INTERDISCIPLINARY LEARNING ASSIGNMENT

How the Integration of Disciplines Benefit the 21st Century Learner Interdisciplinary Learning Assignment Ashley L. Chudyk University of Calgary

Understanding Interdisciplinary Learning

INTERDISCIPLINARY LEARNING ASSIGNMENT

In a progressively evolving 21st century, the amount of information and knowledge for educators to utilize in their classroom is vast. For this reason, many fields are utilizing interdisciplinary learning to bridge gaps between disciplines and to solve social, academic, and practical problems, (Nissani, 1997). According to Strober, interdisciplinary learning integrates multiple disciplines or theories which leads to creativity, innovation, flexibility, and increased rate of productivity (2011). Based on these positive outcomes of interdisciplinary learning, it is important to look at theories that support this integration, so that as educators we can delve deeper into why disciplinary integration works in the classroom. Furthermore, by looking at the Inspiring Education Policy Framework, we can envision why taking an interdisciplinary stance in our teaching methods parallels the goals for the 21st century Alberta learner (2010). Lastly, by considering how interdisciplinary learning can be used in the classroom, one can gain practical insight into how interdisciplinary learning can come to life. Tunnel vision in only one field can lead to irresponsible action, (Nassini, 1997). This is why as educators, we should navigate the theories that support interdisciplinary learning to encourage diverse approaches, (1997). According to Repko, it is important to understand what the inter in interdisciplinary first stands for. Inter, encompasses; the bridging between disciplines which then calls for action on various disciplinary insights, leading to integration. This integration results in innovation and an enhanced or more holistic understanding of a topic or problem (2012). Also, when one only focuses on one specific field, there is a potential for disciplinary cracks, (Strober, 2011). This meaning where one single vision falls short, by integrating another discipline, one may fill the holes for a more complete understanding or resolution. One can then envision why this approach is effective for a positive classroom

INTERDISCIPLINARY LEARNING ASSIGNMENT environment. By utilizing interdisciplinary methods in the classroom, as educators we are open to fun, innovative, and creative learning environments, lesson plans, and flexible, balanced assessment, (In Class Notes, Dr. Freeman, 2013). Balanced assessment is defined, according to

Inspiring Action in Education, where students have varied assessmentscompatible with highquality and engaging learning opportunities with flexible timing and pacing through a range of learning environments, (p.20, 2010). As educators, striving for open-minded and flexible methodologies will also help students by supplying them with options for creative growth and help learners to forge connections between disciplines that before may have not before appeared apparent. This truly gets to the crux of why taking an interdisciplinary stance as an educator is so important; for the betterment of student learning by supplying option and cohesive understanding of information which enhances learning. Alongside the theory of interdisciplinary learning, it is also important to know how it coincides with the ideals for education in Alberta. The vision for the 21st century Alberta learner, according to Inspiring Education Policy Framework, is encompassed by three Es, (2010). The first E being an engaged thinker; one who is innovative, is able to work from many viewpoints, and a problem solver. This first point parallels Strobers theory of interdisciplinary learning, and how it can be utilized when solving complex problems. She also emphasizes how integration leads to innovation, (2011). These two points describe the vision of an engaged learner the Inspiring Education Policy Framework defines, giving support to why integration would be effective in classrooms. The second E is a student who is an ethical citizen; a team worker and collaborator (2010). Inspiring Action in Education supports this by stating that learners will be treated through a flexible approach, one that should have meaningful learning opportunities appropriate to each learners developmental stage, including learning that is experiential, multi-

INTERDISCIPLINARY LEARNING ASSIGNMENT disciplinary, community-based, and self-paced (2010). It is very explicit that the vision for Alberta learners are encompassed by the outcomes of interdisciplinary learning. The last E offered by Inspiring Education Policy Framework, envisions a student with an entrepreneurial

vision; explores various ideas, is open minded, and flexible (2010). Schwartz said that you need permission to be allowed to improvise, try new things, occasionally to fail and learn from your failures, (p. 5). When a teacher is willing to be open to integrate various new disciplines into a lesson, which may not particular play into his or her strength, the sheer willingness to experiment and try new things will allow for creative experimentation for the teacher as well as the student, (In Class Notes, Dr. Freeman, 2013). After looking at the vision for a 21st century Alberta learner, the outcomes of interdisciplinary learning facilitate such goals. One practical exercise that may be presented in the classroom that exemplifies interdisciplinary learning, would be an English Language Arts teacher utilizing a drama performance for creative exploration. The students can explore reading and writing in ELA, exploring various genres of script. This investigation can lead students into writing workshops, helping them to generate their own script. As the scripts are developed, the teacher can lead the lesson into Drama. Students can study the elements of a play, enabling them to see their scripts come to life. Current events or previous history could be explored as an option, utilizing the script as a research piece, and having students write about a topic currently being studied in Social Studies. Music can be explored to add another level of exploration for the students. Students will be encouraged to pick musical pieces that fit the scene, those in band may even wish to play an instrument to allow for them to showcase their talents. This example demonstrates how a single focus, to read script in English Language Arts, can turn into an engaging and creative project integrating various disciplines.

INTERDISCIPLINARY LEARNING ASSIGNMENT Interdisciplinary learning, as demonstrated above, is a key tool that can be utilized by educators to problem solve, and forge connections, which creates a holistic vision for the learners. By examining what it means to integrate a variety of information, from a spectrum of disciplines, an educators option for engaging practices for the vision of the 21st century learner is vast. The key reasons being that interdisciplinary learning integrates multiple disciplines or theories which leads to problem solving, creativity, innovation, and flexibility (Strober, 2011).

All basic tenants that the Inspiring Education Policy Framework envisions in the 3 E outcomes for learners (2010). By viewing this through a practical exercise in the classroom, one can see how a linear idea can be turned into a dynamic and holistic integrative learning experience. By not being afraid to take risks and by flexible by utilizing interdisciplinary learning, the outcomes and processes will embody the culture of our methods, classrooms, and learners.

References

INTERDISCIPLINARY LEARNING ASSIGNMENT Government of Alberta. (2010). Inspiring Action on Education. (p. 4-27). Retrieved from ideas.education.alberta.ca/media/2905/inspiringaction%20eng.pdf Nissani, M. (1997). Ten cheers for interdisciplinarity: The case for interdisciplinary knowledge and research. The Social Science Journal, 34(2), 201-216. Repko, A. (2012). Interdisciplinary Research. (2nd Edition). SAGE publications, Inc. Retrieved from www.sagepub.com/upm-data/43242_1.pdf Schwartz, B. (2009). Our loss of wisdom. [Video File]. Retrieved from http://www.ted.com/talks/barry_schwartz_on_our_loss_of_wisdom.html Steering Committee Report. (2010). Inspiring education policy framework: A dialogue with Albertans. (p. 1-51). Retrieved from www.inspiringeducation.alberta.ca

Strober, M. (2011). Challenging habits of thought. In Interdisciplinary conversations. (p. 11-27). Retrieved from http://site.ebrary.com/id/10459532?ppg=22