By the time our students reach Upper El and Middle School, they are well-developed as independent learners. We have observed an increasing need to help students understand and foster their interdependence, or their ability to rely on each other. We are not the only ones who have observed this need; we encourage you to read the linked article on the importance of learning interdependence for a successful future.
The initial design of WFM’s Middle School program brought students in fourth through eighth grade together in one space. We saw many benefits from this expanded multi-age grouping in the classroom: Upper El students were able to dip a toe into the Middle School experience by observing their older peers at work. Middle School students modeled sophisticated work habits and were more conscious of how their behavior impacted their younger classmates. Our alumni have told us that they felt this model was extremely successful and helped them not only further develop their own independence, but emphasize our interdependence and sense of community.
In an effort to move back towards this model, we have already been combining our Upper El and Middle School students for a variety of activities over the past two years. They have played the World Peace Game together and participated in joint service projects and weekly Community Sessions. We are increasing their time together this year with a combined Physical Education class once a week and combined Open Work periods and Community Meetings. We have adjusted our environment to make the large Middle School room a collaborative Open Working space for students in both classes, while the Upper El classroom and the other Middle School room will continue to be used for lessons. The door between classrooms will remain open for the majority of the school day, allowing students to flow freely in the space.
The philosophy of the International Baccalaureate Middle Years Program in our Middle School aligns perfectly with that of Montessori. Both emphasize inquiry-based and student-centered learning and international mindedness. We will be incorporating elements of the IB MYP, which has a 5th grade curriculum, into Upper El. These will include the IB Learner Profiles, character traits that IB students work to develop, and the Approaches to Learning, work habits and study skills important to a successful academic future.
Our Upper El and Middle School teaching team will also be working in both classes. Additionally, you will find a rotation of our Lower El teachers in the Upper El room some mornings. This will help our fourth-grade students with the transition to Upper El and allow Middle School and Upper El students to connect with them and find times to work with Lower El students throughout the week—again in service of developing their sense of interdependence: The Lower El students get the benefit of having the help of older peers in advancing their learning, while the older students reinforce their knowledge while developing their leadership skills.
We understand that parents may be anxious about these adjustments. However, we are confident that the alignment of Upper El and Middle School will allow us to better serve our students in both programs. We are looking forward to seeing our students working together within this expanded classroom community and continuing to develop their interdependence!