Learning and Assessment in Eighth Grade Classrooms

Introduction: Teaching Eighth Graders

In a regular education classroom, eighth grade learners can be difficult to work with. That is largely because they are starting to develop in ways they have not before — not just physically, but mentally and emotionally as well. With that in mind, teachers who work with eighth grade learners must be aware of what these students want and need in their learning experience (Pellegrino, Chudowsky, & Glaser, 2001). It is certainly the job of the teacher to keep order and ensure that students stay on the right track, but it is also very important to make sure that students' voices are heard. Too often, teachers focus so much on the material students need to learn that they fail to notice how those students need to learn (Pashler et al., 2009).

Not everyone learns in the same way, of course, but there are basic approaches that generally work with the majority of students within a particular age group (Tremblay, 2010; Pashler et al., 2009). By finding and understanding those approaches, teachers can help their eighth grade learners navigate what has traditionally been considered a difficult period both academically and personally. By recognizing students' needs and differences, teachers help students find their own place in the classroom and the world, and they show students that they are valuable just as they are. Knowing they do not have to change in order to be accepted can be especially important for an eighth grade learner, who is often at an awkward and somewhat uncomfortable stage of life.

Cognition and Development in Early Adolescence

Because eighth grade is a time of growth and development in so many different ways, the design of instruction and assessment must account for those realities (Pellegrino, Chudowsky, & Glaser, 2001). Adolescent cognition and learning differ markedly from what is observed in kindergarteners or college students. While eighth grade students are considerably better at thinking logically than their younger counterparts, they have not yet developed the critical thinking skills of adults. That places them in a unique developmental position. They retain much of what they learn and remain genuinely interested in subjects that fascinate them or that have relevance to their daily lives. However, they are also transitioning into their teenage years, experiencing puberty and all that accompanies it. Learning can be difficult when bodies, minds, and beliefs are changing rapidly.

Teachers who want to impart the highest level of knowledge to their eighth grade students must be aware of these issues so that instruction and assessment can be carried out in ways that help students truly learn and retain what they will need for high school and beyond. How a person — or a group of people — learns must be central to any discussion of curriculum design (Webb, Metha, & Jordan, 2010). Because of this, teachers who handle eighth grade curriculum and instruction must carefully consider the developmental level of the average student in their classroom (Pellegrino, Chudowsky, & Glaser, 2001). There will always be students who excel and students who fall behind, but that is to be expected in any classroom where regular education is offered.

Facilitating Student Expertise

As students work their way through eighth grade, they often have difficulty focusing on their studies (Pellegrino, Chudowsky, & Glaser, 2001). Unfortunately, eighth grade is a critically important time for learning. The best way for a teacher to achieve a high degree of success is to take the information students need to know and make it relatable. Teachers who are able to connect with their students tend to be more effective at teaching important concepts, because those concepts can be tied back to something students find meaningful and valuable. At the same time, many eighth grade students feel somewhat uncomfortable with their changing bodies and minds, so addressing those issues — if they are raised at all — must be done with tact and sensitivity. Otherwise, what could be a powerful learning experience may become something far less productive.

The development of expertise in the classroom should be facilitated carefully. As noted above, eighth grade is a vulnerable time for students on both personal and academic levels. Because of this, students have a real opportunity to excel if they are given the space and the tools to do so. In eighth grade, students are finding themselves. Teachers can help those students learn about themselves and discover more about who they are and who they want to be — but only if that process is handled thoughtfully (Tremblay, 2010). Expertise in the classroom is often assumed to belong only to teachers, but it can certainly belong to students as well. Each teacher has the opportunity to give students the chance to excel, and one of the best ways to do so is to genuinely get to know the students one teaches each year (Webb, Metha, & Jordan, 2010).

By opening up to students and treating them as real people with goals, thoughts, and dreams, teachers demonstrate that everyone matters and everyone has something to contribute (Pashler et al., 2009). Students can also learn that there are areas in which they can truly excel when they choose to apply themselves. Once a student discovers a passion, that passion can be channeled into genuine expertise. Not all students receive a high level of encouragement at home, and teachers can fill those gaps in cases where students might perform significantly better if only they believed in themselves and their abilities (Pellegrino, Chudowsky, & Glaser, 2001).

Conclusion: Believing in Students

Overall, it is clear that students generally need someone to believe in them and encourage them to focus on the things that matter to them academically and personally. People who do what they love for a living often feel that their work does not feel like work at all (Pellegrino, Chudowsky, & Glaser, 2001). While not everyone is fortunate enough to earn a living doing what they love, teachers who help students discover their talents give those students the opportunity to pursue what they are good at and what brings them satisfaction. It is unlikely that eighth grade students will know with certainty what they want to do with their lives, but there is every reason for teachers to encourage them to move toward subjects about which they are passionate — so that they can begin exploring options for their future in an informed and motivated way.