Regarding Pedagogy, a teacher should always plan her sessions keeping in mind the maxims of teaching such as proceeding from Simple to complex, from known to unknown, particular to general, concrete to abstract, analysis to synthesis, empirical to rational, psychological to logical etc.

While doing so, it may be worthwhile to always awaken their previous knowledge and enable them to construct their own knowledge, by adopting the constructivist approach. You may also like to understand the concepts of Assimilation and Accommodation, which are related to understanding of new concepts.

One more way of imparting meaningful learning would be to identify their learning styles and try and incorporate activities in your session in such a way  that all the students will have something to gain! I have worked on the theory of Multiple Intelligences (MI) and MI based teaching does wonders. You can certainly try that!! :-) Best wishes Mr. Tony Dowden.

Tony, I applaud your recognition of the importance of addressing the social-emotional needs of students through the curriculum.

 I have found that incorporating social emotional learning (SEL) in the social studies and humanities curriculum helps to support students as they develop.  I there are a great deal of resources available to support this approach.   Personally, I am a fan of Facing History and Ourselves.  They provide a wealth of resources, lessons, and professional develop that carry positive SEL lessons with them (they may have an office close to you).

Incorporating an advisory class into your curriculum can also facilitate the development of relationships to increase student resiliency.

CASEL provides a wealth of information on improving student achievement through SEL,  A meta-analysis suggested that SEL can improve student achievement by 11 points (Durlak, Wiessberg, Dymnicki, & Schellinger, 2011).  

Best of Luck.

http://www.casel.org/

https://www.facinghistory.org/

Article The Impact of Enhancing Students’ Social and Emotional Learn...

While I am sure any number of us can make a noteworthy contribution to this particular question nonetheless the first answer must be: how much discretion does the high school teacher have to make any changes in classroom organization, instructional methods, learning/teaching materials and so on?  

Now if we assume (always a mistake !) that the classroom teacher has significant leeway, better, control of the classroom, then my objective from day one of class would be implementing a plan that insists on student participation in and interaction with the other class members.  I would set up groups of students - size relative to total class enrollment - ex: 30 class members I would set up perhaps 5 groups of 6 or better 6 groups of 5. The number of groups and size are directly relative to the particular course objectives, type of class ( ex: math requires memory functions for formulas and procedures, history or English might mean more experiential engagement with the material - it all depends on the particular course).  Anyway each group would have specific weekly objectives - papers, presentations, research on particular subjects etc. such that the entire class depends on the information presented by each group.  First day of class, go over the course objectives explain why it the course objectives are worth learning and at what level - in other words some parts of the course you must know letter perfect, perhaps other parts of the course just a general knowledge of or awareness of basic concepts - all depends on the course. Main issue at this stage is engagement with the students and their engagement with me. In order to learn they have to want to learn - a broader explanation of the course learning objectives and why these particular objectives have value seems a likely method to generate interest and perhaps a reason to learn.  No, this won't work in all situations or with all teaching environments - but - I would be willing to bet at least a penny that greater success would/could be obtained following this kind of teaching method rather than the conventional lecture, read the text, take a test on Friday routine.

Thanks

David  

The most important thing to promote is learning goals over achievement goals. To meet the motivational needs of adolescents and possibly to unlearn negative self efficacy views. So structure curriculum, pedagogy, assessment to support autonomy, mstery and relationships as much as possible and to set up the school climate to support relationships and learning goals.

Because of the varying learning style of studentsI find that a group approach to education works well.  I suggest that you look into a team-based learning approach (form of active learning).  Students learn best with hands on education and this approach makes the students responsible for their own education and you as the instructor serve as a guide through the educational process.  If you look at my page I have a manuscript written on Team-Based learning. 

I think a group approach may work well which will promote peer learning. Forming a group of students with varying degree of learning programme may be engaged in assignments, which will help peer learning. 

Teachers support is required for Transitioning students from primary to high school

http://www.bris.ac.uk/cmpo/publications/other/transition.pdf

The teacher can play the following roles to in the design of the curriculum to help transition students from primary to the high school.

1. Teachers should align the primary school curricula, graduation standards, and assessments procedures in congruence with high school standards.

2. Teachers should provide guidance services to parents especially as regards the transition of their wards to high schools.

3. Teachers should provide feedback to high schools by creating a system for tracking students’ performance and abilities. The information could be used for the purposes of decision-making.

These are but some of the practical curricula and pedagogical steps teachers could put in place to transition students from the primary to high school.

An important and fundamental aspect is the continuity between forms of learning between stage and stage. This implies that there must be an educational system that integrates all stages and carefully designing the gradual learning. This standardization helps. Also it requires a process of agile management allows fluid feedback throughout the stages through which students should advance. A third important component is the quality of teachers and ongoing monitoring and updating.

Children are very sensitive to change and have to be managed very well the changes.

Un aspecto importante y fundamental es la continuidad entre las formas de enseñanza aprendizaje entre etapa y etapa. Esto implica que debe haber un sistema educativo que integra todas las etapas y que diseña con cuidado la gradualidad del aprendizaje. Aquí la estandarización ayuda mucho. Además se requiere de un proceso de gestión muy ágil que permita una fluida retroalimentación a lo largo de las etapas por donde deba avanzar los estudiantes. Un tercer componente de importancia es la calidad de los docentes y su permanente monitoreo y actualización.

Los niños son muy sensibles a cambios y hay que gestionar muy bien dichos cambios.

The Education Review Office (ERO) in New Zealand has produced a report Evaluation at a Glance: Transitions from Primary to Secondary School (December 2012) available at

http://www.ero.govt.nz/National-Reports/Evaluation-at-a-Glance-Transitions-from-Primary-to-Secondary-School-December-2012

This report identifies Six factors of successful transitions

• understanding the features and importance of education transition
• preparing well for successful transitions
• providing additional support for vulnerable students
• using effective transition processes
• introducing a curriculum that responds to the diversity of the students
• ongoing monitoring and review of transition processes.

The aim of achieving smooth transitions to secondary is to minimize disruptions to students' learning.

Further to my earlier post, I think it is worthwhile thinking about what successful transitions might look like. From the report mentioned above:

When a transition is successful, students feel that:

• they belong in their new school, and are well included in school activities and programmes
• they are positively connected to their peers, other students in the school, and to their teachers
• their teachers know them, including their strengths, interests and learning needs, and show they are interested in them
• their teachers understand the importance of their language, culture and identity
• they have a sense of purpose in being at school
• they have an understanding and commitment to their learning pathway through their schooling and beyond
• they are making progress
• their current learning follows on from their previous learning (the curriculum is connected and continuous) and is appropriately challenging
• learning is interesting, relevant and fun
• their families have been included in decisions
• they are physically and emotionally safe
• they have opportunities to try new, exciting things and/or extend their particular skills/interests (e.g. through extra-curricular activities).

Tony, this is an excellent question; one that is overdue, I believe. The sudden cultural shift from primary to secondary is monumental for a few reasons: Firstly, adolescence and all the inherent physical and emotional changes begins. Secondly,  students move from a primarily pastoral system where generally one teacher is responsible for most of the teaching to a more 'academic' system where students need to deal with multiple teachers, varying teaching styles and usually more formalised assessment. 

This cultural shift can leave some students adrift, burdened by the construction self (who am I? Where do I fit?), increasing assessment and 'formal' schooling.  Looking objectively, the students have a very difficult couple of years, where many variables are at play.  Much research has been done to illustrate the lifelong significance of these few years.

I would like to see social emotional programs in Primary Schools, highlighting the possible/probable difficulties students are likely to encounter.  Peer mentoring with Year 8 to Year 6 would be one possible avenue. A positive group of Year 8 or 9 students can provide valuable insight into the road ahead and would be far more powerful than teacher led.  As these students move into Year 7, the mentoring continues, until they are in the position to provide insight to the next 'generation'.

Students in Primary schools also need to be reminded that, although it seems like it, assessment does not define them as a person.  Too often we see students internalize academic failure as personal failure.  This becomes increasingly apparent in the middle years of schooling and incredibly damaging due to the construction of self that is also occurring at this stage of life.  How many times have we seen those students that 'struggle' a little in Primary school, become behavioural issues in Secondary School?

Teacher Researcher Programme for Effective Primary -Secondary Transition

Arrangements for Pupils with Social,Emotional and Behavioural Needs, Clare Krabbe, Peebles High School has a targeted programmes in all schools for referred pupils.

These programmes are

• A summer term programme where primary pupils are brought up to the High School.
• Capro Programme - outdoor education programme run over the summer holidays
• 1-1 multi agency work for the very vulnerable
• Hooves Project -horse riding, social focus.
• Life experience at High School with vulnerable pupils visiting from P5 onwards taking part in classes.
• Hopes & Fears ½ day visit to High School.
• Instep programme -work with vulnerable parents.
• Group work starting in Primary summer term and continuing into S1 with a focus depending on the needs of the group e.g. taking instructions, losing friendships, working together with strangers.
• Meeting of professionals to review targets. 3 monthly. Solution focused and requires the full support of Educational Psychologist

Dear @Tony, I have found fine research paper "Perceptions of primary to secondary school transitions: Challenge or threat" that is related to this issue. It is about transitioning students from primary to high school in Australia! Hope it will help!

http://www.iier.org.au/iier22/mackenzie.pdf

Nice question, Tony. I believe that the way to go is to allow a substantial level of student centredness. My research is focused on rhizomatic learning...The community is the curriculum. This is where the learner makes meaning out of interracting with his or her community  rather than been told what to do.

The effectiveness of induction - set is dependent on teacher’s creativity and pedagogical content knowledge. As one strategy does not fit all situations, it is vital for the teacher to initiate creative lesson plans to attract pupils’ attention. Results also suggest that the display of positive actions toward disruptive behaviour as well as the lack of praises given to pupils increased problematic behavior in classroom.

http://www.iosrjournals.org/iosr-jhss/papers/Vol8-issue2/F0823540.pdf

Tony,

I would like to see a redesign of secondary school, at least for 7, 8, 9, to acknowledge adolescent development as per Nick's description of primary school. Ie reduce academic stress, focus on relationships and encoyrage

Half my post disppeared!!!

And encourage a lerning focus over achievement focus. Having done something similar 10 years ago, I know that this makes the transition much easier, not because it is what they are used to but because it matches their needs. Every education system in Australia describes the middle years learner quite accurately, then goes on to ignore what they say and maintain a system that is out of touch with the psychological needs of the age group. The current paradigm of middle schooling (what actually is rather than what is talked about) is too focussed on academic outcomes, achievement wrt the age group and  'socialising' students. I would most like to see systemic change for the middle years rather than an add on component. Not to be just like primary school, but to be appropriate to the developmental needs of the students. This means that secondary teachers will need to upskill and I am aware how hard that will be to do, but it is needed. We only need transition programs because the system is dysfunctional.

Perhaps educators should also give thought to how learners transition WITHIN primary and secondary schools so that learning is sequential and seamless. This involves using the information teachers gathere about students to better plan a curriculum that builds on their strengths, needs and interests.

mic skillstransform the curriculum from basic academic skills and rote learning to idea oriented  learning  and the application of skills in solving real life problems

In essence I agree with Nick on the psychological, social and emotional aspect. The age of transition from primary to high school is a special circumstance that gives us an increased sensitivity of the young against changes in their new educational environment and often confound the results of evaluations believing that the results are reflecting what they are, adesorient them and deserting  .

So in summary the most important aspect in the transition are the emotional aspects.

Did we lose part of your post Daniel?

            The curriculum in elementary education is centered on basic skills for established informational, factual, conceptual and inferential learning. But adolescence marks potential for a truly quantum leap in the quality and power of learning – the power of hypothetical thinking.  The transformation is not automatic, but requires an ideational curriculum – a curriculum centered on ideas. Ideas are inherently more interesting than facts.  But ideas also have a way of being controversial. Take for example the idea of Darwinian evolution, or the idea of equal opportunity, or the idea of global warming, or the idea of progress. Hypothetical thinking or the “method of intelligence” engages the learner in the search for the best available evidence in solving problems.  Ideas should lead to theories (e.g., the germ theory of disease), and theories require the formulation and testing by hypotheses.

              The fact that the adolescence marks a developmental stage at which the individual has the potential for hypothetical thinking does not mean that such powers will develop automatically or spontaneously. A rich, stimulating curriculum must be provided for emergent learning and ideas must be transformed and tested on the anvil of experimental application.

I'm with you Daniel. A rich and stimulating curriculum is the answer to engaging middle years learners. I would add that this curriculum must be based on the identified strengths, interests and learning needs of the students. There is significant skill level required of teachers to operate this highly responsive curriculum, but it can be achieved. This way of operating is clearly easier in the middle years than once students begin their formal examination programme in senior secondary where the qualifications tends to drive the curriculum. If we can make learning relevant and exciting for students in the middle years, they are more likely to stay and commit to further learning in the senior years.