Compass Presentations of Learning Push Middle Schoolers

Sometimes documenting student growth over time in school can be difficult, sometimes it can be quite easy. The end-of-semester Presentations of Learning (POL) for middle schoolers at Compass School push every student to new levels.

The POL process asks each seventh and eighth grader to document and reflect on their learning for the past semester. The POL requires every student to write two essays elaborating on significant learnings for the term, select 10 pieces of work and “tag” each with an explanation of how it shows accomplishment, evaluate progress in each subject area, list new experiences from the semester, and set goals for the remainder of the year.

In addition to this portfolio of written work, each student must present their POL to their classmates, teachers, and parents. While the written reflections are challenging enough for this age group, discussing ones strengths, challenges, and goals in front of one’s peers can be even more daunting.

It is remarkable to watch seventh graders step up to the occasion. Lila Shaw said how nervous she was the morning of her presentation, then wowed everyone with her organization and depth of thinking. Mathew Sawyer was a bit quiet initially, but showed courage in presenting first and being a model for those who followed.

Even more stunning is to see the growth of these students from seventh to eighth grade. Mina Karmen, who was so timid last year, showed off her skills through her animation artwork and her increased confidence in fielding questions and comments from the audience. Brittany Ritchie talked about her new understanding about hard work, writing “I have changed the way I thought of teachers because I always thought they were trying to make us miserable with heavy loads of homework, but I realized they were trying to help us; they were trying to get us to learn.” Dana Morey reflected on his improvement in every area, as he has become a dedicated student and a reliable contributor to the school community.

Maybe most impressive in this process is the support each middle schooler receives from his or her peers. Even those who struggle the most with nerves are prompted by classmates to tell about various aspects of their learning. During the time for comments, there are countless compliments interspersed with recommendations to not be so hard on yourself or that we will support you on your goals. 

Admittedly, middle schoolers are not always so reflective, supportive, or focused on learning. But given a structure that asks them to think deeply, challenges them to present to a real audience, and provides support from teachers and peers, we know seventh and eighth graders can show remarkable maturity and insight. And perhaps most importantly, these students can find their own path to learning and continued growth.