Students memorize routine knowledge, both academically and socially, but nothing is yet routine enough to free up space for more rigorous concepts. In the elementary years, for instance, the brain is occupied making connections between memories and what is being learned now. I would argue that each stage is developmentally appropriate for that age group’s brain.
Why the Shift?įrom kindergarten to elementary school, elementary to middle school, and then to high school: One might ask why the K–12 system needs these shifts at all. Yet while it’s vital to raise expectations, we must still employ engaging strategies that lure learners to the content. For instance, sometimes middle school teachers, in the name of increasing rigor, focus all our attention on content and academics. Yet in many times, we as middle school teachers lose sight of how difficult it can be, and if we aren’t sensitive to this jarring shift, some kids are lost by the wayside. They’re changing for PE and wearing deodorant, and stressing about their first school dance, all while trying to figure out how to do well in your class. It’s a tough chapter. They’re hustling across campus between classes.
Another significant change? Students go from a single teacher to learning the expectations of multiple teachers for the first time.
