LEARN IN THE MIDDLE SCHOOL

Reprinted from The Hilltopper Magazine, Fall 2025

 

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When used in an educational context, the word “learn” might sound a bit redundant. But for Karen Snyder, Head of Middle School at Marshall School, it represents something
much deeper: a mission that both builds on students’ previous explorations at Forest School and prepares them for their future lessons in leadership at the Upper School. In short, Karen wants her students to learn how to learn.

This philosophy is woven into the very structure of Marshall School. The Forest School encourages elementary-aged students to explore, while the Upper School challenges them to lead with purpose. And in between? The Middle School’s guiding directive is simple: Learn. Under Karen’s leadership, learning becomes more than an academic endeavor; it’s a transformative journey shaped by curiosity, courage, and growth. “Of course, learning happens in all divisions,” Karen explains, “but Middle School is where we focus deeply on building the academic habits and skills that students will carry with them.” The goal is to take students beyond their comfort zones, building on the foundations laid in the Forest School and preparing them for the leadership opportunities ahead in Upper School.

CONTINUING THE JOURNEY

When students enter Middle School, they bring with them a healthy attitude toward learning—curiosity, a willingness to take risks, and the courage to make mistakes. Building on the foundational skills developed in Forest School, grades five through eight mark a steady progression in the student experience. In fifth grade, students begin learning about responsibility: managing their belongings, organizing their time, and navigating independence. Academically, they dive into writing, note-taking, and critical thinking through hands-on labs and collaborative projects.

As they progress through their Middle School years, the students begin to uncover how they learn best. Every child has a unique learning style, and it’s the job of the faculty to help them discover and refine it. Some are revealed to be visual learners who retain information well with the help of flashcards. Others process ideas more effectively by writing things down and sketching concept maps. Some are auditory learners who thrive in a lecture format. There’s room for every individual style, and the Middle School teachers are adept at creating space for each student’s personalized approach to learning, ultimately helping set them up for long-term success.

“We want students to ask, ‘What are the possibilities?’ instead of ‘I’m stuck,’” Karen explains. “Whether it’s problem-solving or exploring interests, we encourage them to try things, take risks, and support each other. We’re lucky to be in a school that values that kind of exploration.” 

TAKING NOTE

Karen wants students to leave Middle School equipped with a toolkit of skills, including writing, math, thinking, science observation, and speaking skills so they aren’t worried about how to learn; they’re focused instead on what they’re learning. Note-taking is among the most important tools in the kit. “We teach note-taking explicitly,” says Karen. “A writing framework is introduced and used consistently across disciplines, so science, English, and social studies aren’t asking for wildly different formats.” This consistency has proven successful and has given scores of students the practice they need to absorb, apply, and retain information. Another successful approach is the graphic organizers teachers use to help students organize their thoughts before they write. There’s an emphasis that thinking comes first, before any words hit the page.

In fifth grade, note-taking often begins with teacher-provided notes displayed on the screen, allowing students to compare and identify key information. As the year progresses, that support gradually tapers off and is replaced by guiding questions or headings. Students are encouraged to discern what’s truly worth writing down rather than simply copying content.

"When I hear from alumni, they talk about how their writing, communication, and thinking skills set them apart in college and the work force. They're often surprised by how ready they are, and that tells me we're still doing a good job." - Karen Snyder

ASKING "WHY?"

In science, students conduct labs, form hypotheses, analyze data, and ask “why.” In math, they’re encouraged to explain their
thinking, a process that helps them catch errors and deepen their understanding. The goal is for students to learn to articulate their reasoning, not just plug in answers, but engage thoughtfully with the material. According to Karen, this is a special time in the lives of these students. “Middle School is a time full of change, but also full of possibility. Their mindset is still open and they’re more likely to think in terms of possibilities than limitations. And that’s something we really try to nurture.”

Eventually, Middle School students will face more complex content in Upper School and beyond. That’s why Middle School is so critical; it’s where they are equipped with the tools, habits, and confidence to meet new challenges head-on.

LOOKING AHEAD

Wondering if these skills really translate into the real world? “When I hear from alumni, they talk about how their writing, communication, and thinking skills set them apart in college and the work force. They’re often surprised by how ready they are, and that tells me we’re still doing a good job.”

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