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Activity 7: My interdisciplinary connection map Week 31
Activity 7: My interdisciplinary connection map
Identifying your current and potential interdisciplinary connections.
Boyd & Hipkins (2012) define curriculum integration as “any approach that combines two or more subjects or learning areas to produce a course of study that draws on the content and processes of both learning areas…underpinned by the idea that learning is more relevant and meaningful if it is organised around concepts that are relevant to students”(Boyd & Hipkins, 2012).
As a primary teacher we hold curriculum integration as a core goal. We know it’s best practice and endeavour to integrate when it’s authentic. I’ve learnt through experience that not all rich topic lend themselves to integrate in all areas seamlessly. My co-teacher (who used to be a vet) and I have made it a goal this year to inlist the use of experts into our class. We have actively encouraged parents/friends of family etc to come into class to share their knowledge of the world. When learning about the human body, we had a doctor, vet, physio, chiropractor and butcher in to take a lesson with the children. Learning about water recently, we collaborated with ecan, the council, crop and food, waterwatch and the art gallery. Drawing on the expert knowledge was critical to reach the broad levels of understanding we were hoping for. What I did discover however, that these experts in the field, all have their own agenda and it can become a bit one sided, especially if you are looking at an environmental aspect, this can be overwhelming for the children and teachers.
Deborah Fraser (2013) distinguishes between curriculum integration and thematic units. "Thematic units are part of the continuum of curriculum integration and are an important starting point, but this is not always the case. Thematic units, for all the fun and interest they can promote, are not curriculum integration and may stop teachers from developing pedagogy that fosters curriculum integration".
We have a theme that runs through the year, this year it is “Exploration”. It’s a constant challenge to keep our learning authentic across the curriculum so the learning doesn’t become a themed unit. If it doesn’t fit, we don’t integrate. We sometimes feel with bigger themes that the children can become overloaded (sick of the subject) and want a break from learning about a particular area. We find this ourselves and are careful to monitor depth of learning and engagement.
Considering Mulligan & Kuban's model of Interdisciplinary collaboration (2015) implies overlapping qualities/attitudes, common goals, and workplace conditions. We have a close relationship with ecan and the enviroschools coordinator. I would like to foster this interdisciplinary relationship and build my capacity and develop school wide programmes that can integrate and deepen children’s understanding in a positive way about environmental science.
This connection will encourage students to make connections within and across subjects, so they can focus on issues relevant to their world. They will develop greater depth of thinking and questioning (personalising their learning) and enabling them to focus is on real world issues. Also, collaboration will lead to improved decision making and the ability to think critically and creatively.
References
Berg-Weger, M., &. Schneider, F. D. (1998). Interdisciplinary collaboration in social work education. Journal of Social Work Education, 34, 97-107.
Hardré, P. L., Ling, C., Shehab, R. L., Nanny, M. A., Nollert, M. U., Refai, H., ... & Wollega, E. D. (2013). Teachers in an Interdisciplinary Learning Community Engaging, Integrating, and Strengthening K-12 Education. Journal of Teacher Education, 64(5), 409-425.
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