The Middle School Portal is built specifically for Middle school math and science teachers. Improve your content knowledge, more effectively integrate technology, connect to just in time teaching ideas, and search or browse by subject lists based on the national math and science education standards.
In this article the authors illustrate how Peter Senge's 5 disciplines: (1) systems thinking, (2) personal mastery, (3) mental models, (4) building shared vision, and (5) team learning can be used for the development of a learning organization in middle schools.
Thompson, S., & McKelvy, E. (2007). Shared vision, team learning and professional learning communities. middle Ground, 10(3), 12-14.
This is the top 12 (and adding) best web sites for middle grades as chosen by middle Web. The sites cover all disciplines and include professional resources.
Students achieve at higher levels when teachers think more deeply about how their classroom assessments fit into the larger instructional environment.
Chappuis, S., & Stiggins, R. (2008). Finding balance: Assessment in the middle school classroom. middle Ground, 12(2), 12-15.
Three paradigms related to teaming and how the might be revised to improve the quality of today's middle school programs are discussed: team configurations, teaming for interdisciplinary instruction, and teaming and advisory. Rottier, J. (2003). Variations on a team: changing paradigms. middle Ground, 7(2), 10-12.
This article addresses the actions the middle level schools which participated in NNPS have taken to meet the NCLB requirements. One of the actions is School-Parent Compact which is the partnership between school and family. Examples of the annual action plan of school-parent compact are provided. Epstein, J. L. (2004). Meeting NCLB requirements for family involvement. middle Ground, 8(1), 14-17.
The former Principal Sherril Ray suggested a creative schedule as one strategy to meet students' needs at Furman Middle School in Sumter, South Carolina. Scheduling and associated academic activities are also provided as examples. McLeod, J. (2005). Kick-off, half-time, and over-time: Flexible scheduling scores points. Middle Ground, 8(4), 12-13.
Effective middle level educators seek to design homework that is motivating, enriching, and relevant. Homework is part of a comprehensive effort to help students learn skills and relate new information to their prior knowledge and experiences. Examples of Benjamin Bloom's taxonomy of higher-order thinking skills and RAFTS assignments are provided. Wormeli, R. (2002). Help with homework. middle Ground, 5(4), 19-21.
A special page for teachers who are just beginning their classroom careers. Among recent additions: Links to a series of Teacher Magazine's Teaching Secrets articles; ideas for creating a positive and engaging classroom environment, and practical advice on developing the "Organized Middle Schooler." Check back often.
A major national report that examines the crucial stage at which middle school students and their parents must begin to make choices about going to college. Parents of adolescent students are in a unique position to help ensure their children's success in postsecondary education as they could provide early guidance in the relevancy of college to success in life, academic preparation, and high educational aspirations.
The value of using study guides to develop multiple literacies is discussed. Strategies of study guides development and the components should be included in the guides are also suggested. Wood, K. D. (2002). Using study guides to develop multiple literacies. Middle Ground, 6(2), 10-14.
Context of teacher learning is described. Strategies are suggested for promoting teacher learning. Maute, J. (2003). The spirit of teaching learning. Middle Ground, 6(3), 10-12.
Data-driven decision making often uncovers new and important information that can be persuasive enough to move us to action. The values of data-driven decision making is suggested. The 3-stage data-driven decision model is proposed. Streifer, P. A. (2003). Data-driven decision making: What it takes to make decisions. Middle Ground, 6(4), 10-13.
Curriculum integration involves not only helping students make connections across content areas, but also promoting democracy in the classroom. The concepts of curriculum integration are discussed. The reactions of teachers, students, and parents to curriculum integration are reported. Paterson, J. (2003). Curriculum integration in a standards-based world. Middle Ground, 7(1), 10-12.
The roles of technology in students' performance assessment, teachers' professional development, data management, and teaching supports are discussed. Kalmbacher, S. (2004). Data to action technology's role in accountability. Middle Ground, 8(2), 12-15.
Having faculty collaborative teams to evaluate student works is proposed in this article. The standards related to content and performance of student works should be agreed among team members. Team members should also be willing to implement change.
Garrison, C. (2006). Morn than paper load: What does all this student work tell us? Middle Ground, 9(3), 12-15.
High achieving students are just as desperate as any other students for good teachers to help them progress. Strategies to meet the needs of advanced learners are provided in this article.
Rakow, S. (2007). All means all: Classrooms that work for advanced learners. Middle Ground, 11(1), 10-12.
Across the country, teachers are providing students with the opportunity to use technology to make valuable contributions to their learning community.
November, A. (2008). The digital learning farm. Middle Ground, 12(1), 10-13.
Using the example of Shelburne Community School in Shelburne, Vermont, the authors emphasize the importance of involving students and parents in assessment and portfolio processes. Smith, C., & Myers, C. (2001). Students take center stage in classroom assessment. Middle Ground, 5(2), 10-16.
Chunking is one of many instructional strategies supported by recent research about the human brain. By chunking we make sense of the randomness and improve the chances of moving the information to long-term memory. Strategies of chunking are suggested. Wormeli, R. (2002). Beating a path to the brain. Middle Ground, 5(5), 23-25.