Interdisciplinary Connections

Interdisciplinary Connections

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).

Marilyn Stember (1991) outlines three arguments for an interdisciplinary approach that resonate with me:

• Intellectual - any learning area is enriched by other areas;
• Practical - connections are strengthened when they have a real world context;
• Pedagogical - separating subjects hinders learning.

As a primary and intermediate school teacher, I work with the other teachers in my syndicate to teach across most subject areas, integrating them wherever possible to create thematic contexts that my students can apply to real life.  Therefore, my interdisciplinary connections, as discussed here, will focus on the professionals who I work with to achieve common goals for my students achievement and also their well-being.

My current and future interdisciplinary connection map

I have separated my interdisciplinary connection map to focus on four main areas of my current role, as well as a fifth area of potential connections:

• Classroom teacher
• Student wellbeing
• Learner
• Teacher responsible for ICT
• Future role in our Community of Learning

One potential interdisciplinary connection as a near future goal.

I am about to embark on a two year journey, working as part of an across-schools communities of learning (CoL) team.  As the intermediate school teacher on the team, this will involve working with the primary and secondary teachers on the across schools team, as well as working with the in-school CoL teachers.  

While this is an opportunity that should provide many benefits to the schools involved as well as adding to my own learning, it also presents many challenges.  An obvious challenge in relation to the interdisciplinary connections is likely to be in understanding the range of different perspectives, opportunities and challenges in working with students across such a wide age range (5 - 18 years) and from schools of different sizes and locations.  
Viewing problems from a range of perspectives is something that fascinates me, so this aspect is one I look forward to.  Finding new solutions to problems and creating improved outcomes and engagement for students is what I aspire to in my role as a teacher.  

Something I am likely to find challenging is the intensely collaborative nature of the role - working with a team I have not yet met.  While I value collaborative work for the differing perspectives others bring, I also find it frustrating at times, as progress does not usually take place at the pace I would prefer.

Exactly how the joint planning, decision-making, and goal-setting takes place is what I am going to find out this term.  Guided by the principals in charge of the CoL, and an ‘expert’ mentor, we will be finding a way of working together where we are able to plan, set goals and work out how to make collaborative decisions, with the joint aim of improving educational outcomes for our students.

“We need to prepare kids for their future not our past”

(Dr. Richard Moniuszko, Deputy Superintendent, Fairview County Public Schools, Virginia as quoted by Daniel Pink on October 18, 2009 in his presentation at the Inspiring Education Provincial Forum).

References:

Andrews, A. B. (1990). Interdisciplinary and interorganizational collaboration. Encyclopedia of social work, 1479-1489.

Berg-Weger, M., &. Schneider, F. D. (1998). Interdisciplinary collaboration in social work education. Journal of Social Work Education, 34, 97-107.

Stember, M. (1991). Advancing the social sciences through the interdisciplinary enterprise. The Social Science Journal, 28(1), 1-14.