooling?

USQ Grad Dip EdUSQ Grad Dip Ed

Vacation SchoolVacation School

9-2-079-2-07Steve SmithSteve Smith

Focus issues for todayFocus issues for today

What is middle schooling?What is middle schooling?‘‘What did you learn at school today’?What did you learn at school today’?

Are young adolescents miniature adults?Are young adolescents miniature adults?Do our schools need to change?Do our schools need to change?

Attributes of Middle Year learnersAttributes of Middle Year learnersWhat’s great about teaching in the What’s great about teaching in the

middle school?middle school?Underpinnings of great middle Underpinnings of great middle

schoolingschooling

Do you know who I am?Do you know who I am?

What is middle schooling?What is middle schooling?

What is Middle schooling?What is Middle schooling?Engaging young adolescents within purposeful, challenging Engaging young adolescents within purposeful, challenging

learning and healthy lifestyles…throughlearning and healthy lifestyles…through

1) Recognising1) Recognising that today’s young adolescents that today’s young adolescents are becoming increasingly disengaged with are becoming increasingly disengaged with schooling and learning and in many ways are schooling and learning and in many ways are different to yesterday’s youth different to yesterday’s youth 2) Accepting2) Accepting that young adolescents aren’t that young adolescents aren’t miniature adults or children and have different miniature adults or children and have different physiological and emotional needs to students in physiological and emotional needs to students in other yearsother years3) Willingness to alter3) Willingness to alter some of our practices and some of our practices and beliefs in order to ensure we are engaging beliefs in order to ensure we are engaging young adolescents within purposeful, healthy young adolescents within purposeful, healthy learning experiences and lifestyleslearning experiences and lifestyles

What’s so special about Middle What’s so special about Middle Years students?Years students?

Enthusiastic and CreativeEnthusiastic and CreativeHaven’t learnt to hide their feelings & emotionsHaven’t learnt to hide their feelings & emotionsCrave ‘active’ student-centred learningCrave ‘active’ student-centred learningKeen to develop relationships/rapportKeen to develop relationships/rapportKeen to bond with an adultKeen to bond with an adultLoyalLoyalValue justification and substantiationValue justification and substantiationValue honesty and fairnessValue honesty and fairnessIT savvyIT savvyParental support/interestParental support/interestLove learning through ‘Narratives’Love learning through ‘Narratives’

1) 1) RecognisingRecognising that today’s young that today’s young adolescents are becoming increasingly adolescents are becoming increasingly disengaged with schooling and learning disengaged with schooling and learning

and in many ways are different to and in many ways are different to yesterday’s youthyesterday’s youth

‘‘Recent studies have shown that …. this is a time Recent studies have shown that …. this is a time when the gap between low and high achievers when the gap between low and high achievers increases markedly … many students lose their increases markedly … many students lose their enthusiasm for learning, disengage from enthusiasm for learning, disengage from classroom activities and make the least progress classroom activities and make the least progress in learning’in learning’

Middle Phase of Learning. State School Action Plan 2003Middle Phase of Learning. State School Action Plan 2003

Even worse!Even worse!

Shaw & Alchin (2005) suggestShaw & Alchin (2005) suggest

““Research undertaken in the Victorian Research undertaken in the Victorian Quality Schools Project showed little Quality Schools Project showed little growth in literacy and numeracy growth in literacy and numeracy achievements during school years 5 to 8. achievements during school years 5 to 8. The achievement level of the lowest The achievement level of the lowest quartile of students actually declined.”quartile of students actually declined.”

The Australian Educational Leader. Vol 27, No. 4, p 27The Australian Educational Leader. Vol 27, No. 4, p 27

““Students might leave school in Students might leave school in Year 11 but they book their Year 11 but they book their

ticket in Year 8”ticket in Year 8”

Trevor Fletcher DDG (Schools) NSWTrevor Fletcher DDG (Schools) NSW

Perceptions of school culture:Perceptions of school culture:Attitudes to SchoolAttitudes to School scale scale

1

2

3

4

5

Y5 Y6 Y7 Y8 Y9

Attitudes toSchool

MeanRating

Year LevelsAll MYRAD students, March 2000 (n=32,210)

Perceived treatment by teachers;Perceived treatment by teachers;‘My teachers take a personal interest in ‘My teachers take a personal interest in

me.’me.’

1

2

3

4

5

Yr 5 Yr 6 Yr 7 Yr 8 Yr 9

My teac hers takea personalinterest in me.

Primary: 45.9% agreedSecondary: 21.9% agreed

Mean Rating

All MYRAD students, March 2000(n=35,600)

Children and teenagers todayChildren and teenagers todayProfessor Loretta GiorcelliProfessor Loretta Giorcelli

Are less attentive. Attention span = age plus 3 mins (Yet Are less attentive. Attention span = age plus 3 mins (Yet our lessons are becoming longer! … implications??)our lessons are becoming longer! … implications??)Are more attention seekingAre more attention seekingAre more impulsiveAre more impulsiveAre less compliant and more argumentativeAre less compliant and more argumentativeAre more technically compliantAre more technically compliantAre under more personal pressureAre under more personal pressureAre more globally connectedAre more globally connectedHave higher IQ scoresHave higher IQ scoresAre more subject to adult turbulenceAre more subject to adult turbulenceAre more rights orientatedAre more rights orientated

Our society is changingOur society is changing

What do you think is the average age What do you think is the average age Australians: (2002 & 2010)Australians: (2002 & 2010)

Leave schoolLeave school

Leave homeLeave home

MarryMarry

Become a parentBecome a parent

Our society is changingOur society is changing(ABS stats and projections)(ABS stats and projections)

What do you think is the average age What do you think is the average age Australians:Australians:

20022002 20102010

Leave schoolLeave school 1717 1919

Leave homeLeave home 2626 2929

MarryMarry 3131 3333

Become a parentBecome a parent 3232 3535

Are our kids growing up too early?Are our kids growing up too early?

Refer to early on set of puberty and Carr Refer to early on set of puberty and Carr Griegg’s workGriegg’s work

““Why do you think this is so?”Why do you think this is so?”

“ “ our kids are physically rich yet emotionally our kids are physically rich yet emotionally anorexic”anorexic”

Gender issues ie underachievement of Gender issues ie underachievement of Boys and meaningful father conversationBoys and meaningful father conversation

LatencyLatency

What is it?What is it?

Why do we need it?Why do we need it?

Modern trendsModern trends

Implications for teachersImplications for teachers

2) Accepting2) Accepting that young that young adolescents aren’t miniature adults adolescents aren’t miniature adults

and have different physiological and have different physiological and emotional needs to students in and emotional needs to students in

other yearsother yearsEarly teenagers are yet to grown into themselves . Early teenagers are yet to grown into themselves . They are enduring a massive change to their mind and They are enduring a massive change to their mind and body. body. Just as they haven’t grown into their bodies….they Just as they haven’t grown into their bodies….they haven’t quite grown into their brains either. haven’t quite grown into their brains either. Physiologically the young adolescent brain is still ‘under Physiologically the young adolescent brain is still ‘under construction’.construction’.Middle years learners are NOT miniature adults.......so Middle years learners are NOT miniature adults.......so don’t try to make them one!don’t try to make them one!

““Early teenagers are yet to grown into Early teenagers are yet to grown into themselves . The average teenager gains themselves . The average teenager gains 20 kilograms and grows almost half a metre 20 kilograms and grows almost half a metre in the space of four or five years. I’m sure in the space of four or five years. I’m sure many of you know the sensation of being in many of you know the sensation of being in a room with a group of young people who a room with a group of young people who seem to be a clumsy jumble of elbows, seem to be a clumsy jumble of elbows, knees, pimples and groins. Just as they knees, pimples and groins. Just as they haven’t grown into their bodies. They haven’t grown into their bodies. They haven’t quite grown into their brains either.”haven’t quite grown into their brains either.”

Andrew FullerAndrew FullerStudents don’t experience physical and emotional Students don’t experience physical and emotional maturation at the same time!maturation at the same time!

Up to the age of nine or ten the brain Up to the age of nine or ten the brain continues to be twice as active as an continues to be twice as active as an

adult’s.adult’s.(MYELINATION increases 10 – 18)(MYELINATION increases 10 – 18)

SleepSleepAdolescents need more sleep than they did Adolescents need more sleep than they did as children… around 9 and a quarter hours as children… around 9 and a quarter hours and they have a preference for sleeping and and they have a preference for sleeping and waking later than they did when they were waking later than they did when they were

children.children. Most teenagers’ brains aren’t ready to wake Most teenagers’ brains aren’t ready to wake

up until 8 or 9 in the morningup until 8 or 9 in the morning“90 % of year 10 students are not getting “90 % of year 10 students are not getting

enough sleep” Michael Carr-Greiggenough sleep” Michael Carr-Greigg

SleepSleep

What are some factors which impact on What are some factors which impact on the quality and amount of adolescent the quality and amount of adolescent sleep?sleep?

How important is sleep for our health?How important is sleep for our health?

Humans can survive 36 days without food Humans can survive 36 days without food but only 11 days without sleep!but only 11 days without sleep!

Increased risk takingIncreased risk takingAdolescents are risk takers eg Reckless Adolescents are risk takers eg Reckless

behaviour, sensation seeking, risk taking . behaviour, sensation seeking, risk taking . Maggs, Almieda and Galambos (1995) found that Maggs, Almieda and Galambos (1995) found that

80 % of 11 to80 % of 11 to 15 year olds exhibited one or more 15 year olds exhibited one or more problem behaviours in a month ( disobeying problem behaviours in a month ( disobeying

parents, school misconduct, substance use , anti-parents, school misconduct, substance use , anti-social acts such as theft or fighting)social acts such as theft or fighting)

As Tracy Moffitt has pointed out risk taking during As Tracy Moffitt has pointed out risk taking during adolescence is normative. Risk takers feel more adolescence is normative. Risk takers feel more accepted by peers and view risk taking as fun. accepted by peers and view risk taking as fun. Non- risk takers are seen as anxious and over Non- risk takers are seen as anxious and over

controlledcontrolled Implications for teachers?Implications for teachers?

Re-structuring and the frontal Re-structuring and the frontal lobeslobes

““The frontal lobes - the bit that helps us to The frontal lobes - the bit that helps us to plan, consider, control impulses, make wise plan, consider, control impulses, make wise

judgements in short to be kind, caring, judgements in short to be kind, caring, considerate people- is the last bit to mature. considerate people- is the last bit to mature.

In fact someone probably should put a sign of In fact someone probably should put a sign of the frontal lobes of most early adolescents the frontal lobes of most early adolescents saying “closed for construction” The frontal saying “closed for construction” The frontal

lobes are being re-structured at this time in a lobes are being re-structured at this time in a

way that prepares them for adult lifeway that prepares them for adult life.”.”Andrew FullerAndrew Fuller

Synaptic PruningSynaptic Pruning

Between ten years of age and puberty, the brain Between ten years of age and puberty, the brain

ruthlesslyruthlessly destroys its weakest connections destroys its weakest connections preserving only those that experience has shown to preserving only those that experience has shown to be useful, The adage here is “ use it or lose it” – and be useful, The adage here is “ use it or lose it” – and

this applies at any age. “Synaptic pruning” this applies at any age. “Synaptic pruning” continues throughout life but occurs mostly during continues throughout life but occurs mostly during the late childhood and teenage years so that the the late childhood and teenage years so that the

synapses that carry the most messages get synapses that carry the most messages get stronger and the weaker ones get cut out, This stronger and the weaker ones get cut out, This

helps in refinement and specialisation.helps in refinement and specialisation.Implications: Relevant integrated Implications: Relevant integrated

curriculum????curriculum????

EmotionsEmotionsMiddle schooling is a stage of:Middle schooling is a stage of:

Developing a personal sense of Developing a personal sense of identityidentity and and powerpower

Developing a Developing a personal value system personal value system andand intimacyintimacy

Emotional and psychological Emotional and psychological independence from parentsindependence from parents

3) 3) Willingness to alterWillingness to alter some of our practices some of our practices and beliefs in order to ensure we are re-and beliefs in order to ensure we are re-

engaging young adolescents within engaging young adolescents within purposeful, healthy learning experiences purposeful, healthy learning experiences

and environmentsand environments

You have a licence/responsibility to make learning You have a licence/responsibility to make learning purposeful, enjoyable and challengingpurposeful, enjoyable and challengingUse the freedom provided within the QSA syllabiiUse the freedom provided within the QSA syllabiiOpportunities to enrich learning through purposeful Opportunities to enrich learning through purposeful integration of KLAsintegration of KLAsOpportunities to negotiate learning contexts etc with Opportunities to negotiate learning contexts etc with studentsstudentsResponsibility to re-visit and reinforce key competencies, Responsibility to re-visit and reinforce key competencies, capacities, traits, behaviours, perceptions etc capacities, traits, behaviours, perceptions etc

1.5

2

2.5

3

3.5

Year Level

Mean

Rati

ng

(1-5

ran

ge)

Recognition of Difference Connectedness Intellectual Quality

Authentic Pedagogy Proxy Supportive Environment

Findings: The Second CircleFindings: The Second CircleThe classroom level: On Productive PedagogyThe classroom level: On Productive Pedagogy

Mean Ratings of Dimensions of ‘Productive Pedagogy’ from Classroom Observation Data

Perceptions of learning:Perceptions of learning: Having time to think Having time to think

1

2

3

4

5

Yr 5 Yr 6 Yr 7 Yr 8 Yr 9

My teac hers give metime to really exploreand understand newideas.

Primary: 56% agreed; Secondary: 34% agreed

Mean ResponseRating

Year LevelThinking trial and comparison data, May 2000 (n=5,507)

Teachers’ perceptions:Teachers’ perceptions:Individual interest and knowledgeIndividual interest and knowledge

Teachers say:Teachers say:

““The number of students I teach each week is sufficiently The number of students I teach each week is sufficiently

small to enable me to get to know all of them individuallysmall to enable me to get to know all of them individually.”.”

Primary: 53% agreed Secondary: 34% agreedPrimary: 53% agreed Secondary: 34% agreed

““Students in the middle years are happier when they relate Students in the middle years are happier when they relate to a small team of teachers for most of the time.”to a small team of teachers for most of the time.”

Primary: 88% agreed Secondary: 60% agreedPrimary: 88% agreed Secondary: 60% agreed MYRAD 2000MYRAD 2000

Perceptions of learning:Perceptions of learning: Having time to think Having time to think

Teachers:Teachers:

““The time-table allows students at this school The time-table allows students at this school to engage in in-depth learning for extended to engage in in-depth learning for extended periods of time.”periods of time.”

Primary: 56% agreedPrimary: 56% agreed Secondary: 24% Secondary: 24% agreedagreed

““There are few interruptions to classroom There are few interruptions to classroom learning time within the middle years.”learning time within the middle years.”

Primary: 23% agreedPrimary: 23% agreed Secondary: 19% Secondary: 19% agreedagreed

Student decision-making and Student decision-making and self-regulationself-regulation

Students:Students:

““My teachers lets us have some say in what My teachers lets us have some say in what we do in class.”we do in class.”– Primary: 62.9% agreedPrimary: 62.9% agreedSecondary: 34% agreedSecondary: 34% agreed

Teachers:Teachers:

““My students are involved in classroom My students are involved in classroom decision-making about the curriculum.”decision-making about the curriculum.”– Primary: 34% agreedPrimary: 34% agreed Secondary: 24% Secondary: 24%

agreedagreed

‘‘I give up’I give up’Young adolescent mental health Young adolescent mental health

and resiliencyand resiliency

Resilience is the happy knack of being Resilience is the happy knack of being able to bungy jump through the pitfalls of able to bungy jump through the pitfalls of life. It is the ability to rebound or spring life. It is the ability to rebound or spring back after adversity or hard times”back after adversity or hard times”

Andrew FullerAndrew Fuller

Resilience and today’s youthResilience and today’s youth

““Students are not as confident in their own Students are not as confident in their own abilities as they were in earlier abilities as they were in earlier years…..Students often miss the years…..Students often miss the relationship they had with one teacher relationship they had with one teacher (when transitioning from primary to (when transitioning from primary to secondary)”secondary)”

Trevor Fletcher. DDG (Schools) Trevor Fletcher. DDG (Schools) NSWNSW

Some factors effecting resilienceSome factors effecting resilience

One particular strength is identified and One particular strength is identified and celebrated… “Island of competence”celebrated… “Island of competence”

At least one stable mature adult confidantAt least one stable mature adult confidant

A supportive peer groupA supportive peer group

Others?Others?

What’s so great about teaching What’s so great about teaching Middle School students?Middle School students?

You have a licence/responsibility to make You have a licence/responsibility to make learning purposeful and enjoyablelearning purposeful and enjoyable

Use the freedom provided within the QSA Use the freedom provided within the QSA syllabiisyllabii

Opportunities to enrich learning by Opportunities to enrich learning by integrating KLAsintegrating KLAs

Opportunities to negotiate learning Opportunities to negotiate learning contexts etc with studentscontexts etc with students

What’s so great about teaching What’s so great about teaching Middle School students?Middle School students?

You develop Student/teacher You develop Student/teacher relationships/rapport which carry overrelationships/rapport which carry overYou will experience the highs and lows of You will experience the highs and lows of teaching regularlyteaching regularlyStudents are enthusiastic and crave active Students are enthusiastic and crave active student-centred learningstudent-centred learningMight be the last stage that parents feel they can Might be the last stage that parents feel they can assist student learning … so create the assist student learning … so create the partnershipspartnershipsProfessional support eg MYSAProfessional support eg MYSA

What are some challenges to What are some challenges to teaching in the Middle school?teaching in the Middle school?

DiscussionDiscussion

What are some challenges of What are some challenges of teaching in the Middle school?teaching in the Middle school?

Plan engaging learning experiencesPlan engaging learning experiencesProcure a wide range of material and human resourcesProcure a wide range of material and human resourcesBecoming IT savvyBecoming IT savvyCollaborative planningCollaborative planningWhat is ‘student-centred learning?What is ‘student-centred learning?How do you integrate the curriculum?How do you integrate the curriculum?How do you negotiate with students?How do you negotiate with students?Noisy classroomsNoisy classroomsLetting go of absolute controlLetting go of absolute controlCreating partnershipsCreating partnerships‘‘Putting up’ with student enthusiasmPutting up’ with student enthusiasmCo-curricular expectationsCo-curricular expectations

How might you hook kids on How might you hook kids on learning?learning?

DiscussionDiscussion

How do we hook kids on learning?

How do we make LEARNING FUN?

L Learning ‘Processes’ developed E Explore options for KLA integration A Assessment embedded within learning tasks R Relevant learning contexts N Non-text resourcing utilised I Inquiry based projects fostering in-depth learning N New technologies utilised G Group and collaborative learning F Find a boy’s room! U Use off-campus learning sites and student- centred teaching strategies N Negotiate on learning contexts etc Remember, it is the relationship you build and nurture with every student that underpins all other factors impacting on student learning!

What is a GREAT middle School?

A school where student learning is the main priority A school that recognises:

Adolescence is a unique stage of life Kids can be irrational All kids have different needs Many Kids like to take risks Paper and pencil tests don’t prove much Teachers and students benefit from getting to know each other Adolescent bodies are on the move Kids learn best when they are engaged Kids learn best when they are inquiring Kids learn best when it’s fun Kids learn best in an uncluttered curriculum Kids learn best when they are challenged Kids learn best when they are valued Kids learn best when they are in interdependant groups Kids learn best when learning is connected to life Kids learn best in their own back yard Kids learn best when they are in control NOT Bells Kids learn best when they have a say Kids learn best when their families are involved Kids learn best when high standards are expected “No human being can force another to learn No human being can force another to take advice The decision to learn is in the possession of the learner NOT the teacher The teacher can only INVITE Success depends on the strength of the invitation” William Turkey

Where to from here?Where to from here?

July residential school:July residential school:

Characteristics of great middle Characteristics of great middle schoolsschools

Integrated curriculumIntegrated curriculum

Un-cluttering the curriculumUn-cluttering the curriculum

Review of what you’ve experienced Review of what you’ve experienced and what you’ve learntand what you’ve learnt

Possible M. Ed (Middle schooling)Possible M. Ed (Middle schooling)

So you want to be teacher?So you want to be teacher?Courtesy of Steve TaylorCourtesy of Steve Taylor

We were all sitting around the dinner table discussing life We were all sitting around the dinner table discussing life and the man across from me decided to show his and the man across from me decided to show his brilliance. He says the problem with teachers is, "What's brilliance. He says the problem with teachers is, "What's a kid going to learn from someone who decided his best a kid going to learn from someone who decided his best option in life was to become a teacher?" He reminds the option in life was to become a teacher?" He reminds the other dinner guests that it's true what they say about other dinner guests that it's true what they say about teachers: Those who can, do; those who can't, teach. I teachers: Those who can, do; those who can't, teach. I decide to bite my tongue and resist the temptation to decide to bite my tongue and resist the temptation to remind the dinner guests that it's also true what they say remind the dinner guests that it's also true what they say about lawyers. Because we're eating, after all, and this is about lawyers. Because we're eating, after all, and this is polite company. polite company.

"I mean, you're a teacher, Taylor," he says. "Be "I mean, you're a teacher, Taylor," he says. "Be honest. What do you make?" And I wish he hadn't honest. What do you make?" And I wish he hadn't done that (asked me to be honest) because, you done that (asked me to be honest) because, you

see, I have a policy about honesty and ***-kicking: if see, I have a policy about honesty and ***-kicking: if you ask for it, I have to let you have it.you ask for it, I have to let you have it.

"You want to know what I make? I make kids work "You want to know what I make? I make kids work harder than they ever thought they could. I can harder than they ever thought they could. I can make a C+ feel like a Congressional Medal of make a C+ feel like a Congressional Medal of

Honour, and an A- feel like a slap in the face. How Honour, and an A- feel like a slap in the face. How dare you waste my time with anything less than dare you waste my time with anything less than

your very best?your very best?

I make parents tremble in fear when I call home: I hope I I make parents tremble in fear when I call home: I hope I haven't called at a bad time, I just wanted to talk to you haven't called at a bad time, I just wanted to talk to you

about something Billy said today. Billy said, 'Leave the kid about something Billy said today. Billy said, 'Leave the kid alone. I still cry sometimes, don't you?' And it was the alone. I still cry sometimes, don't you?' And it was the

noblest act of courage I have ever seen. I make parents noblest act of courage I have ever seen. I make parents see their children for who they are and what they can be.see their children for who they are and what they can be.

You want to know what I make? I make kids wonder, I You want to know what I make? I make kids wonder, I make them question.make them question.

I make them criticize. I make them apologize and mean it. I I make them criticize. I make them apologize and mean it. I make them write. I make them read, read, read. I make make them write. I make them read, read, read. I make

them spell 'definitely beautiful', 'definitely beautiful', them spell 'definitely beautiful', 'definitely beautiful', 'definitely beautiful' over and over and over again until they 'definitely beautiful' over and over and over again until they will never misspell either one of those words again. I make will never misspell either one of those words again. I make them show all their work in math. And hide it on their final them show all their work in math. And hide it on their final

drafts in English.drafts in English.

I make them understand that if you have I make them understand that if you have brains then you follow your heart and if brains then you follow your heart and if

someone ever tries to judge you by what you someone ever tries to judge you by what you make, you pay them no attention.make, you pay them no attention.

Let me break it down for you, so you know Let me break it down for you, so you know what I say is true: I make a difference in the what I say is true: I make a difference in the

lives of hundreds of children.lives of hundreds of children.Now what about you? What do you make?"Now what about you? What do you make?"

What is Middle schooling?What is Middle schooling?Engaging young adolescents within purposeful, challenging Engaging young adolescents within purposeful, challenging

learning and healthy lifestyles…throughlearning and healthy lifestyles…through

1) Recognising1) Recognising that today’s young adolescents that today’s young adolescents are becoming increasingly disengaged with are becoming increasingly disengaged with schooling and learning and in many ways are schooling and learning and in many ways are different to yesterday’s youth different to yesterday’s youth 2) Accepting2) Accepting that young adolescents aren’t that young adolescents aren’t miniature adults or children and are miniature adults or children and are physiologically and emotionally different to physiologically and emotionally different to students in other yearsstudents in other years3) Willingness to alter3) Willingness to alter some of our practices and some of our practices and beliefs in order to ensure we are engaging beliefs in order to ensure we are engaging young adolescents within purposeful, healthy young adolescents within purposeful, healthy learning experiences and environmentslearning experiences and environments