FROM PESTALOZZI TO THE PRESENT

Origins of Middle School Education

1700 – 1800s European Educational Thought

Suggested teaching and learning strategies that were both personal and active – Rousseau, Pestalozzi and Froebels.

Role of teaching was not to “correct” students or “fill them up” with knowledge; rather guide the student as he/she unfolded.

1700-1800sAmerican Educational Thought

1740 Ben Franklin “it would be well if they could be taught everything that is useful – but their time is short and it is therefore proposed that they learn those things that are most useful.”

Education should be relevant to the needs of learners.

1896 NEA – “Modern education emphasizes that the child, not the subject of study, is the guide to the teacher’s efforts. To know the child is of paramount importance.”

The Junior High Revolution

1860s – disruption in secondary and higher education due to war

1872 – legal mandate for tax-supported secondary education

1890s – unequal education; Committee of Ten recommends standardization (Carnegie Units); different committee recommends creating a 6 year high school

1910 – the 6-6 education plan remains the norm

Credits awarded for completing high school

courses developed as a means of measuring the number of courses that students would be required to complete in

order to graduate.

FYICarnegie Units

20th Century

Late 1800s - Early 1900s John Dewey – “Education…must begin with a psychological insight into the child’s capacities, interests and habits.” (Progressive Education)

Exploration should be used as guide for curriculum and instruction.

Traditional Education vs. Progressive Education

Traditional vs. Progressive

Curriculum Chief function is to

transmit perennial truths

Strive toward uniform curriculum and teaching

What are “frills”; What are “essentials”

Curriculum Major function is to

foster creative thinking and problem solving

Strive toward individuality and connection to life skills

What are “frills”; What are “essentials”

Make Way for the Junior High

1909 – first junior high servicing grades 7-9 in Ohio (Florida not far behind)

1919 – Junior High receives recognition from North Central Association of Colleges and Secondary Schools

1920 – approximately 400 junior highs in existence

1930-1960

New instructional practices based on human development research Team teaching Cooperative learning Outdoor education Open-space facilities

Not very effective since simply superimposed on a content curriculum model

1950s – junior highs increased to nearly 6500 by the mid 50s

1930s-1960s continued

Gruhn and Douglas propose Six Functions of a junior high school.

Differentiation is just now becoming a common place word within the schools!

1960s

Human development research pushes US education closer to reformation of both purpose and structure of schooling.

Jean Piaget’s work (How about a video?)Integration of the nation’s schools

1965

New and Inventive educational programs take center stage due to research in human growth and development. Early childhood education Middle school education Special education Gifted education

Early Intentions

Specialness of the age group entering puberty

Adaptive curriculum that is sensitive to the needs of individual learners

Active and practical curriculum to engage students

The Junior High never achieved the curriculum goals

Why the Junior High Did Not Succeed

Tremendous growth in enrollment

Most resources went to create new facilities and materials for the additional students

Most junior highs were located in old high school buildings

Teacher training for specialization in junior high was non-existent

Never broke free from the content-focused curriculum

Continued departmentalization of teachers and schedule

9th grade needed to follow the Carnegie Unit system

FOUR KEY FACTORS

How did we get to the Middle School?

Pictionary First Drawing

Directions: Each group member will draw one word or phrase. You may not use words, written or verbal, to help your teammates.

First Person, prepare to draw your word or phrase that relates to the development of the middle school.

Ready, Set…

First Factor – Teacher Shortage

The late 1950s and early 1960s incurred criticisms of all schools, in addition to classroom and teacher shortages and increasing tax rates

Why Johnny Can’t Read – who wants to be a teacher?

Sputnik – Let’s blame all the teachers again! Renewed interest in college prep programs

meant a desire for 4 year high schools (9th grade removed from Jr. High) Teachers had to shift and refocus.

READY, SET. . .

Pictionary Drawing #2

Effort to eliminate racial segregation.

Desegregation in the schools gave us the opportunity to try new things and be adventurous in both

curriculum and instruction.

Second Factor

HERE WE GO!

Drawing #3

Third Factor – Baby Boom!

Increased enrollment of school-aged children in the 50s and 60s. Lots of babies were born after the war!

Shortage of buildings meant double or triple school sessions – staggered starting times and the like – did I mention that many schools are back to this scheduling nightmare?!

Older students could handle the overcrowding better than the younger so 9th grade moved to high school

THIS IS A TOUGH ONE

Last But Not Least - #4

Fourth Factor – Jump on the Bandwagon

A good reputation is a desirable goal One middle school received a favorable review in

books and periodicals Administrators decided to jump on the bandwagon

and ride into the future as it was the “thing to do”

So, Where are we Today?

NMSA – National Middle School Association latest and greatest version of This We believe – their foundational ‘mission statement’ to the world

Turning Points 2000 – A study conducted by the Carnegie Corporation to see how things were going in middle grades.

National Forum to Accelerate Middle Grades Reform – a broadcast from NPR regarding rethinking education

There are many organizations and groups that seek transformation of the middle grades, as well as groups to support middle grades teachers and professors!

How do we know if it is a middle school or a junior high? And hey! What’s the difference anyway?

What should we teach?

WI and IL State and National Standards

Social studies for example!

What about Advisory? (or you can go here)

How should we Teach?

Strategies to make your classroom and school successful! Cooperative Learning Differentiated Instruction Student Designed Curriculum All the other Hands-On, Minds-on, Interactive, Active,

Indoors/Outdoors, Mixed methods that you can possibly think of to motivate your students on an intrinsic level to absorb and retain as much of the good stuff as they can Handel!

Reflection Time!

In reviewing our past and analyzing our present, the issues our middle schools will face in the future will be significant, stemming from curricular, financial, and developmental fronts. What course of action should administrators and teachers take to ensure the success of our students? What strategies or guiding principles should be

initiated now? What policies or ideas should be removed from the

middle level at the current time?

A short biblio of resources and picture credits

Anfara, V.A. (2001). The handbook of research in middle level education (ed.). Ca: information age publishing.

George, P.S. & Alexander, W.M. (2003). The exemplary middle school (3rd ed). CA: Wadsworth.

Knowles, T. & Brown, D.F. (2007). What every middle school teacher should know (2nd ed.). NH: Heinemann.

Wiles, J., Bondi, J., & Wiles, M. (2006). The essential middle school (4th ed.). New York: Allyn & Bacon.

http://nyteachers.Wordpress.Com/2009/03/04

http://www2.Education.Ualberta.Ca/staff/olenka.Bilash/best%20of%20bilash/differentiation.html

http://www.customermanufacturing.com/newsletters/oct04.html

http://www.mhs-pa.org/about/campus-buildings/middle-school/

http://blogs.edweek.org/edweek/thisweekineducation/2007/09/spotted_cruising_for_an_endors.html

http://www.carlslife.ca/

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