The Sixth Grade “Problem” -Teaching in the In-Between

Guest blog by Tiffani Cibotti, and Instructional Coach in Mansfield ISD.

Sixth graders are an in-between.  Their grade level assignment is an in-between in schools (sometimes Elementary, sometimes Intermediate, sometimes Middle), their growth is in-between childhood and young adulthood, their brains are undergoing significant growth in their prefrontal cortex, gearing up for advanced learning. Essentially, they exist in a state of transition, embodying a blend of various stages rather than fitting into a single defined category.

It’s no surprise to parents that 12 and 13 year olds are everything all at once.  From sixth grade onwards, the brain embarks on a wild growth spurt in the prefrontal cortex area, also known as the brain’s CEO! This powerhouse region is in charge of all things smart and savvy, like handling mixed-up feelings, making moral choices, reining in impulses, and even playing fortune teller. So, if your 11-year-old is a tornado of chaos or your tween is suddenly hiding secrets and gossiping, you can point fingers at their brain’s development for explanation. This brain phase involves significant changes due to a synaptic pruning process, strengthening specific neural pathways while disregarding the majority of others. During this rewiring phase, sixth graders may experience disorientation, leading to behaviors like recklessness, poor decision-making, and emotional outbursts. This important transition boosts the brain into one of the most important growth areas: critical thinking. 

Metacognition in Middle Years

“The purpose of critical thinking is to evaluate information in ways that help us make informed decisions. Critical thinking involves better understanding a problem through gathering, evaluating, and selecting information, and also by considering many possible solutions. Ennis (1987) identified several skills useful in critical thinking. These include: Analyzing arguments, clarifying information, judging the credibility of a source, making value judgements, and deciding on an action. Metacognition is essential to critical thinking because it allows us to reflect on the information as we make decisions. The prefrontal cortex begins to prune and develop the Critical Thinking Process at the end of the second phase of childhood, during the Middle Years.” (Critical Thinking: According to Bruning et al. 2004*

Where we Fall in Teaching Texas’ 6th Graders

So what do we do with these in-between learners? They come in with hoods on, hit the door jam on their way in, and then cry when they skin their knee when they fall.  What about how one child can organize their folder while the next is falling asleep in his seat? 

First of all, we are not alone.  Sixth grade is special no matter where you are or what the children are studying.  Their growth is critical at this time. This is why no matter if the child is sitting in an Elementary, Intermediate or Middle School, they are ready to be challenged and met where they are at. 

Because of this, the Texas Essential Knowledge and Skills (TEKS) undergo a significant cognitive shift toward analysis between the 5th and 6th grade educational years.  Teachers, then, face the challenge.  We must teach kids who are ready, who are not ready, who were ready yesterday but are “going through it” today.  We as Texas teachers are teaching in the in-between. 

Let’s look at it through the data. In 2023, for instance, 5th grade approaches score was an 80%, while 6th grade was 75%. (A 5 point decrease between grade levels.)  In 2022, it was 69% 6th to 80% 5th. An 11 point decrease between levels.)

No matter where you go, you hear teachers, administrators, and parents discussing 6th graders and their scores, accomplishments and difficulties. The increase in cognitive level of the TEKS combined with the whirlwind and unpredictable brain development of tweens, creates a “perfect storm” for sixth grade students. 

Why it Falls on the Teachers

John Hattie, an Education Professor at the University of Melbourne and Chair of the Australian Institute of Teaching and School Leadership, is the founder of Visible Learning. He supports his theories on effective teaching methods with vast research. Professor Hattie emphasizes that the primary factor influencing student achievement is the teacher. Other factors such as the school, testing, class size, school leadership, neighborhood socio-economic status, instructional hours, and content are secondary. It’s all about the teachers and how they collectively approach teaching. 

So what can we do as teachers? There are a few steps teachers can take to ensure they are matching 6th grade students at their growing cognitive level. 

1. Teach at the analytical level for six graders. Make sure you are asking higher level thinking questions and assigning higher level tasks.  Use Blooms or DOK model question stems to get students thinking if you are struggling with analytical questions.
2. Allow processing time. There is so much going on in the sixth grade brain. They need processing time, even if you have hands in the air. Ask students: take a minute to think about this question: no hands please. Then call for volunteers to take a stab at it.
3. Pre-teach for learners of every level. That means taking a look at the TEKS that were for second through fifth grade. Consider compiling KWL charts, whole class created anchor charts, or simply reviewing the vocabulary and knowledge skills below grade level for five minutes before you begin a new TEKS. This opens the “file cabinet” of the prefrontal cortex allowing children input processing time and  creating a place to store new knowledge. 
4. Repetition. Repeat activities. Repeat information. Repeat strategies. Laying a solid foundation here improves their future performance abilities.

Sixth graders are not quite elementary, not fully intermediate, and occasionally dabbling in the middle school pool. These kiddos are the chameleons of the education world, blending in a mix of childhood and teen spirit, refusing to be boxed into a single category. Understanding the child, their brain growth, and the increase in their cognitive ability can help us as educators match these young learners where they are at. 

*Bruning, R. H., Schraw, G. J., Norby, M. M., & Ronning, R. R. (2004). Cognitive psychology and instruction. Upper Saddle River, NJ: Pearson.