Week 31 – Interdisciplinary Connections
Creating the above Coggle to demonstrate the interdisciplinary connections I have as a junior teacher illustrated, to me, two things; the first being that as teachers it is impossible to exist and be effective independently. Secondly, there is a parallel that I can draw between them and my community of practice.
One of the wonderful things about being a teacher is that we have this wide range of support from the community. There is a more recent movement in education to move into connected approach to learning, a multidisciplinary approach. Using an approach such as this can give our students a real world context in which to take risks with their learning and apply skills and knowledge they have learnt. From Hadre et al’s (2013) study they found that interdisciplinary learning can increase innovative thinking, critical practice and metacognitive awareness, all crucial skills we are attempting to impart on our students.
An area that I identify from my diagram would be to create a collaborative environment with my new colleague as I am changing year levels and so working with a new colleague.
In the figure below from Mullian and Kuban (2015) outlines three major areas that are key to a successful interdisciplinary relationship; workplace conditions, qualities/ attitudes and common goals.
Using this model from Mulligan and Kuban’s (2015) blog post on ACRLog it makes clear to lay out the parameters in which to establish a strong working interdisciplinary and collaborative relationship.
My colleague has already mentioned she wants to be more collaborative with planning so having the open and communicative attitude will be a great asset to establishing this professional relationship. We already have a common goal – educating Year 3 students. Refining this goal and drawing from our wide community will ensure the success of supporting our Year 3 students but also our working relationship.
A major challenge to this will be that our classes are separate; in fact so separate they are on different floors! This is a factor is establishing and maintaining a working collaborative relationship as suggested by Mulligan and Kuban (2015) in a blog post on successful interdisciplinary interactions.
I look forward to the challenge of establishing a new professional relationship incorporating the aspects of an interdisciplinary approach, expanding the learning field for the young minds that I work with daily.
ACRLog. (2015). A Conceptual Model for Interdisciplinary Collaboration. Retrieved from http://acrlog.org/2015/05/14/a-conceptual-model-for-interdisciplinary-collaboration.
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.