Conclusion

Students in the middle years are confronted with a new world of social relationships, drastic changes to their minds and bodies and new awareness of the contexts in which they are learning (Dowden, 2017). In response to this context, Chadbourne and Pendergast (2005, p. 47) argue for a "progressive, constructivist, outcomes-based, community-oriented, developmentally responsive, student-centred, liberal reformist and contextually-mediated" approach to middle schooling. According to the literature outlined in this reflection, this kind of progressive, student-centred and contextualised approach to middle years education aligns with the needs of middle years students (Churchill, 2021; Dowden, 2017; Wyatt-Smith et. al., 2005). This critical reflection has identified a number of improvements to my unit plan to bring it closer to meeting these needs.

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References

Ash, S. L., & Clayton, H. (2009). Generating, deepening, and documenting learning: The power of critical reflection in Applied Learning. Journal of applied learning in higher education, 1, 25-48. https://www.missouriwestern.edu/appliedlearning/wp-content/uploads/sites/116/2018/11/JALHE-1.pdf Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation & Accountability, 21(1), 5-31. https://doi.org/10.1007/s11092-008-9068-5 Black, P., & Wiliam, D. (2018). Classroom assessment and pedagogy. Assessment in Education: Principles, Policy & Practice, 25(6), 551-575. https://doi.org/10.1080/0969594X.2018.1441807 Chadbourne, R. & Pendergast, D. (2005). 'The philosophy of middle schooling'. In D. Prendergast & N. Bahr (Eds). Teaching Middle Years. (pp.21-47). Crows Nest. Allen & Unwin. Churchill, R. (2021). Teaching : Making a difference, 5th edition. John Wiley & Sons, Incorporated. Dewey, J. (1916...
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