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Kinesthetic Mathematics in the Middle Grades

By: Deborah McMurtrie and Bridget Coleman

Physical movement helps students engage in, investigate, and understand mathematics concepts Introduction Young adolescents undergo more rapid and profound changes than at any other time in their development (NMSA, 2010). Adolescence is a pivotal stage for cognitive, social-emotional, and physical development. Middle school educators understand the developmental uniqueness of this age group and seek to

Flexible Grouping in the Classroom

By: Rick Wormeli

Making School Work Right

By: Andrew Maxey, Elizabeth Hancock

An update on a district-wide transformation of middle level education and technology for learning In our article titled “Transforming Middle School Practice Through Instructional Technology,” we shared how our district has approached systematic growth by intertwining twin focuses on middle level education and leveraging instructional technology for learning. The first steps of that process began

Help! My Students Write Like They Text!

By: Jennifer French

Using code-switching to improve writing IMHO, LOL, OIC, OMG. If you’ve recently graded middle school or high school writing, chances are you’ve read terms like these; or my favorite, “wtf – idk” which also happened to be an answer on a student’s quiz. As a middle school English teacher, I became more and more perplexed to

Six Things Teachers Say with Good Intentions … But Shouldn’t

By: Eric Fritz

How we are hurting our students when assessing them Most teachers actively root for their students to succeed. They are often more committed to student learning than the students themselves. Even with the best of intentions, teachers frequently sabotage their students’ ability to think, process, and comprehend when they use assessment and motivation strategies that

It’s Not About a Trophy for All

By: Perry A. Finch

Making sure every student has a fair opportunity to demonstrate academic proficiency Evaluating student performance using progressive assessment practices seems to have some people misled regarding its purpose. As my district has moved towards standards-based reporting of student progress, we find ourselves, as expected, explaining the reason behind this shift from traditional grading practices. One