IRPs and the Middle School Student

Today’s middle school English Language Arts (ELA) students are a diverse group of learners.  At an age range of 11-14, middle school students are undergoing various emotional and physical developmental changes (read turmoil).  They struggle as they strive for independence yet, know at times they still need the direction and guidance of adults.  Consumed by social interactions and raging hormones, they are preoccupied with their peer groups. Despite these distractions, middle school students do learn.  How do they learn?  According to the text In the Middle by Nancie Atwell, they learn when autonomy is part of their learning.  When given this autonomy they will choose ideas or topics that are relevant to them.  She states that social relationships are at the forefront of the middle school students’ being, and thus they demand a social context for learning.  I agree.  I also agree that they benefit from working cooperatively within heterogeneous class mixtures, where higher students can act as a scaffold for lower students, and lower students can help higher students to solidify their subject knowledge.  I believe that when we respect the needs, and identify with the middle school learner we set the stage for a successful learning experience. 

The B.C. Ministry of Education oversees the learning of students through the implementation of the English Language Arts Integrated Resource Package (IRP).  As a new teacher, the IRP will be my guide to teaching the middle school learner.  To have a suggested timeline, assessment ideas, and prescribed learning outcomes (PLOs) laid out will help me immensely in planning the year, and staying on course. I admire that the IRP is not overly prescriptive, and will allow for the development of creative, and autonomous thought by students.  As long as the speaking, listening, reading, viewing, writing, and representing requirements are satisfied, the students are free to choose their inspiration from a variety of media that are relevant to them both individually, and to the course.  I view the PLOs as flexible, not in content but in delivery, thus allowing autonomy for myself as well.  They clearly state that the curriculum organizers “are not intended to suggest a sequence of instruction or a linear approach to course delivery”.  Importantly they direct me to address the varying needs of students, and the diversity within the classroom.  This inclusive structure will allow me to adapt the PLOs so that all students will have a positive learning experience.

I believe that the English Language Arts IRP supports the needs of middle school students and the teacher.  The IRP acknowledges middle school students’ dynamic reality and will allow for me, the teacher, to facilitate their learning in a relevant and therefore meaningful way.