Rethinking Middle Level Curriculum

According to Scales (1996), early adolescence is characterized by seven key developmental needs. First, they require positive social interaction with adults and peers. However, structure and clear limits should be maintained. Next, young adolescents require physical activity. Their bodies are undergoing radical changes and many of them simply cannot "sit still". Next, young adolescents have a need for creative expression. Another fundamental need is to feel competence and achievement. Scales (1996) further suggests that young adolescents require meaningful participation in families, school. Finally, young adolescents need to be involved in communities and be provided opportunities for self-definition.

The National Middle School Association (2002) asserts that middle schools address young adolescents' developmental needs on a variety of levels. More than anything, middle school organization is designed to promote positive interactions amongst students and between students and staff. "Interdisciplinary team organization fosters feelings of belonging to a group of 100-140 fellow students, while advisory groups allow time and a small group for discussion of issues" (NMSA, 2002, http://www.nmsa.org/research/resumm5.htm)

Young adolescents undergo a myriad of biological changes, many of them associated with the onset of puberty. Growth, development of primary and secondary sex characteristics and increased libido generally take place between ages 10 and 15. Furthermore, sexual maturation can happen up to 18 months earlier for girls than boys (Eccles & Wigfield, 1997). These changes pose serious challenges for both middle school students, many of whom are facing school transitions (from elementary to middle or junior high) at the same time that their bodies are changing dramatically. Eccles & Wigfield (1997) further suggest that students who must cope with several stressful changes may be at risk things like lowered self-esteem and early sexual activity.

Though there is some controversy regarding adolescents' ability to use advanced thinking skills, there appears to be general consensus that abstract, hypothetical, critical and metacognitive thinking skills really begin to emerge in early adolescence (Scales, 1996; Eccles & Wigfield, 1997). This does not necessarily make young adolescents better learners. Rather, these changes speak to the absolute importance of explicitly teaching students to recognize how they think and learn.

Young adolescent development is characterized by dramatic changes in relationships. Family relations become less important that peer-related activities. Young adolescents tend to display an increased desire for autonomy, heightened self-focus and self-consciousness and struggle with identity issues (Eccles & Wigfield, 1997; Lipka, 1997). With this dramatic change in focus, several authors (Beane, 1997; Scales, 1996; Lipka, 1997) propose that middle school philosophy becomes extremely important to keeping young adolescents connected to school. Lipka (1997) argues that ecological approaches such as cooperative learning, service learning and advisory programs help establish links between young adolescents and their community. Moreover, Lipka advocates the use of curriculum integration because "...the curriculum is centered on helping young adolescents search for self and social meaning in their lives" (p. 35).

The adolescent brain undergoes a period of rapid development, just before the onset of puberty. This growth spurt is most predominant in the prefrontal cortex, hippocampus and amygdala. The prefrontal cortex, in particular, is the area of the brain in charge of controlling planning, working memory, organization and mood (Wilson & Horch, 2002). A such, learning activities which require sensorimotor engagement can be of particular value for young adolescents. Additionally, students can be engaged by encouraging students to ask questions that interest them and arise out of essential questions - the "big ideas" behind the unit.

I propose that this is one of the most compelling pieces of evidence for my belief in the importance of depth, not breadth. Brain research, curriculum integration and backward design ALL suggest that students must be actively engaged in thinking and rethinking about complex (essential) questions.