Interdisciplinary Teaching...crossing the boundaries

Activity 7:

Interdisciplinary teaching and learning is something that primary school teachers are familiar with. We generally called it something else, e.g. integrated teaching or thematic units. Today it might be seen through Genius Hour (80/20 learning), project-based learning or deep learning tasks. The difference being now is that an overarching question is created to narrow down the focus area for the learner. There also may be a sub-question or questions. It is more about the students learning and agency. It is about the teacher scaffolding the learning rather than directing it.  The difficulties with this approach in a school situation is that not everyone is on board or if they are, they are all at different points on a continuum. There is definitely a game of two halves in our school with the Years 5 - 8 well on the journey of interdisciplinary teaching and the other half of the school still working on topic integrated approach at best. This is not an easy journey as it requires a mindshift from the teacher to share the decision making with students. Not all teachers are prepared for this.

Jones (2009) suggests that through interdisciplinary techniques, students (and teachers) will continue to grow in critical thinking, creativity, communication and pedagogy. I firmly believe this as I am on this journey and have begun to see these changes in many of our students..


  

To the future...
One of the areas I intend to further develop is Genius Hour. I introduced Genius Hour this term into our Year 5/6 team. We wanted our students to investigate, research or make something that was of great interest to them.  However the only way our team could fit it in (time wise) was under the umbrella of our term theme of Music & Art. It was not ideal but it was better than nothing. We really wanted the students to find their passion project and run with it. We soon learned that it was going to be too difficult to fit a number of 'passions' under this theme. We had to assist them find an interest they could develop that truly aligned with either music or art. It turned out okay. They produced a piece of art or music because they were required to. It didn't sit well with us as teachers as this is not the philosophy behind Genius Hour as quoted below.

"There exists empirical evidence proving that students who are given the freedom to explore areas based on their personal interests, and who are accompanied in their learning by a supportive, understanding facilitator, not only achieve superior academic results but also develop socially and grow personally" Motschnig-Pitrik & Holzinger (2002).

Next term we have timetabled in approximately 20% time for Genius Hour, solely for the students' to follow a passion or idea that they wish to explore further. They will follow the same scaffolded expectations that were in place last time, i.e. identify the project they wish to work on, develop a question(s), research, create and present. Along the way reflect on their journey through blogging and if they are 'making' something, take photos of different stages of the process and create a time-lapse movie. This worked especially well for many art projects and can be applied to other projects in the future.

It was quite evident that student engagement in their learning increased, many students collaborated on their projects outside of school via google docs or facetime to keep their project moving forward.
It was about being able to follow a step by step process, start a project and finish it regardless of failures along the way. Students knew that was part of the deal - fail to succeed. They were not allowed to get off the horse so to speak just because it wasn't going right. With help, they were encouraged to problem solve any difficulties they encountered and us as teachers asking the right questions at the right time to keep them moving forward! And oh, it was messy learning in every sense of the word but a wonderful learning journey.

I can see how PBL can sit alongside this in order to follow our school overview or theme for the term. The scaffolding would be the same, however an over-arching question will be posed to the students' to investigate and perhaps break down into one or two sub-questions. I intend to further investigate this combination of PBL and Genius Hour by reading Inquiry and Innovation: Using 20% TIme, Genius Hour and PBL to Drive Student Success by A.J. Juliani

Digital Technologies - Coding/Robotics
As I am writing this blog the  has announced that digital technology, i.e. coding, computer science and robotics is to be formally introduced to the curriculum in 2018. This is an acknowledgement by the government as to the importance of ensuring our students today acquire the 21st century skills that will help them in their careers...especially in IT where it is predicted the skills will be required the most.

“The information technology sector is one of the fastest growing sectors in New Zealand, with a demand for skilled graduates. This step will support young people to develop skills, confidence and interest in digital technologies and lead them to opportunities across the diverse and growing IT sector."  Education Minister Hekia Parata as cited in CIO New Zealand (2016)

I have begun to dabble in coding (Scratch) and have joined Code Club Aotearoa but have yet to form a club at school. I have viewed a colleagues club and the enthusiasm and concentration of the students' to achieve each level is amazing. All this is done in their own time. I have casually asked in my team of 75 students' how many would be interested in learning coding. Three quarters put their hands up...now there lies the challenge. How do you cater for that many? Not easily so there might be a wee bit of shoulder taping for assistance. There is no lack of enthusiasm for the challenge among the students as they are already working in a 1:1 device environment. I can now feel the pressure a little more with the latest announcement from the education minister.

In the same article that I have quoted Education Minister Hekia Parata above, NZTech CEO Graeme Muller talks about the addition of digital technology in the curriculum as being a step forward but only a step. He backs this up by saying “we believe coding is an essential skill. Since 2014, the principles of computer programming have featured on England’s curriculum for children from the age of five or six, when they start primary school." I have been aware of this so I am not surprised that we are now heading in the same direction. I only hope there will be plenty of professional development for teachers. 2018 is not that far away! 



Jones, C.(2009). Interdisciplinary approach - Advantages, disadvantages, and the future benefits of interdisciplinary studies. ESSAI, 7(26), 76-81. Retrieved from http://dc.cod.edu/cgi/viewcontent.cgi?article=1121&context=essai

Motschnig-Pitrik, R., & Holzinger, A. (2002). Student-Centered Teaching Meets New Media: Concept and Case Study. Educational Technology & Society, 5(4). Retrieved from http://www.ifets.info/journals/5_4/renate.html 

NZ curriculum to include digital technology - but tech industry wants more. (2016, July 5). Retrieved July 7, 2016, from http://www.cio.co.nz/article/602864/nz-curriculum-include-digital-technology/