Part Two: Teaching In the Game - Scholarly Tuning
by Don Allen, Ed.S., M.A. Ed., MAT (Journal of A Black Teacher)
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This article focuses on best practices and research-based strategies for teaching middle school students (ages 11–14) academic writing. As an educator working directly with these students, I encounter the daily reality of bridging gaps in their understanding, often starting with small, targeted chunks of knowledge. Adopting a constructivist approach, I aim to engage students in active learning experiences that scaffold their growth, fostering a mindset that sees improvement as achievable and writing as a skill they can develop. One core principle in this process is recognizing the importance of attention in learning. As Zaretta Lynn Hammond notes, “Attention drives learning. Neuroscience reminds us that before we can be motivated to learn what is in front of us, we must pay attention to it.” Applying this to middle school writing instruction means designing lessons that captivate students, making academic writing feel relevant, attainable, and engaging. It also involves recognizing the diversity in students’ skill levels; some students reach grade-level proficiency, while others may continue to struggle even into high school. We can make academic writing more approachable by using best practices drawn from constructivist theory—such as gradual release, differentiated instruction, and consistent feedback loops. Additionally, research suggests that fostering a growth mindset can significantly impact students’ academic writing progress. Encouraging students to see challenges as opportunities for growth rather than obstacles aligns with the cognitive and motivational frameworks needed for writing development. Ultimately, this work calls for continual reflection: Are the strategies effectively capturing students’ attention? Are they providing the foundation students need to become confident writers? In seeking answers to these questions, we strive to teach writing and create an environment where students can build a lasting foundation for academic success.
Encouraging students to see challenges as opportunities for growth rather than obstacles aligns with the cognitive and motivational frameworks needed for writing development. Ultimately, this work calls for continual reflection: Are the strategies effectively capturing students’ attention? Are they providing the foundation students need to become confident writers? In seeking answers to these questions, we strive to teach writing and create an environment where students can build a lasting foundation for academic success. In junior high school (Bryant Junior High-MPS), I played the B-flat tenor saxophone—a deeply loved horn with its rich tone and soulful resonance. I vividly remember the anticipation in the band room every time the ensemble gathered to play. In junior high (Bryant), we had Mr. Malmberg; in high school (Old Minneapolis Central-MPS), Mr. Jimmy Hamilton. Both band directors had a ritual before we even touched a piece of music: they'd ask every instrument to hold a concert ‘C’ note. As we played, that note would swell and harmonize, creating a powerful, unified sound. This wasn’t just tuning; it was the foundation for everything that would follow—a kind of musical scaffolding that aligned each instrument's unique voice within a shared harmony.
In the same way, when students walk into a classroom, they bring their own voices, perspectives, and rhythms. Just as we tuned our instruments, a classroom must find its collective “note”—a sense of cohesion and readiness to learn. When students are in tune, their minds are open and focused, ready to build on that foundational harmony. That simple act of tuning the band reminds me of how essential it is to set a unified tone in the classroom, creating an environment where each individual is prepared to contribute to the learning symphony.
Teaching middle school students academic writing when they struggle with reading is like trying to build a house without a solid foundation. Just as in a band, where each instrument needs to be in harmony to create a unified sound, students’ skills in reading and writing must be aligned for them to succeed in academic writing. For 11- to 14-year-olds, this harmony can feel like an uphill battle. The challenge goes beyond just the school site and classroom; it extends to their family environments, personal motivation, and, perhaps most importantly, reading abilities. A key question emerges: Are the students reading at grade level, and do they even have a spark of enjoyment from reading? Without a foundation in reading, the task of teaching writing becomes layered and complex. Imagine trying to teach a student to write a well-structured essay when they can barely interpret the instructions or extract meaning from a text. This cultural and educational challenge has loomed over middle school teaching for decades. We’re faced with the task of guiding students toward expressive, coherent writing, even as many lack the cognitive readiness to interpret the very instructional text we use to teach them. It’s a phenomenon that underscores one of the most stubborn barriers in education: how to cultivate skilled writers when we’re first and foremost trying to teach them to read. Addressing this means fostering a love of reading and building comprehension skills in tandem with writing, creating that shared harmony essential for academic success.
Where do we start?
The practice of reading aloud offers significant advantages in cultivating both write-to-speak and think-to-write skills. Educators face considerable challenges when teaching academic writing to middle and high school students, particularly if foundational concepts of MLA and APA literature reviews are not embedded within late elementary school curricula. This gap can hinder students' preparedness for higher-level writing tasks. Furthermore, teachers who possess theatrical skills can create a dynamic learning environment that fosters a unique circle of knowledge and foundational skill-building. For example, tools like student-facing trackers designed to keep students on pace and sequence inside of blended learning (sound & site), self-paced structures (students can keep forward motion to opt-in for independent learning assignments), and mastery-based grading (a skill is not graded until it is mastered), i.e., “Your 7th grader is proficient at citing evidence for his claims using MLA citation format.”
How do Teachers in the game know? Why Assessments are important (Tuning Exemplar)
Teacher-to-Parent 1: Your scholar read the book The Wizard of OZ - a novel by L. Frank Baum (originally published on May 17, 1900), and successfully set against one another in defining that the Cowardly Lion in The Wizard of OZ (1900) can be compared to the ‘front’ of power and his character illustrates the superficial nature of power and recognition often granted through external appearances rather than genuine courage or merit. Your scholar wrote: “...Lions are Kings; Kings rule for good and for bad. Sometimes, it’s all show business. The Cowardly Lion did not have leadership skills that were suitable for survival in the jungle as the King; still, he had followers simply because he is a Lion.”
Teacher-to-Parent 2: Your child met and exceeds expectations…
(Based on Grade 7, Minnesota Benchmarks and Standards, 2024)
Writing
7.2.5.2 (W5) Write informative or explanatory texts to examine and convey complex ideas and information clearly and accurately through the use of informational and literary text, considering the audience.
Listening, Speaking, Viewing and Exchanging Ideas
7.3.1.1 (LSVEI 1) Exchange ideas in discussion and collaboration as a listener, speaker, and participant, A) including other voices and perspectives; and B) expressing one’s own ideas, stories, and experiences.
Reading
Teaching academic writing while scholarly tuning is in progress is much more than teaching scholars to write a sentence or an essay.
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