The Power of Social Learning in Middle School

Generally, middle schoolers are happier when social interaction is a big part of their learning. When they get to talk with their friends, brainstorm in groups, and collaborate on big projects, ideas are solidified and crystallized in a completely different way than when they think on their own.

Cedarwood middle schoolers love their teachers and the holistic, well-rounded way they get to explore topics, but we know that their interest and attention are strongest in the social realm. That social connection is what lights them up and brings them back to school day after day. Lucky for all of us, Cedarwood teachers are masters at creating healthy, collaborative classroom learning environments.

But what does social learning look like, how does it benefit students, and how do we make sure it’s working?

Often, when students are productively engaged with social learning, there’s a satisfying hum in the room. It feels more like a dinner party than a library study session. When the noise level rises, expert teachers know to check their knee-jerk response to ask for quiet and instead survey the room and observe. Usually, the chatter means that good work is happening. And if not, teachers know exactly where to direct their energy to encourage focus.

When Students Become Teachers

Have you ever had the experience of explaining something to someone and suddenly understanding it so much better yourself? When students are asked to explain their thinking to others they discover mistakes and develop clarity.  They muddle through articulating their thoughts–“Wait, that doesn’t sound right,” or “Hold on, let me think about that for a minute,”--refining their ideas and gaining valuable presentation skills.

Students often really appreciate their peers' ideas and opinions. So when a classmate drops a nugget of wisdom or an inspiring idea, middle schoolers listen. In the lower grades, they thought their teacher held the keys to all of the great ideas; now, they know brilliance is brewing all over the room.

Taking Risks: Another Kind of Learning

But big ideas and lesson content aren’t the only things that middle schoolers are gaining when learning socially. There are big life lessons at work as students muster up the courage to say what they think about something and risk making mistakes in front of others. Teachers know how to craft environments that present middle schoolers with opportunities for growth in a safe and secure social atmosphere. Cedarwood teachers’ multi-year relationships with their students allow them to find just the right synergies so everyone feels comfortable and the right life lessons come through.

Taking It All In

A social learning environment requires students to take responsibility for their learning. Sure, they could get the answers from their friends, but ultimately, they know that they’re accountable for their own learning. When learning socially, middle schoolers demonstrate Rudolf Steiner’s observation that “all education is self-education.”

“Every education is self-education, and as teachers, we can only provide the environment for children’s self-education. We have to provide the most favorable conditions where, through our agency, children can educate themselves according to their own destinies.”