One could say that those with whom I have an everday connection with would be the first point in call. The staff and students I interact with each and everyday, which is the community that I firstly relate to. Then comes the wider community and the whanau linked with the students I have the pleasure of teaching, however, it also goes wider than that.
Being in the education field there are a wide variety of Communities of Practice that if you put yourself out there, they are able to help you grow both as a teacher and as a person (Takahashi, 2011; Vescio, Ross, & Adams, 2008). This is an area where I need to ensure that I keep up with. There are amazing people doing amazing things in classrooms and who find relevant and useful resources or ideas that just make you think.
Part of this task is to make an interdisplinary connection map, and whilst I have made this map as presented here, I think it could extend even further. There seems like no end point.
Even when I was a student myself I could see the potential of cross-curricular learning experiences. This view I have not changed. For learning to become real and purposeful we need to open the siloed subject fields and develop learning experiences that open learning in a future orientated view. We have moved from a "knowledge age" where students have a requirement to "know" specific knowledge prior to leaving school. What our akonga require is the ability to be creative, innovative, critical thinkers who are actively involved and are well prepared for life long learning (Ministry of Education, 2007). This is also identified in the Education Review Office (2012) report on the evaluation of priority learners where they state "we must do better" (Education Review Office, 2012, p9). They even go on to state
It is important that leaders respectfully challenge teachers‟ thinking, including unpacking the assumptions that sit behind some of their habitual practices, so that the focus of their work is always on improving students‟ learning. (Education Review Office, 2012, p10)
The interdisplinary approach to teaching and learning provides an opportunity for this to occur and on my opinion can be part of the secondary curriculum. It is used well in many primary schools and alternative education providers. As our senior akonga are the closest to joining the workforce it makes sense to provide relevant and meaningful learning experiences. It can be a challenge for secondary staff to cooperatively plan together., especially as this is beyond the "norm". It can make people feel uncomfortable as it is beyond the traditional view of what teaching and learning is. It is about changing the culture of the school (Stoll, 1998) to one where the learners are placed at the forefront. But I challenge the thought behind this, why can we not use the expert staff in more meaningful and relevant ways? Why can't our akonga use the expert staff for guidance and support when they require it? Is it an answer to our disengaged learners in middle school and secondary education (Gibbs & Poskitt, 2010)? I'm not sure, but maybe it would help by providing opportunties for our akonga to take ownership over their learning process in a supportive environment.
Next year, in my new class I hope to incorporate an eLearning environment where there is an importnan focus on interdisplinary connections. Mathison & Freeman (1997) spoke of the need of not only integrating subject areas but also looking at the topic from a subject focus. This is something that I am not sure is used well in classrooms. This approach is a little different than setting a wider topic and ensuring curriculum covereage. It is about putting the subject specialist "hat" on and seeing it from that perspective. This slightly new idea is something I will have to ponder on further.
There is a lot to keep learning about, I suppose that is the key. If I am wanting my akonga to be innovative, creative, connected, life long learners then I need to ensure that I keep abreast of what is happening in the educational world, to keep involved in the Communities of Practice I have established to ensure that I am able to provide the best learning and teaching opportunties for my akonga. The old age addage "practice what you preach".
Education Review Office. (2012). Evaluation at a Glance :
Priority Learners in New Zealand Schools August 2012, (August). Retrieved from
http://www.ero.govt.nz/assets/Uploads/Evaluation-at-a-Glance-Priority-Learners-in-New-Zealand-Schools-August-2012.pdf
Gibbs, R., & Poskitt, J. (2010). Student engagement in the middle
years of schooling (years 7-10): A literature review. Wellington, NZ:
Ministry of Education.
Jones, C. (2009). Interdisciplinary Approach - Advantages, Disadvantages,
and the Future Benefits of Interdisciplinary Studies. Essai, 7(2009),
75–81.
Mathison, S., & Freeman, M. (1997). The logic of interdisciplinary
studies. Journal of Development Studies.
http://doi.org/10.1080/00220387408421516
Ministry of Education. (2007). The New Zealand Curriculum (Vol.
116). Wellington: Learning Media. Retrieved from
http://nzcurriculum.tki.org.nz/the_new_zealand_curriculum
Ministry of Education. (2012). Future-oriented learning and teaching,
(26).
Stoll, L. (1998). School culture audits: making a difference in school
improvement plans. School Improvement Network’s Bulletin 9, 11(1),
74–82. http://doi.org/10.1177/1365480207086756
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