Active learning in the middle grades

Author(s): Susan Edwards

Source: Middle School Journal, Vol. 46, No. 5 (May 2015), pp. 26-32
Published by: Association for Middle Level Education (AMLE)
Stable URL: https://www.jstor.org/stable/24342232
Accessed: 10-01-2020 15:38 UTC

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Active
Active learning
learning inmiddle
in the the middle
grades grades
This
Thisarticle
article
offers
offers
examples
examples
of developing
of developing
students' participation
students' as participation
a central tenet ofasideal
a central tenet o
middle
middle level
level
education
education
that is that
intellectually
is intellectually
active, socially
active,
active, socially
and physically
active,
active.
and physically acti

Susan Edwards

Whatisisactive
What active learning
learning and and
whatwhat does
does it lookitlike
look
in like in Intellectual.
Intellectual. Our Our primary
primary goal ingoal
the in the classroom
classroom
the classroom?
the classroom?IfIfstudents
students
areare participating
participating in active
in active should
should workwork
to gettostudents
get students intellectually
intellectually engaged engaged
learning, they
learning, theyare
areplaying
playing a more
a more engaged
engaged rolerole with
in the
in the the content.
with We want
the content. We students to be intellectually
want students to be intellectually
learning process
learning processand
andare
arenot
notoverly
overly reliant
reliant onon the
the active rather
teacher
teacher than mindlessly
active rather and passively
than mindlessly receivingreceiving
and passively
(Bransford,Brown,
(Bransford, Brown, && Cocking,
Cocking, 2003;
2003; Petress,
Petress, 2008).
2008). information
information and and
just just accepting
accepting the authority's
the authority's delivery,delivery,
One definition
One definitionofof active
active learning
learning is: is: whether thatwhether
authority thatisauthority
the teacher orteacher
is the the textbook.
or the textbook.
rr-, c, ■ . . • Instructional methodologies that involve actively
Instructional methodologies that involve actively
1 process
The he process of having
of having students students engage in some ° '
engage in some
activity
activity that
that forces them toforces
reflect upon them
ideas constructing
to reflect new knowledge
upon throughideas problem-solving,
constructing n
and
and how
how they they
are using those are using those ideas. Requiringadvocated
ideas. Requiring questioning, and inquiry have long been by
questioning,
students
students toassess
to regularly regularly
their own degree assess
of leaders in the middle school movement
their own degree of leaders in th (NMSA, 2010).
understanding
understanding and skill at handling
and concepts
skillorat Active
handling concepts
learning requires or Active
students to intellectually engage learnin
problems
problems in a particular
in a discipline.
particularThe attainment
discipline.
with the contentThe attainment
using critical thinking or higherwith
levels the con
of knowledge by participating
of knowledge by participating or contributing. Theof thinking
or suchcontributing. The
as analysis or synthesis. In of thinking
order to
process
processof keeping
of students
keeping mentally,
students
and often mentally, and often
promote
promote relevancerelevance
and relationships, and
active learning
relationships, a
physically,
physically,active in active
their learning
in through
their activities
learning through activities
that
that involveinvolve them
them in gathering in gathering
information, strategies require students to go beyond memorization
information, strategies req
thinking,
thinking, and
and problem problem
solving or basic
solving (Collins
(Collins & O'Brien, comprehension and&understanding,
O'Brien, and move
or basic com
2003,
2003, p.
p. 5). 5). toward more active types of more
toward thinking such
active types as those
of thinking such as at the
those at the
upper
upperend
endof of
Bloom's
Bloom's
Taxonomy
Taxonomy
that require
that students
require students
to
to apply,
apply,analyze,
analyze,
evaluate,
evaluate,
and create
and (Anderson
create (Anderson
& &
Active
Activelearning
learningframework
framework Krathwohl,
Krathwohl, 2001).
2001).

Advocates
Advocates forfor active
active learning
learning in the in the grades
middle middle Young
grades
agree adolescents
agree Young have an intense curiosity
adolescents have anabout
intense curiosity
thatthe
that the most
most lasting
lasting learning
learning comes through
comes through direct the
direct the world around them and sense
world around them and are trying to make are of
trying to mak
experience
experience and
and interaction
interaction with
with the social, thatsocial,
the intellectual,
intellectual, world. Instructional
that world. strategies that capitalize
Instructional on that that capita
strategies
andphysical
and physical environments
environments (Edwards,
(Edwards, Kemp, & Kemp,
Page, & Page, curiosity and require students toofactively make
curiosity and require students to actively make sense
2014;Nesin,
2014; Nesin, 2012;
2012; NMSA,
NMSA, 2010). 2010). The purpose
The purpose of this the this
of content
theare content
ideal for the middle
are idealgrades. Instruction
for the middle grades. Ins
article
articleisistotopropose
proposethethe
following
following
framework
framework to describe 's most effective when teachers to
is
to describe most effective when teachers use that curiosity use that curiosity
and plan
and planfor
for different
different types
types of active
of active learning
learning build on the existing
instruction
instruction build on knowledge students
the existing bring to the
knowledge students bring t
inmiddle
in middle grades
grades classrooms. classroom
classrooms. (Nesin,
classroom 2012).
(Nesin, 2012). ActiveActive learning
learning strategies such strategies

26
26Middle
MiddleSchool Journal
School May 2015
Journal May 2015

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as
as problem-solving,
problem-solving, higher-level
higher-level
questioning,
questioning,
inquiry,
inquiry,
Figure 1 Figure
Active 1learning framework
Active learning framework

concept
conceptmaps,
maps,synthesizing
synthesizing
research
research
for papers
for papers
or or
presentations,
presentations, synthesizing
synthesizing
whatwhat
they they
have learned
have learned
for for
multimedia
multimediaprojects such
projects as Voicethreads,
such Glogsters,
as Voicethreads, Glogsters,
or
or Prezis,
Prezis,puzzles,
puzzles,brainteasers,
brainteasers,
and interdisciplinary
and interdisciplinary Intellectually
projects
projectswork
workwell
well
forfor
this.this. Active
Social. Intellectual involvement alone with Learning
content isn't enough in a successful middle school; at
the developmentally-sensitive ages of 10-15, young
adolescents are peer-oriented and allowing students to
work collaboratively is a significant aspect of classrooms
Socially Physically
that are aligned with the middle school concept (AMLE, Active Active
2012). Getting students socially active can be as simple Learning Learning
as having partners discuss a question about the content,
but can be more involved such as having small groups
of students work on a unit project. Small group activities
that allow middle level students to work with each other

as they learn content are engaging to young adolescents

(Nesin,
(Nesin, 2012).2012).
SmallSmall
group and groupwholeand class whole
discussionsclass discussions „ . , , . „ ,, .
° r Certainly, you can be Certainly, intellectually you can beactive at the
intellectually active at the
are also methods for getting students socially active in in . ,
are also methods for getting students socially active
° ° ' same time that you are same socially
time that active
you areand/or physically
socially active and/or physically
their
theirlearning
learning (Edwards,
(Edwards,
2014). 2014).
active.
active. It It
is possible
is possible
for anfor
instructional
an instructional
method to fitmethod
in to fit in
Physical.
Physical. Young
Young
adolescents
adolescents
are typically
are typically
active and active and
more
morethan than one one
category
category
at the same
at the
time.
same
For example,
time. For example,
energetic,
energetic, andand physical
physical movement movement in the classroom . r , , , , . ,,
in the classroom
° r ' it students are asked to work in small
if students are asked groups
to work into create
small groups to create
is important as well. Since
is important as well. Since a lot is happening in their a lot is happening in their , . , ,, . , , ,
1 rr a project that involves collecting a project that datainvolves
m collecting
a nearby data pond
in a nearby pond
physical
physical development
development as of
as a result a result
puberty,of puberty,
students need students need , , , . , , , . , ,
1 ' 1 and to analyze their data to and draw
to analyze conclusions
their data to draw aboutconclusions
theabout the
opportunities
opportunities to move toduring
move during
lessons. Activelessons.
learning Active learning , ... , . . ,, , . ,
. ° ° ecosystem, they would be ecosystem, engaged theyinwould
intellectual,
be engaged in social,
intellectual, social,
strategies
strategies such as such as learning,
experiential experiential learning, manipulatives, . . ,
manipulatives,
° r or an(j physical active learning simultaneously.
and physical active learning But it is also
simultaneously. But it is also
experiments, building models, and hands-on projectshands-on projects ., , r . . ,, . .
experiments, building models, and
1 ° 1 J possible for an activity to possible fit into for an just one
activity to category
fit into just one suchcategory such
engage
engage middle middle
level studentslevel(Nesin,students (Nesin, 2012). Kim Campbell ,
2012). Kim Campbell
00 r as students individually creating as students a individually
concept creating
map a concept
ol the map of the
(2014)shares
(2014) shares a wide
a wide range range of activities
of activities she uses she uses in her , . . .
in her
° chapter theyjust chapter read,they just read.
classroom
classroom to gettoherget her involved
students students involved
physically physically in active T . , . , , .
in active
a It is also important to note It is that the instructional
also important to note that the instructional
learning such as board games
learning such as board games and creating videos. and creating videos. ... , , r , . , , , . ,
00 ° activities selected tor a lesson activities should
selected fornot a lesson
only should
involve
not only involve

Figure
Figure 2 Examples
2 Examples
of intellectual,
of intellectual,
social, and physical social,
active learning
and strategies
physical active learning strategies

Intellectually
IntellectuallyActive Learning
Active Learning
Socially
Socially Active
Active
Learning Learning Physically
Physically ActiveActive
Learning Learning

Instructional
InstructionalStrategies
Strategies Instructional
InstructionalStrategies
Strategies Instructional
InstructionalStrategies
Strategies

••Concept
ConceptMaps Maps ••Whole
WholeGroup
Group
Discussions
Discussions ••Lab
Labexperiments
experiments

••Inquiry
InquiryActivities
Activities ••Small
SmallGroup
Group Discussions ••Hands-on
Discussions Hands-onprojects
projects

••Small
SmallGroup
Group
Projects Projects • Games
••Problem-solving
Problem-solvingActivities Activities
• Building models
• Synthesizing research for presentations
or papers • Manipulatives

• Creating multimedia presentations

synthesizing what they have learned

www.amle.ora 27
www.amle.org 27

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activelearning,
active learning, but
but should
should be purposeful
be purposeful as wellas well She teaches two mathematics
She teaches classesclasses
two mathematics per day. Her Her
per day.
(NMSA,2010).
(NMSA, 2010). The
The goalgoal is activity
is not not activity for activity's morning
for activity's mathclass
morning math classhas
has2424 fifth
fifth graders
graders of average
of average
sake or
sake ortotomake
makethethe lesson
lesson fun.fun.
It is It
notisachieved
not achieved
by by to
to below-average
below-average ability.
ability. Most
Most of the
of the students
students are are
simplyincorporating
simply incorporating some
some games
games or fun
or fun activities
activities into into functioning
functioning below
below grade
grade level
level and and are missing
are missing manymany
lessonplan.
a lesson plan.Clearly,
Clearly, every
every activity
activity in ain a lesson
lesson should pre-requisite
should pre-requisiteskills
skillsfor
for her
her fifth
fifth grade
grade curriculum,
curriculum.
lead to
lead topurposeful
purposeful learning
learning of lesson
of the the lesson objectives However,
objectives However, she
she does have aafew
does have fewstudents
students who
who areare right
right
and the
and thestandard
standardto to
be be met.
met. The The
goal goal should
should be to be to on on
track with
track her
with hercurriculum
curriculum and
and are doing
doing well
wellin
inher
her
empowerstudents
empower students with
with critical
critical thinking
thinking skills skills
versusversus
just mathmath
just class. class.
Kadisha also hasalso
Kadisha a remediation math classmath class
has a remediation
memorizingknowledge.
memorizing knowledge. In active
In an an active learning
learning approach,inin
approach, the afternoon.
the This is
afternoon. a school-wide
This effort toeffort
is a school-wide add an to add an

studentsare
students areempowered
empoweredto to uncover
uncover information
information on their
on their intervention
intervention period
period at at the
the end
end ofof theday
the dayand
andregroup
regroup
own using
own usinga avariety
varietyof of resources,
resources, to grapple
to grapple with newstudents
with new studentsbased on benchmark
based tests scores.
on benchmark Kadisha Kadisha
tests scores. has 12 has 12
information until it makes sense, and to create new ideas
information until it makes sense, and to create new ideas students
students in in her
her remediationclass,
remediation class,and
andthey
they are
are assigned
assigned
using the
using theinformation
information they
they have
have learned.
learned. Students
Students also alsototoher
herbecause
because they
they are
are struggling
struggling in
in mathematics
mathematicsand
and
learn the
learn thetools
toolsthat
that empower
empower them
them to lifelong
to be be lifelong learners
learners havehave very
very lowlow benchmark
benchmark scores.
scores.
who are
who arecapable
capableof of discovering
discovering and applying
and applying new ideas Kadisha
new ideas strongly
Kadisha believes
strongly in in
believes active learning.
active Here
learning. is is
Here
on
ontheir own.
their own. what she says about thewhat
importance ofthe
she says about active learning
importance inlearning in
of active
her mathematics classroom:

Teachers
Teacherswho
whoimplement
implementactive learning
active in in Math
learning Math class
class can>t
can't be boring.
be boring. Because Because I don't like
I don't like
their
their classrooms
classrooms lecture myself, I like to do different
lecture myself, I likethings whenthings
to do different I'm when I'm
in class.
class. So
So I Ithink
thinkabout
about mymy children
childrenbeing
beingmyself
myself
Research
Researchfindings
findingssupport
support the
the
assertions
assertions of this
of this
article
article
and
and when
when I Iwas wasin
inschool,
school, somebody
somebody just
just
sitting
sitting
in in
regarding the importance of active learning as an
regarding the importance of active learning front as an offrom
me just oftalking,
me jugt talking>
talking, taiking;
talking, it wasn'ttalking; k
integral
integral strategy
strategy for successful middle level
for successful practice.
middle level reaching
practice. me.reaching me.that
And I realize And youI realize
need to that
be up,you need
Witha focus
With a focus on middle
on nine nine middle gradeswho
grades teachers teachers who
you needyouto beneed to be
moving, they moving,
need that they
chanceneed
to that ch
exhibit
exhibit active
active learning
learningthrough
throughmultiple
multiple approaches talk about
approaches talkthe math,
about thethey
math,need to discuss
they need toand get and get
discuss
in their
in theirclassrooms
classrooms located
located in middle
in five five middle
schools schools frustrated with thewith
frustrated maththe
together because that's
math together because that's
four different
in four different school
school systems
systemsin inthe southeastern Part of social development anyway. I Ican't
thesoutheastern part of social development anyway. can'texpect
expect
,, •. jC. . , i /t- i j amr\ u. them to sit herethem andto besitquiet all be
here and the time.
quiet all the time.
United
United States,
States, a research
a research study 2015)
study (Edwards, (Tdwards,
sought 2015) sought 1
to understand what barriers these teachers had in
to understand what barriers these teachers had
Kadisha also in Kadisha
believes also believes
it is important it is importa
to utilize multiple
implementing
implementing the AMLE
the instruction principles andprinciples
AMLE instruction how and how
learning approaches in her learning
classroom. approaches in her cl
She believes that
they
they overcame those those
overcame barriers.barriers.
Data collection
Dataincluded
collection included
everyone does not learneveryone does
math the same not
way andlearn math t
regularly
classroom
classroom observations, interviewsinterviews
observations, with the teachers,
with the teachers,
implements implements
a variety of a variety
strategies including videos, of strateg
and
andsamples of lesson
samples plans. As
of lesson a result
plans. Asof a
the interviews
result of the
drawing interviews
pictures, drawing
manipulatives, pictures,
computer manipulati
software,
and
andclassroom
classroomobservations of these teachers
observations of thesewe can get
teachers
games, we can get
demonstration, games,
and demonstration, and w
worksheets.
aa glimpse
glimpseinto
into
whatwhat
the AMTE
the active
AMLE learning
activeprinciple
learning principle
looks
lookslikelike
in practice. Let's take a Let's
in practice. closer look intoathe
take closer
Solving look
problems
into
on the
a Coordinate
SolvingPlane
problems
in on a
classroom instruction of four of these teachers.
Quadrant 1

What This Lesson Might Look Like Using a Passive

Meet
MeetKadisha
Kadisha
Washington,
Washington,
a middle
a middle
Learning Approach:
grades
gradesmathematics
mathematics
teacher
teacher 1. A bellringer problem is on the board. Students write
Kadisha
Kadisha (pseudonyms
(pseudonyms have
have been
been used
used for
for all
allof
ofthe
the thethe
coordinates
coordinates of
of 3 points
pointsonona coordinate
a coordinate plane
plane
teachers and their schools) has been teaching
teachers and their schools) has been teaching fifth fifth grade
grade individually
individually and then the
and then the teacher
teachergoes
goesover
overthethe answer
answer
mathematics
mathematics for
forfive
fiveyears
yearsininananurban
urbanTitle 1 school
Title that
1 school thatwiththe
with the class.
class.
has 99% of its students on free or reduced lunch. The
has 99% of its students on free or reduced lunch. The 22.The
Theteacher
teacherintroduces soiving
introduces probiems
solving on on
problems thethe
school
school serves
servesprimarily
primarilyAfrican-American
African-Americanstudents with
students with coordinate
coordinate plane
planewith
witha aPowerpoint
Powerpointand
andhas
has students
students
99%
99% of
of the
the student
studentbody
bodyidentified
identifiedasasAfrican-American
African-American CQpy
copykey
keyvocabulary
vocabularyterms
termsand their
and definitions
their in in
definitions
and
and1%1%
identified as Caucasian
identified or multiracial.
as Caucasian or multiracial. their notebooks
their notebooks.

MiHHIp Çrhnnl Intimai

Middle School Journal May 2015

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3.
3. The
The teacher
teacherdemonstrates
demonstratessome problems
some and then
problems social social
and then activity as they as
activity rotated
theythrough
rotatedthe stationsthe
through in small
stations in small
has
has students
studentsdodoan
anexample
exampleproblem andand
problem then groups and
then worked
groups together
and workedon together
each of the
onactivities.
each of Inthe activities. In
the correct
explains the correct answer
answer to
to the
the class.
class. addition, she had them
addition, she engaged in physical
had them engaged activity using
in physical activity using
Students practice
4. Students practice 20
20 problems
problems of
of varying
varyinglevels of the
levelsof the interactive game on
interactive game on the
thePromethean
PrometheanBoard
Boardandand
in in
difficulty in their workbooks.
difficulty in their workbooks. two of the learning
two of station
the activities.
learning station Kadisha
activities. was able
Kadisha was to
able to

5. The teacher
teacher goes
goes over
over the
the answers
answers to
to the
the 20 engage
20problems
problemsenSaSeher
her students in an
students in an active
activelearning
learning approach
approach while
while
and
and gives
gives the
the students
studentsthetheopportunity
opportunity to to
askask leading
questions. themto
leading them
questions. tomastery
mastery of of
thethe coordinate
coordinate plane plane standard
standaid
she
she was
wascharged
chargedwith
with
teaching.
teaching.
This
This lesson
lessonplan
planisisananexample
exampleof of
a traditional,
a traditional,
passive
passive
approach
approach to
toinstruction.
instruction.The
The
students
students
areare
relying
relying
on on
the
the teacher
teacherasasthe
theauthority
authorityso so
areare
limited
limited
in their
in their
levellevel
Meet John Morales, a middle school
of
of intellectual
intellectualengagement.
engagement.Since
Since
they
they
take
take
notes
notes
and and language arts teacher
completethe
complete theworksheet
worksheet individually,
individually, theythey
are are
not not socially
sociallyJohn
Johnisisin
inhis
hissecond
secondyear
yearof
ofteaching
teachingeighth
eighthgrade
grade
active. Nor is there any physical activity built into the
active. Nor is there any physical activity built into thelanguage
language arts
arts at at a rural
a rural middle
middle school.
school. Southeastern
Southeastern
lesson for the
the students.
students. However,
However, this
this same
same topic
topic could
could Middle
Middle School
School is a is a Title
Title 1 school
1 school with
with 71% of 71% of the students
the students
be
be taught
taught using
using active
active learning
learning strategies
strategies as
as seen
seen in
in on
onfree
free ancj re(jucec[lunch.
and reduced lunch. The
The school
school is approximately
is approximately
Kadisha's classroom:
Kadisha s classroom: 50% African-American and 50% Caucasian,
50% African-American with with
and 50% Caucasian, justjust
a a
Taught this
How Kadisha Taught this Topic
Topic Using
Using Active
Active Learning:
Learning:few
fewstudents
students identified
identified as Hispanic.
as Hispanic. JohnJohn teaches
teaches four four
1. The
The whole
whole class
classplays
playsan
aninteractive
interactive game onon
game the periods of
periods
the of eighth
eighthgrade
gradelanguage arts
language perper
arts day day
and his
and his
Promethean
Promethean Board
Boardwith
withdifferent
differentstudents
studentstaking classes average around 25-30 students.
classes average around 25-30 students.
taking
coming to
turns coming to the
the board.
board. Rather
Rather than
thansimply Johnbelieves
simply John believes in
in using
usingactive learning
active to engage
learning his
to engage his
students. He has observed that students tend to become
plotting
plotting points,
points, the
thegame
gamequestions
questionsask students
ask studentsstudents. He has observed that students tend to become
to think
think logically
logicallysuch
suchas,
as,"Which
"Whichdirection
directionwill disengaged
disengaged when
will when assigned
assigned workbook
workbook pages,
pages, but become
but become
the point
point move
move ififI Imake
makethethex-coordinate
x-coordinatebigger?" more
bigger?" more engaged when active learning strategies are
engaged when active learning strategies are used.
used.
Physically, and
(Intellectually, Physically, and Socially
Socially Active) John also
Active) John also incorporates
incorporates multiple
multiple learning
learning approaches
approaches in in
his classroom. As a former communications
2. Vocabulary in math journals: students come up his classroom. As a former communications major, he major, he

with
with their
their own
ownstudent-friendly
student-friendlydefinitions based
definitions especially
on
based especiallyenjoys
on enjoysbringing
bringing technology intohis
technology into hislessons,
lessons.

explanations
explanationsfrom
fromthe
theteacher. (Intellectually
teacher. He
Active)
(Intellectually Heenjoys
Active) enJ°yscreativity
creativity and
and capitalizes onhis
capitalizes on hiscreative
creativeability
ability
„ „ , , , • ■ ,, to approach topics from a variety of methods including
to approach topics from a variety of methods including
3. Students
3. Studentsrotate
rotate through
through stations
stations in small
in small groups: . .
groups:
story-telling,
story-telling,videos
videosthat
that
hishis
students
students
starstar
in, videos
in, videos
Station
StationA.A.Students
Studentsplotplot
4 points on a coordinate
4 points grid,
on a coordinate grid,
that his thatcreate,
students his students create,
cooperative cooperative
learning, student learnin
connect
connectthe points
the and and
points say what geometric
say what figure
geometric isfigure
journals, is journals,
audio audio
books, and books,
authentic and authentic exper
experiences.
formed.
formed. What
Whatline
linesegments
segmentsareare
parallel?
parallel?
What
What
lineline
segments
segments are
areperpendicular?
perpendicular?etc.
etc.
(Intellectually
(Intellectually
and and Gerunds,
Verbals:
Verbals: Gerunds,Participles,
Participles,
andand
Infinitives
Infinitives
Socially
Socially Active)
Active)
What
What This
ThisLesson
LessonMight
MightLook
Look
Like
Like
Using
Using
a Passive
a Passive
Station
Station B.B.Students
Studentswork
work together
togetherto to
solve
solve
wordword
problems
problems
Learning
LearningApproach:
Approach:
on
on aa worksheet.
worksheet.(Intellectually
(Intellectually
andand
Socially
Socially
Active)
Active)
... „ , . . , r . . . 1. The teacher introduces new vocabulary
1. The teacher introduces new terms.
vocabulary terms.
Station
Station C. Students
C. Students
explain a explain
path from athe path
school
from
to the school to
the
the towntown
library,library,
using points using points
on a coordinate 2. The
plane. onteacher displays example plane.
a coordinate sentences and asks
teacher displa
They
They can can
move move
magnets magnets around
around on a giant students to identify different terms,
on a giant coordinate students to
coordinate (i.e., "What is the
identif
plane
plane withwith
picturespictures of town
of town buildings gerund in thissuperimposed
buildings
superimposed sentence?") Sel und tn 'his
onthe
on the coordinate
coordinate 3.
plane. (Intellectually,
plane. (Intellectually, The
Socially, and students
Socially, and 3. The 20-25
complete a worksheet with students com
Physically
Physically Active)
Active) sentences and identify vocabulary
sentences terms
and identify within
vocabulary the within the
terms
sentences.
Station!).
Station D. Interactive
Interactivegame on the
game onPromethean board board
the Promethean
(Intellectually,
(Intellectually, Socially,
Socially, and Physically
and Physically Active) 4. The teacher
Active) 4-goes
Theover the answers
teacher to the
goes over theworkshee
answer
with the whole class.
Kadisha
Kadishahad
hadthethe
students
students
engaged
engaged
intellectually
intellectually
The students are assi;
throughout
throughout every
every activity.
activity. Shethem
She also had had 5.them
alsoengaged in engagedassigned a page
in 5' The in the "grammar
students are assigned a pa
book" for homework.

\a/\a/\a/ amlp nrn

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This
This lesson
lesson plan
planisisyet
yetanother
anotherexample
exampleofof
a traditional, very
a traditional, different
very middlemiddle
different schools.schools.
She lovesShe
science andscience and
loves
passive
passive approach
approachtotoinstruction. The
instruction. students
The are are
students relying endeavors
endeavors
relying to to instill
instill thatlove
that loveof
ofscience
science to
to her
her students.
students.
on the
the teacher
teacher asas the
theauthority
authoritysosoare
arelimited
limited inin
their
theirlevel Elizabeth
Elizabeth
level admits
admits that
that it it
is ismore
moredifficult
difficult to
to do
do active
active

of intellectual
intellectual engagement.
engagement.SinceSincethey
theytaketakenotes
notesand
andlearning now than
learning now years ago because
than years the curriculum
ago because the curriculum
complete
complete the
the worksheet
worksheetindividually,
individually,they
they areare
not socially
not guides
sociallyguidesand benchmark
and benchmarktesting schedules
testing are so rigid,
schedules are so rigid,
active.
active. Nor
Norisisthere
thereany
anyphysical
physicalactivity built
activity intointo
built the the
lesson butshe
but
lesson sheisisstill
stillcommitted
committed to
to it
it because
because she
she believes
believes it
it

for
for the
thestudents.
students. However, thisthis
However, same topictopic
same couldcould
be taught is absolutely
is absolutely
be taught criticalcritical forlevel
for middle middle leveltostudents
students learn, to learn.
using
usingactive
activelearning strategies
learning as seen
strategies in John's
as seen classroom:
in John's She She works
works
classroom: hardhard to obtain
to obtain the the materials
materials and and activities
activities to to
engage
engageher
her
students
students
in meaningful,
in meaningful,
hands-onhands-on
projects projects
How
HowJohn
JohnTaught
Taught
thethe
Topic
Topic
Using
Using
ActiveActive
Learning:
Learning:
because
becauseshe
she
"wants
"wants
themthem
involved
involved
in theirin
learning."
their learning."
1. John
1. Johnintroduced
introduced vocabulary
vocabulary terms
terms using
using a Powerpoint.
a Powerpoint. Elizabeth believes,
Elizabeth "if they're
believes, engagedengaged
"if they're in a lab, in
that's the that's the
a lab,
2. John
2. John displayed
displayedsentences
sentences on on
thethe board,
board, related
related to theto only
theonly
way way
to seetothat
see science conceptconcept
that science come to come
life." to life."
vocabulary terms. The students give their answers by Elizabeth
vocabulary terms. The students give their answers by is also is
Elizabeth committed to using to
also committed multiple
using learning
multiple learning
holding
holding up
up fingers,
fingers,(i.e.,
(i.e.,hold
holdoneone finger
finger up up
if it
if is
it aisapproaches in herin
a approaches classroom. In any given
her classroom. lesson
In any you lesson
given may you may
gerund and two
two fingers
fingers up up if
if it
it is
is an
an infinitive).
infinitive). see theseefollowing: labs, lectures,
the following: worksheets,
labs, lectures, note-taking,
worksheets, note-taking,
3. Using
Using aa multimedia
multimediapresentation
presentationwith videos
with andand
videos workbooks,
workbooks, games, games, videos, activities,
videos, inquiry inquiry activities,
projects, projects,
pictures of the students, each accompanied
accompanied with reading from the textbook,
with reading from the textbook, etc etc.
aa sentence
sentence(i.e.,
(i.e.,
"The
"The
sleeping
sleeping
boy was
boysuddenly
was suddenly
awakened
awakened by
by this
thisteacher."):
teacher."):Students had
Students to to
had identify Dichotomous
DichotOITlOUS
identify KeysKeys
verbals
verbalsinineach
each
example,
example,
individually
individually
in their
in their
How
HowElizabeth
ElizabethTaught
Taught
the Topic
the Topic
Using Active
UsingLearning:
Active Learning:
notebooks.
notebooks.(Intellectually
(Intellectually
Active)
Active)
1.
1. Elizabeth
Elizabethasked
asked
the students
the students
questions
questions
about theabout the
4.
4. The
Theclass
classdiscussed
discussedthe the
answers.
answers.
John John
asked students
asked students
to to
Order
Orderofof Classification
Classification
that they
thatlearned
they learned
yesterday.yesterday.
changesentences
change sentences as called
as he he called on them.
on them. For example,
For example,
They
Theyreferred
referred to the
to foldables
the foldables
they made
theyin made
class for
in class for
asking
askinga astudent
studentto to
change
change
one sentence
one sentence
from passive
from passive
the answers.
voice
voiceto
toactive
activevoice.
voice.
(Intellectually
(Intellectually
Active)
Active)
2. Elizabeth had the students get out a sheet of paper and
5.
5. The
Thestudents
studentswork
work
in small
in small
groups
groups
to create
to create
their own
their own
write the Order of Classification.
video
videowith
withsentences
sentences
using
using
verbals.
verbals.
(Intellectually,
(Intellectually,
Sociallyand
Socially, andPhysically
Physically Active)
Active) 3. Elizabeth
3- Elizabeth explained explained
what what a dichotomous
a dichotomous key is bykey is by
calling four students up to the front, two boys and
fohn
John had
had the the students
students engaged
engaged in inactivity
intellectual intellectual activity ^ TI , ,. ., , , ,
•' ° b ' two girls. 1 he class dividedtwo themgirls. The
upclass
bydivided
characteristics
them up by characteristics
throughout
throughout the lesson.
the lesson. He also hadHe also
them had in
engaged them eneaeed in ■ , , . ■ , , , , ■ , ,
° & & (i.e., girls/not girls, pierced (i.e., girls/not
ears/notgirls, pierced
pierced ears/not
ears)pierced ears)
social and physical activity in the group project where
social and physical activity in the group
(Intellectually and project where (Intellectu
Physically Active)
the
the students
students
created their
created
own videos.
their
John wasownable to
videos. John was able to
4. The
The students
studentscompleted
completeda aworksheet
worksheet with
withpictures
pictures
engage
engage his students
his students
in an active learning
in an approach
active whilelearning approach while
of crazy
crazy monsters
monstersandandfilled
filledout
out
the
thecorresponding
corresponding
leading
leading them tothem
masterytoof the
mastery
standard about
of verbals
the standard about verbals
dichotomous
dichotomous key.key.The
Theclass
classdiscussed
discussed
thethe
answers.
answers.
that
that he was
heresponsible
was responsible
for teaching. for teaching.
5. The
The students
studentsworked
workedininpartners
partners and
andeach
each
group
group
was
was given
given aa baggie
baggieof
ofshells.
shells.They
Theyhad
had
toto
create
create
their
their
Meet Elizabeth Butler, a middle own
own dichotomous
dichotomouskey
keyfor
forthe
theshells
shells
inin
the
the
bag.
bag.
As As
school science teacher they
they finished
finishedtheir
theirkeys,
keys,they
theyraised
raised
their
their
hands
hands
andand
Elizabeth checked behind them. The dichotomous
Elizabethteaches
Elizabeth teaches seventh
seventh gradegrade science
science at Reynolds Elizabeth checked behind them. The dichoto
at Reynolds
Middle School,
Middle School,a asuburban
suburban school
school thatthat serves
serves keys keys
mostly
mostly were wete
turned in at the
turned end
in at of end
the class.
of(Intellectually,
class. (Intellec
middle and
middle andupper
upper class
class students,
students, with
with onlyonly
10% 10% Socially, and Physically
of the Socially,
of the Active)
and Physically Active)
student
studentbody
bodyononfree
freeoror
reduced lunch.
reduced The The
lunch. school is
school is Elizabeth
Elizabeth had the students
had the students engaged
engaged in in intellectu
intellectual, social,
predominately white (73% of students) with the
predominately white (73% of students) with theand other
other and physical
physical activity activity
by havingbythe
having the students
students wor
work through
27%
27% of
of varied
variedethnicities
ethnicities(African-American,
(African-American,Asian,
Asian, actual examples
actual examples ofwith
of shells shells with
each eachShe
other. other. She co
continually
Hispanic,
Hispanic, Native
Native American,
American, and
and multi-racial).
multi-racial).Elizabeth
Elizabeth pushed
pushed them in them in intellectual
intellectual activity throughout
activity throughout the
is
is in
in her
her25th
25thyear
yearofof
teaching andand
teaching has has
taught at three
taught at three
lesson by iesson
using by using anapproach.
an inquiry inquiry approach. In many
In many cases she c

30 Middle
30 Middlp School
SchoolJournal
lournal May
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scaffolded
scaffolded students with with
students questions rather than
questions just giving
rather than 3.3.The
justThe studentsread
students
giving read aa section
section in
in the
the textbook.
textbook,
explanations.
explanations. ForFor example,
example, while working
while working on4.the
on the shell The4.shell
students answer answer
The students questions at the end
questions atof theend
the section.
of the section.
activity
activity a pair
a pair
of students
of students
got stuckgot
and stuck
wanted and
Elizabeth
wanted Elizabeth
As
Aswithwiththe
theother
other
passive
passive
examples
examples
given earlier,
given this
earlier, this
to
totell
tellthem
themthe next
the step.
nextOne step.
of the
One students
of the
asked,
students asked,
same
sametopic
topiccould
could
be taught
be taught
using active
usinglearning
active learning
"How
"How areare
we we
supposed
supposed
to split to
these
split
up next?"
theseInstead
up next?" Instead
strategies
strategies as seen
as seen
in Kristen's
in Kristen's
classroom:
classroom:
of
ofjust
just
giving
giving
the students
the students
an idea ofanhowidea
to proceed,
of how to proceed,
Elizabeth
Elizabeth responded
responded by saying,
by saying, I hat is "That is what
what you you
are How areKristen
Kristen
How Taught the Topicthe
Taught Using Active
Topic Learning:
Using Active Learning:
supposedto
supposed totell
tell me.
me. You
You putput
themthem
into into groups
groups bv shape t -ru 1 1 j • u > u
by shape
rr f s f 1 r 1 1 he class played a quiz 1. Thebowl game
class played using
a quiz bowl buzzers.
game using buzzers.
already,
already, whatwhat are other
are other characteristics
characteristics of shells?" After
of shells?" After
Everyone
Everyone rotated
rotated
through through
two teams two
of five
teams
facing of five f
some
some encouragement,
encouragement, the studentsthe students
determined they determined they , ,.rr
° 7 each other (lor each round each of
otherthe
(for game
each rounda different
of the game a different
couldseparate
could separate themthem by color.
by color. Elizabeth
Elizabeth was able was
toset able to . fln , , ,... , , T/ ■ , ,
1 7 set of 10 students are at the ofbuzzers).
10 students are at the buzzers).
Kristen asked Kristen asked
engage her students in an active learning
engage her students in an active learning approach while approach while ... , , . , , , ,
& b & rr questions found at the understand, questions found at apply, and analyze
the understand, apply, and analyze
stayinginin
staying line
line with
with the the district
district curriculum
curriculum pacing guide , , rDn , T , ,, , ,
pacing guide
7 " t & & levels of Bloom s laxonomy levels and called
of Bloom's on the
Taxonomy and student
called on the student
that
that she
she is is to
required required
follow. to follow. , , , • c ^ r7 • t ,, • ,
1 who buzzed in first. Kristen who buzzed
continually
in first. Kristen
required
continually required
students
studentsto explain
to their
explain
answers
their
and asked
answers
additional and a
Meet
Meet Kristen Miller, a middle
Kristen school a middle
Miller, school
probing questions probing
of the class question
regarding the topics.
social studies teacher For example, at oneFor
point in the
example, game
at one point she required
in the game she required
the class
class to
to expand
expand on
on aa student's
student's definition
definitionof
ofthe
the
Kristen
Kristen is
is in
in her
her9th
9thyear
yearof
ofteaching
teaching social
social
studies
studies
and
and
term
term "campaign."
"campaign."She
Sheasked
askedififother
otherstudents
students
could
could
is currently
currently teaching
teachingeighth
eighthgrade
gradeatat
a asuburban
suburban middle
middle
incorporate
incorporate the
the word
word"battle"
"battle"into
intothe
the
definition.
definition.
school. Grifton Middle School is located close to an
She
She stated
stated to
to the
theclass,
class,"This
"Thisisiswhere
where I need
I need you
youto to
army base and therefore serves a transient population
think.
think. You
You all
all are
aresmart
smartandandyou
youcan
canrattle
rattle
offoff
answers.
answers.
of students (46% white, 34% black, 4% multiracial, and
But
But II need
need you
you totomake
makeconnections.
connections. This
This
is is
where
where
2% Asian). With 52% of the student body receiving free
you
you will
will go
go to
to the
thenext
nextlevel
levelofofsmartness."
smartness." Katherine
Katherine
or reduced lunch, the school qualifies as a Title 1 school.
constantly encourages
constantly encouragesthe thestudents
studentsasas she
she pushes
pushes them
them
Kristen teaches four periods of eighth grade social
to be
be intellectually
intellectuallyactive.
active.(Intellectually,
(Intellectually,Socially,
Socially,
andand
studies per day to large, heterogeneous classes of more
Physically
Physically Active)
Active)
than 30 students.
T/ • . vi- , 1 ,1 .■ 1 ■ , , 2. The game was interrupted
2. The game was from time tofrom
interrupted timetime
withto two
time with two
Kristen
Kristen believes
believes strongly
strongly that
that it is her job it
to is herjob to keep & "
keep
, . , ,■ t-i.- i • j activities: Heads Down Quick Poll (a self-assessment
activities: Heads Down Quick Poll (a self-assessment
her
her students
students engagedengaged
in purposeful,
111active
purposeful,
learning and active learning and v
„ • v • v- v. . • ,■ , , u , 11 strategy) and repeating the
strategy) correct
and answer
repeating threeanswer
the correct times,three times.
maintains
maintains high
high
expectations
expectations
for hertor
students
her students
as she tellsas she tells &7 " &
them,
them, "I "I
willwill not you
not give givean you anthat
activity activity that
will waste 3. Students
will
your waste worked with
your '9>' partners worked
Students on projects where
with they
partners on pr
created newsletters with articles and illustrations.
time,
time, but
but you've
you've got togot
give to
me give me 120%
120% while you're while you're in here." created newsletteis with articles a
in here."
Kristen
Kristen uses
uses a variety
a variety of instructional
of instructional (Intellectually
approaches inapproaches in and(Intellectually
Socially Active) and Socially Active)
herclassroom.
her classroom. She believes,
She believes, "It's our "It's
job toour job
ensure 4. ensure
to
that Homework Brag
that 4.sheet: List of topics
Homework Brag that students
sheet: Listmust
of topics
they
they understand
understand the concepts
the concepts that
that they are they are
supposed sit down with parents
supposed sit downand explain
with what they know
parents and explain wh
tolearn
to learn in class,
in our our and
class, and not learns
not everybody everybody
the learns
about each.the about
Kristen also each. Kristen
sent answer sheetsalso sent answer
for parents
sameway."
same way."
She She
uses auses a variety
variety of pedagogical
of pedagogical techniques so they could sign off that their student knew the
techniques so they could sign off that their stud
including,
including, Powerpoint,
Powerpoint, games,projects,
games, repetition, repetition, projects,
material. material.
(Intellectually (Intellectually
and Socially Active) and Sociall
hands-on
hands-on activities, whole whole
activities, group discussions, small group
group discussions, small
Kristen had group Rdsten
the students had in
engaged the students
intellectual engaged in i
activity
discussions, thinking maps, videos, etc.
discussions, thinking maps, videos, throughout etc. throughout the
the lesson. For lesson.
example, For
she did notexample,
have the she
students
students play
play
a game
a game
just just
to have
to fun.
haveShe
fun.
ensured
She ensured
that that
Key
KeyIssues that that
Issues Led toLed
the Civil War Civil War
to the the students
the students were
were engaged engaged
in higher in higher
level thinking by leve
the
thequestions
questions that
that
she she
asked.
asked.
She also
Shehad
also
them
had engaged
them engaged
What
WhatThisThis
Lesson
Lesson
Might
Might
Look Like
Look Using
Likea Using
Passive a Passive
in
in social
socialactivity
activity
as they
as they
worked
worked
on their
011projects
their and
projects
as and a
Learning
Learning Approach:
Approach:
they
theyexplained
explained what
what
theythey
had learned
had learned
to theirtoparents.
their parents.
1.
1. Teacher
Teacherlectures
lectures
using
using
a Powerpoint.
a Powerpoint.
In
In addition,
addition, sheshe
hadhad
themthem
engaged
engaged
in physical
in physical
activity activity
2. The students take guided notes.
2. The students take guided notes. during
during the game the game
at the a, of
beginning (he beginning
class. Kristen of cla

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was
wasable
abletoto
engage
engage herher
students in an in
students active
an learning we must
active learning help them
we must help develop the intellectual
them develop tools and tools and
the intellectual
approach
approach while
whileleading themthem
leading to mastery of the standard
to mastery of theproblem-solving skills skills
problem-solving
standard necessary to practice
necessary to doing
practice doing
about
aboutthe
the Civil
CivilWar thatthat
War she isshe
required to teach.
is required tosomething with whatwith
teach. something they what
are learning (Michael,
they are 2006).
learning (Michael, 2006).
Students
Students learn
learn
by becoming
by becoming
involved
involved
(Astin, 1985).
(Astin, 1985).
Conclusion
Conclusion When we involve students inwelearning
When activities
involve students that
in learning activities that
require
requirethem
them toto be be
intellectually,
intellectually,
socially,
socially,
and physically
and physicall
Young
Young adolescents
adolescents learn through
learn through a variety of aapproaches,
variety of approaches, , , ... . , .
° ° ' 11 engaged, they will retainengaged, the content we want
they will retain them
the content to them to
we want
and
and allall of those
of those approaches
approaches have merit. have merit. While this , . , . , . . ... . ^ ,.
While this
' ' remember better. Activeremember learning is more
better. likely is
Active learning tomore
achieve
likely to achieve
article
article does
does not not suggest
suggest thatlearning
that passive passive learning approaches ,, , , . ... ... ,
approaches
oa r o rr meaningful learning, meaningful
which learning,
will empowerwhich will
students
empower students
shouldbe
should becompletely
completely eliminated
eliminated fromfrom middle
middle grades . , , . .... .
grades
r ; ° throughout their lifetimes.
throughout their lifetimes.
classrooms,
classrooms, it does suggest
it that
does theysuggest
should not be that they should not be
relied
reliedon as frequently
on as frequently
as they are in many classrooms.
as they are in many classrooms.
References
Young
Youngadolescents
adolescents
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need
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socially engaging
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three ofDewey,
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will
will notnot
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only a better
create learning
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learning
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Edwards, S. environment andin Edwards,
(in press, 2015) Active learning the middle grades S. (in
classroom: Overcoming the barriers to implementation. Middle
different
different learning
learning opportunitiesopportunities for students, but it will classroom: Ov
for students, but it will
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Grades Research Journal, 10( Journal,
Research 1). 10(1).
also
also bring more excitement
bring and enthusiasm and
more excitement into any
enthusiasm into
Edwards, S. (2014). Getting themany Edwards,
to talk: A S. (2014). G
guide to leading discussions
middle grades
middle grades classroom.
classroom. in middle grades classrooms. Westerville,
in middle OH:Westerville,
grades classrooms. Association for
OH: Association for
Middle Level Education.
All of the teachers highlighted in
in this
this article
article were
were able
able
. , , , , ... c . u- Edwards, S., Kemp, A., Edwards,& Page, S.,
C. Kemp,
(2014).
A.,The middle
8c Page, school
C. (2014). The middle school
tomeet
to meet the the standards
standards that they that they are
are responsible for responsible
teaching. tor teaching. , ? , , , ,
' r ° philosophy: Do we practice
philosophy:
what Do
wewe
preach
practice
orwhat
do we
we preach
preach or do we preach
In
Insome
somecases thesethese
cases were Common Core Standards,
were Common Coreand insomething dif
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Current Issues in Current Iss
Middle Level Education,
some
some cases
cases these these were
were state stateThrough
standards. selecting79(1),
standards. Through13-19.
selecting 79(1), 13-19.
Michael, J. (2006). Where's the evidence that active learning works?
purposeful
purposeful active learning
active strategies,
learning they were able
strategies, they to were
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Advances
Advances in in
Physiology Education,
Physiology 30, 159-167.
Education, doi: 10.1152/
30, 159-167. doi: 10.11
students
students achieve
achieve the standards,
the required required standards,
while at the same while at the same advan.00053.2006
advan.00053.2006

time incorporating active learning. Nesin, G. (2012). Active

Nesin, Learning. This we
G. (2012). Active believe
Learning. in we
This action.
believe in action:
Implementing successful middle level schools (pp. 17-27). Westerville,
John
JohnDewey
Deweydescribes
describes
learning
learning
as "something
as "something
an Implementing
an OH: successful middle level schools (pp. 17-27). Westerville,
Association for Middle Level Education.
individual
individual does
does when
whenhe
hestudies.
studies.ItIt
is is
anan
active,
active,
personally
personally
National Middle School Association. (2010). This we believe: Keys to
conducted
conducted affair"
affair"(1924,
(1924,p.p.390).
390).There
Thereis is
a difference
a difference educating
educating youngyoung adolescents.
adolescents. Westerville,
Westerville, OH: Author.OH: Author.
between
between learning
learningfacts
factsand
andlearning
learningtoto
dodo something Petress,
something K. (2008).
Petress, What isWhat
K. (2008). meant is
bymeant
active learning?
by activeEducation,
learning? Edu
128(4), 566-569.
withthose
with those facts.
facts. If weIf we expect
expect students students to
to apply the apply the 128(A), 566-569.
knowledge
knowledge they
theyare
arelearning
learningininour
ourclassrooms,
classrooms,
then
then

Susan
SusanEdwards
Edwards
is an
is assistant
an assistant
professor
professor
in the Department
in the Department
of Teacher Education
of Teacher
at Georgia
Education
Regents
at Georgia
UniversityRegents
in Augusta,
University
Georgia. in Augusta, Georgia.
E-mail:
E-mail:sedwar12@gru.edu
sedwar12@gru.edu

32 Middle
MiddleSchool Journal
School Mav2015
Journal May 2015

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