Week 31 - Crossing Boundaries

My interdisciplinary connection map

As part of the task this week we were asked to complete a interdisciplinary connection map to identify connections between what we teach in our individual subjects and see where connections may be made to other subjects. As a PE and Health teacher across both intermediate and secondary schools I am fortunate enough to be able to see a huge range of possible connections. My own teaching philosophy is being constantly formed as new learning takes place, but one thing I am fairly certain about it how our subjects are being done a disservice by being so separated and siloed. 

Andrews (1990) defines interdisciplinary collaboration as occurring "when different professionals, possessing unique knowledge, skills, organizational perspectives, and personal attributes, engage in coordinated problem solving for a common purpose" (cited in Berg-Weger &. Schneider, 1998). Mathison and Freeman recognised that even back in 1997 this is not a new idea. Teachers all across the world have been doing this for a long time. It is only more recently that this is becoming a more 'formalised' method of teaching and learning, identified by some of the countries leading, innovative schools as the way of the future. Finland became the first country in the world to completely abandon siloed subjects and head towards this way of learning and they are leading the word in education - so is there something to it? 

Mathison and Freeman (1997) also suggest that many teachers have been 'jumping on the bandwagon without questioning the dissatisfaction with discipline specific approaches'. This prompted me to take a closer look at why I am dissatisfied. For me, it is the endless possibilities to create learning experiences for students that will truly deepen their understanding that I simply cannot access on a daily basis. This is particularly evident for me in my academic classes where I am so limited due to the prescriptive nature of the current curriculum that I am teaching. I am bound by the syllabus, which is a stretch to cover in 5x50min periods a week. I am limited by the expectations of parents, staff and students who all feel the pressure to pass exams. They do not see the benefits when I take a few lessons to do experiments into what energy drinks contain and how they work. They want the information presented in an easy to digest format, that they can rote learn to pass the exam. 

This is starting to sound slightly rant worthy, but I say this understanding the benefits to both students and teachers of a more integrated, interdisciplinary curriculum. I could utilise the science teachers expertise to help teach anatomy and physiology - to conduct experiments, dissections and allow students to really apply what they are learning about training methods in labs and in a more practical environment; suited to many of my more kinaestheic learners of PE. 

Mathison and Freeman listed many of the benefits in their study:

For students:

• More holistic approach
• Better comprehension of global inter dependencies and understanding of others' points of view
• Increased ability to make decisions and think critically (seeing beyond disciplines)
• Increased problem solving skills (particularly of novel problems)
• Improved co-operative learning, seeing themselves as part of a learning community
• Increased motivation for learning

For teachers: 

• More meaningful relationships with students - learning together
• More curricular flexibility
• Collegiality between teachers

In the video below, the staff discuss these benefits to their students. It is noted how this approach allows students to see the world more holistically and to see themselves as part of a more global community. With the world becoming a smaller place, full of novel problems to solve it is important, they say to develop an apathic horizon, helping students to better relate to others. As a HPE teacher this is an integral part of my teaching philosophy. 

References: 

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

ThomasMcDonaghGroup. ( 2011, May 13). Interdisciplinarity and Innovation Education.[video file]. Retrieved from https://www.youtube.com/watch?v=kDdNzftkIpA