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Middle School Instructional Practices: What Works?

Middle School Instructional Practices: What Works?

Cherie B. Gaines
Copyright: © 2021 |Pages: 24
ISBN13: 9781799870579|ISBN10: 179987057X|ISBN13 Softcover: 9781799870661|EISBN13: 9781799870678
DOI: 10.4018/978-1-7998-7057-9.ch001
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MLA

Gaines, Cherie B. "Middle School Instructional Practices: What Works?." Promoting Positive Learning Experiences in Middle School Education, edited by Cherie Barnett Gaines and Kristy M. Hutson, IGI Global, 2021, pp. 1-24. https://doi.org/10.4018/978-1-7998-7057-9.ch001

APA

Gaines, C. B. (2021). Middle School Instructional Practices: What Works?. In C. Gaines & K. Hutson (Eds.), Promoting Positive Learning Experiences in Middle School Education (pp. 1-24). IGI Global. https://doi.org/10.4018/978-1-7998-7057-9.ch001

Chicago

Gaines, Cherie B. "Middle School Instructional Practices: What Works?." In Promoting Positive Learning Experiences in Middle School Education, edited by Cherie Barnett Gaines and Kristy M. Hutson, 1-24. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-7057-9.ch001

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Abstract

As middle school students, typically aged 10-14, begin to navigate a new world after elementary school, not only does their environment change but so do their specific learning needs. When defining the middle school philosophy, it is important to recognize the need for higher order thinking skills. To meet this need and to utilize developmentally responsive instructional strategies, middle school teachers face the daily challenge of designing learning experiences for the classroom. In this chapter, the author discusses a study investigating middle school teachers' espoused beliefs about appropriate instructional strategies and the actual strategies used in their schools. Characteristics of developmentally responsive instructional strategies, including blended learning, are also described.

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