SSNPCA 2 - Interdisciplinary learning
Introduction
Definition
What is Interdisciplinary Learning?*
Humes (2013) - Moran said it is a term of ambiguity and slipperiness which is not made easier by the existence of related terms multidisciplinary, cross-disciplinary and transdisciplinary
(Moran, J. (2010) Interdisciplinarity: the new critical idiom, 2nd edition, London: Routledge.)
Fenwick (2013) * Curriculum policy initiatives across the developed world are characterised by a number of common trends in response to twenty-first-century challenges (Broadhead, 2001; Tan et al., 2007).. The role of schools in developing knowledge and skills for both the workplace and citizenship is highlighted in many modern curricula. One aspect of this has been a shift from traditional subject-based curricula, with an emphasis on foundational knowledge, examinations and didactic teaching, towards a more technical–instrumentalist approach, with an emphasis on skills and application of knowledge (Young & Muller, 2010)
Literature Review
Benefits
Policy
Practice
- Context
Humes (2013) - Repko defines interdisciplinary learning as a process of answering a question, solving a problem or addressing a topic that is too broad or complex to be dealt with adequately by a single discipline
(Repko, A. F. (2008) Interdisciplinary Research: Process and Theory, London: Sage.)
Moran (2010) Interdisciplinary is always transformative in some way (BARTHES AND MORAN 1977)
Fenwick (2013) - In many countries, this transition from disciplinary to generic forms of knowledge has been accompanied in secondary schools by a greater emphasis on interdisciplinary curricular organisation and more active forms of learning (Hargreaves & Fullan, 2000; Whitty, 2010).
Fenwick (2013) - Scotland is, in many ways, typical of these trends; its new Curriculum for Excellence (CfE) (Scottish Executive [SE] 2004) endorses ‘greater cross-subject activity’ and space for activities that ‘broaden the life experiences – and life chances – of young people’ (p. 4).
Harvie (2020) - It could be said that in preparing students for life in the post-industrial information age, the “what” that students require to know has now changed (Virtue et al., 2019). IDL is promoted as something which allows educators to facilitate this change and a vehicle to enable students to develop the transferrable, problem solving and generic skills which will equip them for a future beyond the school gates (HMIE, 2009: Education Scotland, 2020)
INTEGRATION OF 2 OR MORE DISCIPLINES
DISCIPLINARY
Harvie (2020) Disciplines are things like maths, language, science (not necessarily school subjects). they are taught separately in Scotland
Harvie (2020) teaching disciplines can lead to difficulty for secondary students making connections between disciplines (as highlighted in the Munn Report (1977) which helped structure secondary schools in Scotland
MULTIDISCIPLINARY
Harvie (2020). Beane (1997) and Jacobs (1989) accept Meeth’s (1978) definition of a multi-disciplinary curriculum as that of involving the juxtaposition of several disciplines focused on one task but with no direct attempt to integrate (Dowden, 2007). (also RSE definitions)
Harvie (2020) 4 key aspects of IDL
The starting point is a problem or challenge which is too broad to be dealt with by one discipline alone and challenging enough to promote cognitive advancement.
The IDL activity should be purposeful, meaningful and relevant to the students.
There should be a grounding in two or more disciplines in order to draw upon them to address the interdisciplinary task.
During the interdisciplinary process knowledge from the different disciplines is applied and integrated in the mind of the learners.
Harvie(2020) Education Scotland (2012) 2 pedagogical approaches (schools may adopt both approaches or a mix of them)
Content-centred approaches begin the curriculum design process and the subject matter which has be covered. Fogarty (1991) provides a useful paradigm to consider.
student-centred pedagogies have their foundations in the work done by Dewey from the end of the 19th Century up until the 1930s, when forms of ‘organic education’ began to emerge. Dewey’s curriculum design recognised the relationship between student learning and social environment and experience, placing the student and their community at the heart of the curriculum rather than subject matter
Harvie 2020 teacher need to adapt to facilitaor roles helping student to collaborate and become self-directed learners
Harvie (2020) themes of students solving problems. If to choose between PBL and problem based learning, problem is best as students can gain IDL purpose, gain disciplinary insights and devlop their ability to synthesise and reflect on learning (Brassler and Dettmers, 2017)
Harvie(2020) o Klaassen (2019) agrees that when designing interdisciplinary courses ‘the problem’ should be central to the learning outcomes
PROBLEM SOLVING/ ANSWERING QUESTIONS
Harvie (2020)o Boix-Mansilla (2017) asserts that what differentiates interdisciplinary approaches from disciplinary or multi-disciplinary ones is the integration or synthesis of knowledge which takes place. Integration is embedded in the whole investigative, interdisciplinary process and is not just an end product (Holbrook 2013)
Ivanitskaya (2002) IDL is characterised by the integration of mutlidisciplinary knowledge across a central theme or focus
(Moran 2010) - Moran argues against creating a limiting term as the value in it lies in the flexibility and interdeterminacy. His definition is ‘I take interdisciplinarity to mean any form of dialogue or interaction between two or more disciplines: the level, type, purpose and effect of this interaction remain to be determined’. T give a more concrete definition would be to 'discipline' it
Harvie(2020) o The interdisciplinary approach then is one which propels students to draw on their existing disciplinary knowledge and skills (from two or more disciplines), in order to complete a sufficiently challenging activity or problem which they have been set or have set for themselves.
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Helmane & Briska (2017)
- IDL teachers organise curriculum around common learning across disciplines. Usually include a problem question. Includes an integration of knowledge that focuses on personal ideas pupils develop
- IDL is characterised by discussion, cooperative learning and group work
Helmane & Briska (2017) multidisciplinary is a focus and organising standards on disciplines around a theme
Different definitions
Applebee (2007)- Different authors have used terms such as integrated, interdisciplinary, multidisciplinary, cross-disciplinary, and meta-disciplinary without much consensus about the nature of the phenomenon being described(to describe interdisciplinary learning)
Education Scotland (2012) is a planned approach to learning which uses links across different subjects or disciplines to enhance learning. It promotes the development and application of what has been taught and learned in new and different ways.
Education Scotland (2020) o Defining and agreeing what IDL is has been a source of discussion for some time and has an impact on its implementation in practice (use this to say the ambiguity is leading to confusion)
RSE 2023 - Disciplines are branches of learning characterised by distinct objects, concepts, principles, theories, skills, tools and applications, and comprise groupings of ‘like-minded’ people. they may be inward looking and failt o address relevant real-world problems
RSE 2023 IDL is often based on contextual problems that apply to the real world e.g. climate change
RESEARCH
RSE 2023) Scotland must now compete in international marketplaces on an entirely different basis, with leading emerging economies poised to overtake the OECD economies through more rapid growth.
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o The complexity of the challenges and problems facing mankind in the 21st century requires a global response. Global problems do not exist in isolation, and any attempt to solve one problem may exacerbate another (Weil 2014). Learners need to be able to understand complex, interconnected problems and systems and to collaborate to solve problems. In particular, learners need to learn how to question and impartially evaluate complex and contrary evidenc
SOCIAL JUSTICE - CLOSING ATTAINMENT GAP
RSE 2023 o Poverty is a prime cause of educational disengagement and disadvantage. Many countries are trying to close the gap in educational attainment between their poorest and richest pupils, and between schools in the most and least deprived areas.
o Improving educational attainment is now a top priority of the Scottish government. With more than one-in-five children in Scotland being recognised as living in poverty – a figure that is significantly higher than other European countries (Scottish Government 2014) – by the age of 5, children in poverty lag between 10 and 13 months behind their more affluent peers in attainment and school readiness (Sosu and Ellis 2014).
RSE 2023 o IDL encourages team building and other soft skills and values such as resilience, resourcefulness, reflectiveness and reciprocity that will benefit all pupils, but especially the disengaged.
Bell Hooks Chapter 12 - classroom say they are democratic but they are not as borgouise values still dominate blocking the possibility of confrontation. The obsession with maintaining order (from teacher) undermines attempts for constructive dialogue. IDL can help to break down these powere relations and heiorachy to make education truly democratic
CURIOSITY, CREATIVITY IN THE REAL WORLD
Creativity (RSE, 2023/ Robinson ,2011/ Moran, 2010)
- Higher order skill in Blooms Taxonomy
- Foundation for Innovation - the process of putting ideas into practice
Stimulates Curiosity (RSE 2023/ Robinson 2011)
Real-world contexts (Applebee, 2007/ Humes, 2013)
- Dewey says this is vital to maintain student interests (Dewey, 1916)
DEEPER UNDERSTANDING OF REALITY
Harvie (2020) o Newman’s (1873) ‘circle of knowledge’ provides an example of such a view where each discipline is seen to occupy a particular part of the circle and can only answer questions relevant to its own particular field. To gain a holistic education, Newman argued that one had to be familiar with the whole circle and that to acquire a true understanding of reality, engagement with a variety of disciplines is necessary. Integrationists believe that it is possible to use knowledge from different disciplines simultaneously to gain a deeper understanding of reality
Making connections between disciplines leads to:
- Higher order thinking (Harvie, 2020, Humes, 2013)
- Critical Thinking (Harvie, 2020/ Ivanitskaya, 2002/ Humes, 2013)
- Development of schemas (Ivanitskaya, 2002/ Thornburn,2017) - the organisation of knowledge which is just as important as quantity of knowledge as it allows for efficient information processing, ability to adapt to new information and enhances problem solving skills
Also improves:
- Engagement (RSE, 2023/ EdScot, 2020/ Applebee, 2017)
- Attendance (EdScot, 2020)
- Motvation (Humes, 2013)
- Confidence when dealing with challenges (Humes, 2013)
- Real World context (Applebee, Humes) - gives them more motivation to learn
IDL challenges outdated thought processes (Humes, 2013/ Applebee, 2017/ Moran, 2010)
HELPS STUDENT GET JOBS
Harvie (2020) The centrality of IDL in the curriculum is underpinned by the premise that we now require a knowledge economy which produces workers with adaptability who are capable of responding to rapid change in the job market (Her Majesty’s Inspectorate of Education {HMIE}, 2009).
Education Scotland (2020) Increasing numbers of further and higher education institutions are creating interdisciplinary courses that hope to develop more ‘T-shaped’ people (Heikkinen, 2018; Saviano et al 2016). The vertical bar of the letter T represents the depth in a single subject or discipline, with the horizontal bar expressing the ability to collaborate across disciplines
RSE (2023) Hurley (2001) has shown show that student achievement in science was greatest when maths was used in integration with science or to enhance science, and in maths when taught in sequence with science (i.e. planned together but taught separately). 🔥
Meta anlysis, qualitative and historical data analysis
Limitations: lacks concrete definition on integration (interdisciplinary) also quite an old study
THEORY
Vygotsky:
- Builds on previous learning (ZPD) (Vygotsky, 1978)
- collaboration leads to more learning (through social)(Vygotsky, 1962)
WHAT POLICY SAYS
Harvie (2020) - Interdisciplinary learning (IDL) features heavily within Scotland’s Curriculum for Excellence and is promoted as a way to develop skills building and conceptual creativity in students, factors which are now seen as crucial for the twenty-first century education system (Khadri, 2014; Kolmos, 2016
OECD(2015) - Interdisciplinary learning is indeed regarded as a “learning context” of which there are three others: the ethos and life of the school as a community; curriculum areas and subjects; and opportunities for personal achievement. In addition to the other curricular dimensions, therefore, CfE formally recognises four different “contexts for learning” (Building the Curriculum 3)
OECD(2015) The three inter-disciplinary curriculum areas - “Health and wellbeing across learning”, “Literacy across learning”, and “Numeracy across learning” - are regarded as the responsibility of all teachers and practitioners, not only those with specific teaching responsibilities aligned to these curriculum areas
IS POLICY WORKING IN PRACTICE?
GTCS 2021 2.11: teachers need to demonstrate knowledge and understandi g of interdisciplinary learning
2.13: Teachers need to demonstrate knowledge of IDL curricular areas (literacy, numeracy, health and wellbeing, sustainability, digital literacy etc.
Harvie (2020)- Recent studies suggest, however, that although teachers welcome the idea of IDL in principle, there is a serious policy implementation gap (Harvie, 2018, Graham, 2019)
Education Scotland (2020)- Despite being at the heart of Scotland’s Curriculum of Excellence (CfE), interdisciplinary learning (IDL) has not yet become a habitual learning approach in all of Scotland’s schools. It exists, and it is a way of thinking and learning that can have a significant impact on improving student engagement and performance, but its application and quality is inconsistent.
OECD (2015)- The main study of implementation of CfE is a 2011 investigation, using an online survey and in-depth interviews in one of the 32 local authorities (by Mark Priestley and colleagues). Primary schools had made more progress with whole-school, topic-based and project-based interdisciplinary approaches than secondary schools where the curriculum remained too often conventionally subject-based. A range of new practices was being embraced by teachers, and their adoption was being enhanced by a move towards collaborative and collegial working”, but the researchers were not convinced that teachers were engaging deeply with CfE’s underpinning ideas in their work together (also Priestley, 2013). 🔥
WHY ISN'T POLICY WORKING IN PRACTICE?
- Poor Understanding of IDL
Harive (2020) Lenoirand colleagues (2000) found that when teachers had a poor understanding and education in the area of interdisciplinarity, it resulted in what they called an ‘eclectic approach’ to IDL being adopted. This describes a ‘pick and mix’ attitude to teaching IDL, with no clear perception of how well certain disciplines fit together and how best links can be made.
Harvie (2020) - - However, Harvie (2018) concluded that primary teachers were also unclear about what IDL actually involves and what is referred to, as interdisciplinary practice is often a form of topic work using a theme as a context for teaching the discrete disciplines. Indeed, it was acknowledged by Graham (2019) that IDL has been poorly articulated, poorly exemplified and often poorly understood by teachers even though it is at the heart of the Scottish Curriculum (Shelley, 2019) (agreed by Education Scotland ,2020)
Harvie (202) Lack of conceptual clarity in the policy too(Harvie 2018). For example: * factors such as providing relevant contexts and developing knowledge and skills, can pertain as much to teaching and learning within discrete disciplines as they do to IDL, so these themes can often make it difficult to determine what is unique about interdisciplinary tasks
- Lack of Training
Humes (2013) - - What these potential practical problems suggest is that goodwill on its own may not be enough to advance the cause of interdisciplinary learning. Unless skilfully promoted, with political backing, a clear strategy and persuasive leadership
- Lack of Time and Resources
Harvie(2020) lack of teacher time to plan effective IDL. Should ideally be planned after students prior knowledge has been considered but this isnt always practical (Murdoch and Wilson, 2004). Supported by Nariman and Chrispeels (2016) and Ward and Lee(2002)
Applebee (2007) requries tiem and resources that are often not there (agreed by Ed Scto, 2020)
RSE (2023) success is strongly reliant on teacher skills. They need good understandign of disciplines. Require a high level of CPD and ITE (otherword, change must be systemic)
Harvie (2020) * To add to this complexity various prefixes to disciplinary are frequently used (e.g., trans-, multi-, cross- and supra-) giving rise to what Graff (2016), refers to as a ‘storm of semantics’ with regards to the blurring of disciplinary boundaries
- Secondary School Structure
Thornburn (2017) * However, as Bryce and Humes (2013, p. 58) note, to date ‘one would have to admit to a mixed picture across secondary schools … as … very many school departments hang on to their subject territories, often resorting to timetable rotations rather than finding ways of bringing about integration meaningfully’ - Need change in not only culte but school structures too (grouping of learners, how time is used in a day etc.)
Humes (2013) - IDL requires longer periods of time that would require secondary schools to change their timetables
Humes (2013) - Rigidity of CfE in secondary schools make IDl harder to implement due to conservative values of teachers (benefits teachers not learners)
Education Scotland(2020) common misconception that IDL should happen after the 'serious work'
Fenwick (2013)* Limited time and resources for planning and implementing integrated approaches have also been highlighted as barriers to successful enactment of such initiatives (Applebee et al., 2007; Harris & Ratcliffe, 2005)
Humes (2013) - abandoning structured knoweldge may be a mistake as it moves towards more vague and poorly understood areas of knowledge // agreed by Moran(2010) Ivanitskaya (2002)
Harvie (2020) srtudent cenetered learning can be 'woolly' and result in patchy coverage of 'official knowledge' (Apple, 1993)
Good IDL should draw on disciplinary knowledge foundation. They do not exist separately from one another, but actualy complement each other (RSE, 2023/ Boix-Mansilla, 2004 in Harvie/ Education Scotland, 2020) * called pillars in EdScot
Lack of understanding leads to pick'n'mix appraoch with no thought as to how these disciplines will work together or if they even fit together. This makes learning no longer student centered and democratic, removing the benefits outlined here (Harvie, 2020)
Moran (2010) human intellectual limits to interdisciplinarity (at higher levels) means that someone working individually may have gaps in their knowledge
Reduces enthusiasm when not done properly (Fenwick, 2013) makign it less likely to engage students
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S1 School in Edinburgh
Taught English thorugh placement from Sep-Dec
Teaching ACC and applying it to everyday life
- What is the IDL Lesson?
English - Writing (list E's and O's)
Social Studies - Research into Victorian Times (List E's and O's)
- How is IDL done well?
- What can be improved?
Content-centered (Harvie)
Note how these were not included in lesson plan
It is IDL as it is content centered. It is planned around the E's and O's (Harvie, 2020)
Allowed for a real world connection (Applebee, Humes)
Covers two disciplines of English and Social Studies (Edscot, Harvie, Moran, Ivanitskaya)
Built on previous learning (Vygotsky) - their knowledge of writing in English and of the learning we had done in the previous class hat researched life in Victorian times
Use of a "pic'n'mix" approach (Harvie). I do not list Social Education in the E's and O's, which shows that English was the priority. Was there any connection between the skills in English and Social Studies? I dont think so. AlsoThornburn (2017) * However, as Bryce and Humes (2013, p. 58) note, to date ‘one would have to admit to a mixed picture across secondary schools … as … very many school departments hang on to their subject territories, often resorting to timetable rotations rather than finding ways of bringing about integration meaningfully’
Doesn't cover all 4 aspect of IDL listed by Harvie (2020). There is no problem (harvie, humes, RSE, Helmane+Briska) which is seen as vital for IDL.
Short time to conduct the IDl lesson may have limited its potential (Humes)
NEEDS TO BE STRUCTURAL CHANGE TO SECONDARY (THORNBURN)
Conclusion
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