Interdisciplinary connection map

Sunday, 29th October

Activity 7 - Interdisciplinary connection map

A curriculum that is interdisciplinary presents content, skills and thinking processes, and assessments through exploring connections among the disciplines.

Initially I found it challenging to understand the meaning of interdisciplinary connections and how this is linked to my teaching practice now and looking toward the future.  Once I understood the meaning of interdisciplinary...combining or involving two or more academic disciplines or fields of study: 2.combining or involving two or more professions (Dictionary.com).  This has helped me understand my specific role.  

My Coggle map has also helped me understand and clarify interdisciplinary connections.  It identifies the connections that we make everyday and the many branches that connect us to people.  In our teaching profession we are constantly ‘relating to more than one branch of knowledge’ without being totally conscious of it.  Only when we make more links does change occur within our environment.

Our school had status quo for a number of years.  With the appointment of a new Principal toward the end of last year there has been rapid change to ‘catch up’ with 21st century learning practice.  We are moving away from the traditional style of teaching toward FLS and collaborative teaching.  Online communities, professional development, more research on student learning and teaching methods has widening my experiences beyond my classroom and school community.  Mindlab has been a significant part of my reflective practice. This has made me a more informed teacher.  

My goal and focus is to work collaboratively with other teachers in a new FLS and to develop the concept of ako where the student and teacher learn from one another as well as drawing whanau into the learning.  

Keown, Parker, and Tiakiwai, 2005, p.12 ...in a reciprocal learning relationship teachers are not expected to know everything. In particular, ako suggests that each member of the classroom or learning setting brings knowledge with them from which all are able to learn.

This quote is relevant to both students and teachers (teachers are also learners).  Through collaboration, it also can create an enthusiasm which Jacobs explains would not happen in isolation.   This is supported in the video Interdisciplinarity and Innovation Education which identifies the need for shared language and using experts in other fields.    

The first step is the recent change to the physical environment, with a wall between the next door classroom being removed.  This is just a small piece of the puzzle.  Being in the early stages of working closely with a team of other teachers means that our teaching pedagogy needs to be similar.  With access to a wider online community it will help us identify some of the pitfalls to avoid.  Teachers engaging with other teachers and communities can see other practices that are relevant.  

A Conceptual Model for Interdisciplinary Collaboration is an excellent example of a model that has worked.  This will be a good place for our team of teachers to begin the evolving journey of working collaboratively.  Small steps, communication and reflection will be key to successful teaching.  Ultimately, students at the heart of what we do is paramount.        

References:

Mathison, S. & Freeman, M. (1997). The logic of interdisciplinary studies. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, IL. Retrieved from: http://www.albany.edu/cela/reports/mathisonlogic12004.pdf

Ministry of Education. (2007). The New Zealand curriculum. Wellington: Learning Media.