Crossing Boundaries and Creating Connections

In primary schools, working in an integrated or interdisciplinary approach is not a new idea. According to Mathison and Freeman (1997), these approaches have been associated with progressive education movements for nearly a century.

An integrated curriculum, or inquiry-based learning, can work effectively in the primary classroom as we have some autonomy over our timetabling and presentation of learning. Using authentic contexts for learning makes it easier for students to make links between their learning and real life, comprehend multiple perspectives, and develop strategies for problem solving across disciplines (Mathison et. Al, 1997). What can make it harder to sustain, and be manageable, is the ‘just in time’ nature of the planning when responding to student wonderings or current events to provide that ‘real-life’ connection. Also, as we move into collaborative teaching partnerships, I question whether we will have the same opportunities to respond to evolving student voice as we seek to meet the differing needs of different teachers…and possibly a less flexible timetable? Having said that, I, and my colleagues, aspire to integrate as much as we can as we recognise the benefits for the learner in learning to cross boundaries and make connections – essential skills for 21^st Century.

Interdisciplinary Connection Map

When I reflect on myself as a professional, and my working environment, I can describe myself in 3 capacities – as a teacher, as a team leader, and as a learner. All of these identities are linked. As a teacher, I have a number of responsibilities and connections to different groups concerned with student achievement and progress. As a learner, I am continually seeking to up-skill and keep abreast of current thinking so that my practice is as effective as possible (and therefore has a positive impact on student achievement and progress). As a team leader, my ultimate responsibility is still student achievement but within the context of empowering and enabling the teachers within my team to be as effective as possible whilst also promoting best practice across the school. Although these 3 identities have the same overall objective, there are times when they can feel at odds with each other – when one is perhaps taking more time or energy than another (MindLab, at times, for example!), or when the immediate aims of a particular ‘task’ or requirement for one role seem counterproductive for another (e.g. report writing!). It is a constant juggling act to keep the balance right and to maintain focus on the big picture.

Two of the potential connections highlighted (in grey on my map) are both linked to myself as a learner. My research project (MindLab – using digital tools for the effective assessment of writing) already has had an effect as it has formed the basis of my leadership inquiry for this year. This is impacting on my practice as a team leader and the influence I am having on my team members. I have also identified the possibility of following up this course with the Masters course – although not immediately! In the near future though, I hope to build on the learning from this experience and continue with my own professional development as I see the benefits it has on my other professional ‘roles’. By continuing to make connections between my 3 professional identities, I hope to contribute effectively in all 3 disciplines.

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: