| Middle school learners are qualitatively different than | | | | 1. Need to feel part of a peer group, consisting of boys |
| younger learners. Teachers and parents can | | | | and girls, and are influenced by peer pressure and |
| significantly enhance the learning of students this age | | | | conformity to their group |
| by understanding the cognitive and social | | | | 2. Prefer active over passive learning activities that |
| characteristics of middle school learners. Using the right | | | | involve working with their peers |
| instructional strategies to maximize the learning | | | | 3. Need frequent physical activity and movement |
| advantages and address the learning challenges of | | | | 4. Need adult support, guidance, and calm direction |
| middle school learners can make all the difference in | | | | Middle School Instructional Strategies |
| their success. | | | | Middle school students are very concerned about the |
| Middle School Cognitive Development | | | | labeling that takes place, when one is identified as a |
| By ages 12, 13, and 14, most students have begun | | | | remedial reader. Labels and stereotypes are both |
| developing the ability to understand symbolic ideas and | | | | externally imposed (by other students and, sometimes |
| abstract concepts. According to Piaget's classifications, | | | | their parents) and internally imposed (by the students |
| students will range in development from the concrete | | | | themselves). Lack of reading ability causes more |
| operational stage of development to the ability to the | | | | self-defeating damage to students' self-esteem as |
| formal operational stage. In fact, studies show that | | | | students grow older and the academic gap between |
| brain growth slows down during these years, so | | | | themselves and good readers widens. Middle school |
| cognitive skills of learners may expand at a slower | | | | teachers need to be extremely mindful of student |
| rate; however, refinement of these skills can certainly | | | | self-perceptions and those of their peers. A few |
| be reinforced. Generally speaking, most students share | | | | talking points may be helpful: |
| the following characteristics: | | | | "All students need help in some areas." |
| 1. Curious and willing to learn things they consider useful | | | | "This class is not for dumb students; it's for students |
| 2. Enjoy solving "real-life" problems | | | | who just missed out on some reading skills." |
| 3. Focused on themselves and how they are | | | | "Unfortunately, some of your past reading instruction |
| perceived by their peers | | | | was poor; it's not your fault that you have some skills |
| 4. Resists adult authority and asserts independence | | | | to work on." a.k.a. "blame someone else" |
| 5. Beginning to think critically | | | | "You will learn in this class. If you come to class willing |
| Middle School Social Development | | | | to try everyday, you will significantly improve your |
| Most middle schoolers experience conflicting values | | | | reading, I promise." |
| due to their changing roles within their family structure | | | | "You will be able to chart your own progress and see |
| and the increasing influence of peers. Generally | | | | what you are learning in this class." |
| speaking, most students share the following | | | | "You aren't in this class forever. As soon as you |
| characteristics: | | | | master your missing skills, you are out. |