When I think of interdisciplinary teaching and learning, I think of real world contexts in which students are thinking of the big picture around topics and issues in an inquiry format, fitting with Bloom's perspective on interdisciplinary models (Bloom, 1958). In the real world, very rarely are we faced with problems that require only one way of thinking- numeracy, literacy, logic etc. Therefore, teaching our students to combine this thinking in order to solve problems will set them up for success as critical thinkers.
Alongside integrated inquiry teaching, the key competencies are a key element of interdisciplinary models.These key competencies are vital across all core curriculum areas and in all contexts; they are the building blocks for all successful learners and members of society. At our school, we have developed another step in which the students look at how they have used the 6Cs in their learning- critical thinking, creative thinking, connectivity, contribution, curiosity and confidence. Encouraging the students to continuously reflect back to these 6 areas, allows them to make connections and see the importance of their thinking and mindset across all activities they are a part of.
Reading through the text from Jones (2009) confuses me somewhat. They are talking more about sharing the teaching role with other educators with separate strengths and focuses, however this seems for aimed at secondary school education where teachers are specialists in their subject area, and therefor this collaboration that Jones (2009) refers to would work. In primary and intermediate classes however, teachers are covering all curriculum areas already, and therefore I believe that we are already doing interdisciplinary teaching, we just call in INTEGRATION.
Activity 7: My Interdisciplinary Map
To be honest I was really confused as to what this was meant to look like. Looking at blog entries from other MindLab-ers, some looked at their connections professionally and personally, where others looked at their interdisciplinary programs in their class, therefore I have chosen to illustrate both!
Map 1- This map shows all my connections which allow me to make the most interdisciplinary program I can, using all my connections to help and support me to give my students the best learning opportunities.
Map 2: This Map shows the elements within my program and what goes into them and how they are connected. My reading and writing program is completely integrated, connecting to one another and then to our inquiry. Our math incorporates writing and reading, but still somewhat stands along from the inquiry as we have a school wide math plan that we follow.
Goal- One of my goals to deepen the connections within my program is to make more links with our community and experts outside of our school. This allows the students to see the relevance with real world scenarios and contexts, making their learning more valuable and real. Another goal for my class is to do more personalised programs in which students can pick and choose what they are working on at any one time. This is interdisciplinary in the sense that they do which ever curriculum area is relevant within their inquiry at any one time instead of having set times that they do their read, writing, math etc. Again bringing in a more rich and real aspect to their learning.
Challenges- For me, the challenge of having a completely integrated or interdisciplinary program is that sometimes there are specific strategies and skills that need to be taught to fit with testing and national standards, therefore even though it might not be relevant to the inquiry within class, I still need to 'tick the boxes'. This is frustrating as I think we should be doing more in time teaching, not having a set program.
References:
- Bloom, B. S. (1958). Ideas, problems, and methods of inquiry. In N. B. Henry (Ed.), The integration of educational experiences (pp. 84-104). The 57th Yearbook of the National Society for the Study of Education. Part III. Chicago: University of Chicago Press.
- Jones, C.(2009). Interdisciplinary approach - Advantages, disadvantages, and the future benefits of interdisciplinary studies. ESSAI, 7(26), 76-81. Retrieved from http://dc.cod.edu/cgi/viewcontent.cgi?article=1121&context=essai
- Lacoe Edu (2014, Oct 24) Interdisciplinary Learning [video file]. Retrieved from https://www.youtube.com/watch?v=cA564RIlhME
I am glad I wasn't the only one that the Jones reading confused: and I agree we have been teaching this way for years, at Primary there pretty much is no separation, 90% of what we do is integration and interdisciplinary. Moving onto real world issues and problems seems to be a natural progression and one which will involve all the connections both we (as adults and teachers) and our students (as members of whanau's, communities, and their connections) as well as all the thinking skills adn problem solving strategies that we/they possess will combine to make a difference in their world.
ReplyDeleteFrom all the reading and research we have been doing I think the "tick boxing" issue is global. I wonder what would happen if teachers across countries - and students across countries , worked together to change this - as a global force would we manage to put learning ahead of assessment then. Wht do you think Aimee - should we give it a go?
What great webs and some really thought provoking ideas. I also think about the issue of manageability. When you have a room of very young people many of them do like to know what they should be doing and when. This becomes even more relevant for students who struggle with their learning. Inquiry learning can be pretty intense and not enjoyable for all students.
ReplyDeleteLoved these Maps Aimee!! Also liked the comment about how very rarely we are faced with real-world situations where only one learning area or focus is given. Truly critical in ensuring our students are given opportunities to develop their learning in more effective and relevant ways that allow them to portray their own capabilities and growing awareness. It's been awesome learning with you on this MindLab journey e hoa! Ngā mihi ki a koe :D
ReplyDelete