Middle School Teaching Resources - Academic Info In the battle over how we teach reading middle school educators see the need to develop strong reading programs as a way of increasing success http://tmsyn.wc.ask.com/r?t=an&s=hb&uid=24312681243126812&sid=343126
What Really Motivates Middle School Students? a particular human need * Success (the Teach them how to find the topic Also Motivation and Middle School Students ERIC Digest http://tmsyn.wc.ask.com/r?t=an&s=hb&uid=24312681243126812&sid=343126
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Extractions: Understanding how children learn and how parents fit into this learning process are the first steps in being able to help our older children with schoolwork. This article introduces a model of how we can begin to understand learning, and then provides practical advice on how parents can help their adolescent children learn. Adolescents and learning In the rush to complete homework as quickly as possible and the stress of passing high-stakes exams, many students see education as nothing more than an information transfer process. Many students believe that learning is the same thing as memorizing and success is based on a good memory. They do not learn
Extractions: Exploratory programs also build interest. For example, middle school students learn about areas they might want to pursue by taking exploratory courses in business, keyboarding, choir, homemaking and independent living, drama, foreign languages, arts and crafts, independent study opportunities, dance, music and other topics. Enthusiastic teachers, who have interest and expertise in these areas, should plan and lead exploratory programs. They develop programs and focus learning experiences, to the degree possible, on individual learners. Educators should expect all students to actively participate, although some might develop an intense interest in the exploratory program, while others might have only a casual interest. One middle school teacher implemented a seventh grade home arts exploratory experience. The nine-week course, designed for both boys and girls, helped students understand themselves, their families and other people. Home arts emphasized development of lifelong skills. The first four weeks focused on nutrition, while week five looked at home care, and weeks six through nine emphasized clothing. Guidance and Counseling Adviser-advisee programs are planned efforts in which each student participates in a small interactive group with peers and staff to discuss school, personal and societal concerns. Conducted for about 25 minutes daily, the adviser-advisee program helps each student develop a meaningful relationship with at least one significant adult in the middle school.
Extractions: Castillero Middle School Castillero Middle School in San Jose, California, is a highly acclaimed Academic, Visual and Performing Arts Magnet School, serving 1,166 students in grades 6 through 8. Castillero has a record of consistently high academic performance as demonstrated by test scores and the large number of students who receive academic recognition. In the fall of 1995, the Castillero school improvement team attended a School Portfolio workshop offered at the County Office of Education to prepare attending schools to submit school portfolios to apply for Annenberg dollars through the Bay Area School Reform Collaborative. We left the workshop firmly convinced that, although we still wanted to apply for the grant, our commitment was to the data-based, continuous improvement process at the heart of the school portfolio. Becoming knowledgeable data users has been central to our reform efforts. Prior to our portfolio work, we had little meaningful or consistent data to help us determine the effectiveness of our program. Using Education for the Future's Continuous Improvement Continuums For more information, please contact:
Extractions: Information Literacy Blog Motivation and Middle School Students. ERIC Digest. by Anderman, Lynley Hicks - Midgley, Carol ATTRIBUTION THEORY GOAL THEORY 1. grouping by ability and over-use of standardized tests to grouping by topic, interest, and student choice and to frequent reformation of groups; 2. competition between students, and contests with limited winners, to cooperative learning; 3. using test data as a basis for comparison to using test data for diagnosis and to alternatives to tests such as portfolios; 4. normative grading and public display of grades to grading for progress or improvement and involving students in determining their grades; 5. recognition for relative performance, honor rolls for high grades, and over-use of praise (especially for easy tasks) to recognition of progress improvement and an emphasis on learning for its own sake; 6. decisions made exclusively by administrators and teachers to opportunities for choice and student decision making, self-scheduling, and self-regulation; 7. departmentalized approach to curriculum to thematic approaches/interdisciplinary focus, viewing mistakes as a part of learning, allowing students to redo work, and encouraging students to take academic risks;
CSRD School Success Profile For years Chipman middle school employed an eclectic approach to teachers ofbenchmark students teach a threeperiod core of English and History. http://www.corelearn.com/Chipman Success Story.htm
Extractions: www.corelearn.com CORE Helps Three-Tiered Approach to Literacy Turn Reading Instruction Around in This Middle Schools Diverse Reading Population Chipman Middle School, Alameda CA For years Chipman Middle School employed an eclectic approach to literacy instruction. With students grouped in multi-aged teams, teachers used various novels and trade books to support thematic instruction. Students often worked on lengthy and creative multi-disciplinary projects. While teachers and students, especially the highest achievers, found the creativity of this eclectic approach stimulating, other students were left behind. Unfortunately, reading scores remained distressingly low. After Principal Laurie McLaughlin-Fry led her teachers through an honest analysis of their student achievement data, they collectively agreed they needed something new. CORE partners with a three-tier model to support reading success. Chipman Middle School turned to Linda Diamond of CORE (the Consortium on Reading Excellence), who worked with the Chipman leadership team to institute a three-tiered model of instruction. Implementing the model, Chipman students were identified as benchmark (at or above grade level), strategic (one to two years below grade level), or intensive (more than two years below grade level in reading) using fluency and the end-of-year state assessments. English Learners would also be assessed according to reading level and receive explicit instruction in reading. Each group was slated for targeted instruction with the appropriate curricular materials consistent with scientifically based reading research. Full implementation of this three-tiered model began in August of 2003.
Extractions: A new report issued by McGraw-Hill Education documents the success that eight schools across the country have had with the Impact Mathematics middle-school curriculum. Results with Impact Mathematics Impact , as well as test score data demonstrating marked improvements in student performance. Impact Mathematics , developed by Glencoe/McGraw-Hill Education and EDC, is a comprehensive, standards-based program that takes a developmental approach to teaching algebra over the three years of middle school. Inspired by the Australian curriculum, Access to Algebra Impact Mathematics is rooted in principles of active learning and includes geometry, statistics, probability, and algebra. The curriculum is unique in the way it combines basic skills instruction with conceptual understanding, according to several educators who were interviewed for the Results Impact Impact Impact Mathematics Impact is proving to be well-aligned with standards in several different states, as illustrated by test results shared by several educators and districts. For example: Impact 3 The passing percentage on the 8th grade state standards test in the New York Mills Junior / Senior High School (New York Mills, Minnesota) has increased by 15% in the three years since it has implemented
The Middle School Program students at the middle school level will begin to make connections with their Because of the rapid growth and success of our middle school component, http://www.pltw.org/msprogram.shtml
Extractions: Gateway To Technologys cutting-edge program addresses the interest and energy of middle school students, while incorporating national standards in math, science and technology. GTT is activity oriented to show students how technology is used in engineering to solve everyday problems. The four instructional units excite and motivate students to use their imaginations and teach them to be creative and innovative, while gaining the skills they need to develop, produce and use products and services. The Gateway To Technology curriculum provides project-based learninga hands-on approachthat is exciting and fun for the full-range of students in todays grade 6 8 classrooms and that relates technology to students daily lives. It also promotes communication and collaboration by emphasizing a teaming approach in the instructional units. This approach utilizes the strengths of each team member to accomplish the goals of the project, while offering students learning challenges at all ability levels. The math, science, and technology integrated GTT program helps students develop and hone skills in middle school that enable them to enter the high school program with foundation knowledge and skills for success in pre-engineering. Although not intended as an introduction to the PLTW pre-engineering high school program, many schools report improved interest in the high school program because of Gateway to Technology.
LEARNS Middle And Upper Grades Resources At the middle school level, the reading material a student needs to master is teach academic success skills. Many students need explicit instructions on http://www.nwrel.org/learns/resources/middleupper/
Extractions: Guidelines for Reading Tutoring Sessions: Middle School; Ages 10-13 (or what do I do now?) In the national service arena, tutoring models range from cross-age to intergenerational programs. But don't let the jargon scare you. Instead, think of yourself as an advocate, and use the following guidelines to create successful sessions. At the middle school level, the reading material a student needs to master is "content rich," ranging from word problems to scientific facts. Tutoring sessions may involve deciphering unfamiliar words, solving problems, and deepening reading comprehension. Cross-age tutoring and peer tutoring are two models often used successfully for this age group. When the tutor is an older student, the term cross-age tutoring applies. This type of tutoring takes advantage of the higher status inherent in age differences. When the tutor is the same age, grade, or academic status as the student receiving help, that relationship is called peer tutoring. Generally, both students share similar language and feel freer to express opinions and take risks. Many programs rely on the parent/volunteer model of tutoring. This model pairs adults from the community with students in need. In general, these programs require less supervision than student-to-student pairs. Whether tutoring sessions last 30 minutes in a gym or an hour in a classroom, educators and researchers recommend the following overall structure:
Extractions: Teaching Today publishes innovative teaching tips on a weekly basis. Written with the busy teacher in mind, each tip is concise, practical and easy to implement in the classroom right away. Topics covered in Teaching Today are classroom management, career development, high stakes testing, instruction and planning, parental involvement, reading in the content areas, using technology in the classroom, and portfolio development. Teaching Today also offers free weekly downloads that correspond to the tips. Our free downloads make implementing the teaching tips even easier. Teaching Today provides educational resources for teachers looking for everyday solutions to the challenges of the classroom. Using Technology to Motivate Middle School Students Throughout the last decade, educators have witnessed an explosion in the amount of information available through use of the Internet and other technologies. The possible impact of these new technology applications in the classroom is immeasurable. For middle school teachers and students, the research is highly supportive of the use of technology integration in the classroom. Middle schools that develop challenging curricula of an exploratory nature are emerging as models in the field of technological integration. What motivates the pre-adolescent?
Altoona School District: Altoona Middle School Our middle school strives to teach students based on how an early adolescent thinks . accountability and to reach success beyond the middle school years http://www.altoona.k12.wi.us/schools/Middle/
Extractions: A Place Where Everyone Can Succeed We believe each and every child deserves a world class education welcome to Altoona Middle School! Students, parents and the community are welcome into the planning and preparation of their childs future. Our curriculum offers rich academic and exploratory courses supported with abundant technology. Altoona Middle School staff utilizes teaming, project-based learning and cooperation to facilitate a school environment where the focus is on the whole childs intellectual, emotional and social development. If Altoona Middle School can ignite the child to learn to live and love to learn while embracing challenge and change, we have accomplished our goal. Our highly qualified staff is blessed with great community support. You are always welcome here. Please stay in touch and visit us often. The coffee is hot and the water is cold!