Week 31 APC – Interdisciplinary Learning

Here is my interdisciplinary mindmap.

I am often frustrated by the silos in which our subject areas exist in Secondary School. Whitehead (1929) considers these subject silos to be the "fatal disconnection of subjects which kills the vitality of our modern curriculum" (p.10).  I think that as teachers we are more aware of this and make a concerted effort to break these down. However, the closest I often get to this comes under the heading of the once a year ‘cross-curricular’ unit. As I teach multiple Year 9 classes I am suddenly faced with jamming into an over-crowded day several meetings. Each class try’s a different theme or approach and planning begins. It’s enjoyable at first, as it’s always refreshing to spend time with colleagues from other disciplines. Ideas are generated, debate incurs, a topic is chosen and the planning begins. On reflection these initial meetings often follow Drake’s stages of development for an integrated unit (1991)

• Initially teachers are concerned with ensuring their subject area is 'properly' represented.
• Teacher’s become more exposed to other’s points of view and perspective
• Teacher’s begin to understand the key elements of each other’s discipline and how the knowledge in each discipline is created. 
• They begin trust each other and use their different perspectives and teaching practices to identify how these can support a 'theme' or solve a real world problem.

     These units of work always start well but as constraints of time, timetabling structure, EOTC forms, RAMs, consent and resources start to make an impact initial plans are often simplified. This often leaves a unit that students are often quite happy with but one that isn't as challenging or robust as first envisioned.

    

     Future Focus??

     My school has just opened a Creative Hub. The idea is to provide a space that all the teachers can use where they have access to technology and learn in a collaborative way with students regardless of what subject they are taking. We are discussing planning an interdisciplinary unit. The current suggestion is to design a child's toy. This would be carried out in the shared space and allow students to have access to a 3D printer, multimedia tools and a green screen. As the science teacher involved I would support the students to learn about circuits, energy transformations etc. 

     The other concept that is being discussed is an interdisciplinary unit on water. In Science we will investigate the water quality and health of our local stream. Global Living would discuss continuity of clean water supply in third world countries and review aid agencies that support this. Social Studies and English would combine to help the students plan some community action around water conservation in our homes. In mathematics students would analyse water usage data and collect their own to make comparisons with.  The unit finishes with a water filter challenge run by Water Watch. Students are split into groups and  are given a limited number of resources based on their countries GDP to build a water filter for their community.

    So what are the challenges??

    Timetabling:

     I imagine the cross-curricular unit approach is most likely a common approach in secondary schools in NZ as it works within the existing timetabling structure. Each teacher teaches to a common theme or issue within their normal timetabled class. It is perhaps one of the least disruptive in terms scheduling classes so more likely to be adopted (Marris, 1986; Fullan, 1991). To me timetabling is one of the most restrictive elements in a school as its object is traditionally to divide the day into short blocks of time. It also restricts teacher movement allocating them to specific class or group. As a school we have started trying to be more flexible with the timetable and relief system to allow teachers to take up opportunities for collaboration.

    Time:

     Effective collaboration takes time, not just in the planning, administration type tasks.  Collaboration, relationship building, understanding each others areas of expertise, practice and epistemologies also takes communication and time. Too often these types of project are given a time allowance at the beginning for planning but no time for reflection, feedback, adjustments and communication is built in when the unit is up and running.

     Resources and Expertise

     Lack of budget for resources or expertise or lack of physical space. In previous units I have taught I would have liked to send students in groups to meet in their 'own space' but no such space has been available. You end up with multiple groups in the hallway. Accessing resources held by different departments can also be challenging. Sometimes the barriers can be as simple as an over-priced bus ride for an excursion. I believe schools are addressing many of these issues. In my school new buildings have 'break out ' spaces and the Creative Hub will provide a central point for technology. Increasingly the online world provides a community and source of experts to turn to for advice and ideas.

References

Drake, S. M. (1991). How our team dissolved the boundaries. Educational Leadership, 49(2), 20-22.

  

      Fullan, M. G. & Stiegelbauer, S. (1991). The new meaning of educational change (2 nd ed.) New          York: Teachers College Press.

     Marris, P. (1986). Loss and change. London: Routledge & Kegan Paul.

     Whitehead, A. N. (1929). The aims of education and other essays. New York: Macmillan