The ABCs of Middle Level Education

22 Mar 2017

Courageous Construction in the Middle Grades!

Courageous Construction in the Middle Grades!

By: Dru Tomlin

Put your hard hats on and grab your tool belts, people. It's time to discuss construction in the critical middle grades. As a middle school and high school teacher, I always believed that learning happens as a constructionist endeavor—because it brings together individual mindsets, experiences, and prior knowledge and marries them into a collective understanding about something. To be 110% clear, it's not about creating a mental melting pot that melds everyone's thinking together and dissolves the individual perspective; rather, it's about creating a learning community that builds something together.

The same is true, in fact, for school administration. I always believed that sustained school growth happens when we collaboratively construct a common vision and speak with a common language about what we want to build on the bright landscape ahead. That doesn't mean that we erase or marginalize staff members who have a divergent point of view; rather, we celebrate and honor those differences as we construct. And it sounds messy and complicated. But really, the magic of educational construction in the middle grades should follow a simple formula: YBYS + IBMS=WLMST [You Bring Your Stuff and I'll Bring My Stuff and We'll Learn More Stuff Together]. Clearly, educational construction isn't as simple as bricks and mortar and blueprints, but there are similarities that are worth exploring. So if teaching and learning were like construction, what questions would we ask and what actions would we take to build something great for the students, teachers, and families we serve?

1. What do we want to build and why?

Action: Explore internal and external educational blueprints and then courageously construct. Use internal blueprints (i.e., school, team, and grade visions; our students and their learning styles and interests; our own interests, vision, and philosophy about teaching and learning) and external blueprints (i.e., content area standards, community norms, and district and state vision and expectations).

2. What resources and tools will we need to build?
Action: Determine and request a stock of educational resources and then courageously construct. Use on-site materials (i.e., books, computers, teammates), off-site materials (i.e., primary source documents, websites, community members), and intra-site materials (i.e., time and emotional and mental currency).

3. Where do we want to build?
Action: Explore the potential internal and external learning environments and then courageously construct. Use internal spaces (i.e., classroom area, hallways, large rooms like the library, connected rooms, cafeteria), external spaces (i.e., outside, bus dock, outdoor playgrounds, community spaces, field trips), and intra-spaces (i.e., reflective space for mental and emotional journeys)

4. What's our building timeline?
Action: Figure out when this can happen and then courageously construct. Use internal chronographs (i.e., professional, classroom, team, grade level, and school calendars and the bell schedule), external chronographs (i.e., testing and district calendars and student and family calendars), intra-chronographs (i.e., personal and emotional calendars)

5. How will we involve everyone in the building process?
Action: Determine the interests, strengths, and challenges of all stakeholders, find roles for the work, and then courageously construct. Give interest and learning inventories to all stakeholders and use that information to decide on the individual roles and teams/groups needed for the work ahead, collaborate with teachers of all students to ensure that accommodations to the work are carefully planned, and inform families and community members and give them specific ways/times that they can be involved.

6. How will we know that we've successfully built something?
Action: Figure out the best ways to measure what's been built and then courageously construct. With all stakeholders, collaboratively construct a rubric that assesses the different elements of the work (i.e., interests and standards covered, social-emotional and behavioral learning elements examined, college and career readiness aptitudes/skills developed) and use that rubric throughout the work to determine progress, process, remediations, and celebrations.

So one last action step to drive it home: deconstruction. As critical participants in the craft of educational construction, we need to deconstruct and inspect foundations, especially as we approach new lists and charts, new experiences, new schools, and (even as this year begins to close) new school years on the horizon. With the construction of a house, if the foundation is cracked, misaligned or sinking, it doesn't matter how well we build the house itself. It's going to fall and fail. Similarly in the world of education, if the foundation upon which we construct teaching and learning isn't both flexible and resilient, that edu-home will falter, too. Therefore, before we practice educational construction, we should ask the hard questions that inspect and deconstruct the foundation of it all.

So as an educational construction-ist in the critical middle grades, what tough, inspired questions are you asking to deconstruct and courageously construct with your teachers, students, families, and community members?

 

2 comments on article "Courageous Construction in the Middle Grades!"

Maybe I am merely overlooking something, but when the phrase "courageously construct" what is exactly meant by that?

—Jonathan
3/28/2017 7:18 PM

The most important part of building here is making sure that everyone is involved. As a teacher, that is crucial.

—Abbey
4/30/2017 11:49 AM

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