Parkay, Hass, & Anctil (2010) say, “Curriculum leaders should be acquainted with educational programs at all levels, regardless of the level at which they work” (p. 413).  This week we had the opportunity to read a little bit more specifically about elementary, middle school, and high school curriculum.  Then we discussed all three levels, learning from the experience of those who teach at each level and building the knowledge of those who teach at different levels.

In the elementary school discussion board, it was interesting to hear about one teacher’s experience in a multi-age classroom as a student.  She said that in this arrangement, it was understood that everyone would be at a different spot and therefore no one felt like they were in the “low” group.  When I was reading the elementary portion of Curriculum Leadership, I found it interesting to hear about team teaching.  This is something that we are going to incorporate into our middle school model next year to help bridge the gap between elementary school and middle school.  This model can be used both to split subjects and to split abilities.  This mix may be the best for student achievement and self-esteem.

When we consider middle school, it is important that we try to understand where middle school students are, which can be difficult. Parkay, Hass, & Anctil (2010) say, “Social, psychological, and cognitive maturation are usually not in step with physical maturation. Many pressures in modern society tend to force the social, psychological, and cognitive changes of this period on the young person ahead of the biological” (p. 466). Students are at a time in their lives of search and discovery. They are trying to figure out their place in the world while they are feeling different pressures from all around them. What this means to me is that as teachers of these students we need to be consistent, strong role models available to help them as they find their way.  M.Q. said that during her student teacher, her mentor teacher described middle school age as the ‘last chance age.’ While this sounds a little negative what she meant was this was the time for teachers to really help and foster the growth of middle schoolers. It was teachers’ last chance to catch those who may be headed down the wrong path because we all know how impressionable this age can be. I think that the “last chance” idea is why I love teaching middle school so much.  They are at such a formative age and you really get to be a part of that.

One of the neatest parts of teaching high school is that you are able to begin to make connections between school and real life for students.  This doesn’t reveal itself to all students until later, but many begin to think about what they want to do after school and how what they are learning in school applies to that.  Like D.W. said in his post, it is import that we “prepare students to be successful in the world after school.”

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