Why Adpot An Interdisciplinary Approach to Education?

Although integrated curriculum is not a novel idea in the world of education, it is a concept that I have only recently been exposed to. As a student, my experience with an interdisciplinary approach to education is limited.

As I reflect on my learning in a “traditional” elementary and high school setting, I recognize that sense of disconnect that many students realize and struggle with when they consider their day-to-day learning across different subjects. Throughout my educational career, math was math, English was English, science was science and any cross-curricular connections occurred by accident or were self-identified. The arts have been documented as particularly effective for integration across disciplines. Yet, even in a performing arts high school, none of my teachers chose to bring music, drama, or dance into their classrooms as a means of engaging students and enhancing learning. In fact, I’m not sure the four performing arts departments were even aware they were sharing the school with each other. Why did we always have separate performances, shows or galleries?  Why did we never collaborate with each other on projects? I have previously discussed the detachment I experienced as a learner within the context of a single subject, noting my difficulty in grasping how learning basketball, soccer and volleyball in three consecutive weeks permits anything but a superficial understanding of games in Physical Education.

Although I’m not normally one to complain about my education (ok, maybe just a little), I can’t help but think I may have missed out on something great…

Drake, Reid and Kolohon (2012) discuss the benefits of integrating curriculum in that it provides a holistic view of education, allows for students to make connections between Big Ideas that can lead to a deeper sense of learning and provides the context for real-world inquiry which is often transdisciplinary. For teachers, integrating disciplines permits the instruction and assessment of curriculum expectations (skills and knowledge) for more than one subject at a time, making it highly efficient. Interdisciplinary curriculum can even be combined with other forms of fusion such as the implementation of initiatives such as various literacies (e.g. digital literacy, character education, global literacy) or issues surrounding social justice.

Having had the opportunity to design an integrated curriculum project last semester, it was interesting to see how the KNOW, DO and BE (KDB) of two completely different subjects connected (we chose to integrate Grade 7 History and Physical Education). By pouring through curriculum documents and creating a rich performance assessment task (RPAT) that supported our KDB framework, we used backwards design to ensure our curriculum, instructional lessons and assessments were aligned. Furthermore, peer collaboration allowed us to experience what it would be like to work with colleagues that have shared visions for teaching despite our backgrounds in different disciplines. And while we didn’t implement our project, it is not hard to find examples of successful interdisciplinary approaches that are both feasible and meaningful to students.

Take a look at this video to see how the teachers at Montpelier High School in Montpelier, Vermont used the Big Idea of sustainability to integrate the subjects and curriculum expectations of biology, social studies, economics and physics:

http://www.edutopia.org/practice/integrated-studies-sustainability-and-cross-curricular-connections

As described in the video, the development and maintenance of a school greenhouse provided the contextual backdrop for students to make connections and engage in a deep sense of learning across multiple disciplines. The teachers at Montepelier High School seem to convey the common characteristics of interdisciplinary teachers in that they appreciate the effectiviness of real-world, inquiry-based projects that emphasize constructivist learning (Drake, Reid & Kolohon, 2014).

Does this sound like you?

References:

Drake, S.M. & Reid, J.L. & Kolohon, W. (2014). Interweaving curriculum and classroom assessment: Engaging the 21 Century Learner. Toronto, ON: Oxford University Press.

To BYOD, or not to BYOD, that is the question…

A new semester means new courses, new challenges and (hopefully) new learning experiences. Yet, as the saying goes – what’s old is new! With that in mind, I will be continuing my (old) blog as part of a reflective practice in my (new) 21^st Century Literacies class, both as a learner and a prospective teacher. Well, no time to waste. Let’s jump right into it…

After negotiating our curriculum with our professor (talk about student-centred education!), among other things, it was agreed students would follow a few teacher blogs as an insight into what is happening in 21^st century classrooms across the globe. In my search for teacher blogs to follow, I noticed that the concept of Bring Your Own Device (BYOD) continually emerged up as a topic of interest among educators.  While the notion of allowing students to bring their own personal devices into the classroom was unheard of when I went to high school, many innovative 21^st century teachers seem to be adopting the idea as a means of aiding and enhancing student learning (Drake, Reid & Kilohon, 2012).  

Proponents of BYOB point to the opportunities for students to digitally create work, collaborate with others and use educational apps anywhere and anytime. For example, 21^st century educator Jimmy Blackwood uses the website smore.com to create interactive lesson plans that his Grade 9 Issues in Geography class can access on their own devices (Smore Lesson Plan). The lessons feature photos, videos and podcasts that students must review and analyze before completing their associated activities or tasks. Forget those boring old worksheets! Or how about Head of School Matt Levinson at University Prep in Seattle, who supports the use of personal devices as an assessment tool that allows students to provide immediate feedback in the form of digital exit cards (Edutopia Blog - Digital Exit Cards).  

In fact, BYOD even presents a unique opportunity to integrate many of the Ontario curriculum literacies and skills that are being emphasized in 21^st century education and are also the focus of my current studies. What better way to implement global and multicultural literacy into the classroom than to have students connect with learners on the other side of the world through their mobile devices? How about teaching students responsible and safe use of social media in and outside of the classroom?

Still, this particular teaching practice does pose potential complications that should be addressed.

First, a case can be made that BYOD favours students from higher socio-economic backgrounds and access to greater technological resources. What about students that don’t have a cell phone, tablet or laptop? I would counter this argument by noting that BYOD actually frees up school resources for students that need them. Furthermore, by incorporating collaborative or peer teaching experiences into the classroom, students can learn from each other and have equal access to technology.  

Second, teachers may have concerns about controlling use and content of personal devices in their classes. Newsflash to teachers – students are bringing their devices into your classrooms anyways! So instead of making students hide the devices in their pockets, why not incorporate BYOD into meaningful educational experiences that include instruction on appropriate technology use (an essential component of media and digital literacy)?

Third, BYOD may present challenges for teachers that are unfamiliar or still playing “catch up” with the use of technology. However, a constructivist view tells us there is value in a reciprocal pedagogical approach where both the student and the teacher learn from each other. Teachers don’t need to be an expert in everything they teach!

Wow…so much rambling I almost forgot the most important part – What do students think about BYOB? 

Check out this video for a student perspective and advocacy for technology in the classroom:

(YouTube: The Voice of the Active Learner - Education From a Digital Native's Perspective)

As the video states, 21^st century students are accustomed to having a wealth of information at their fingertips. This is how “digital natives” learn in the real world…so why should it be any different in a classroom?

Personally, I cannot imagine going to class without my laptop. Note-taking, research, connecting with colleagues during group projects...all made easier and more engaging with the assistance of technology. And as technology continues to be a catalyst for a “new story” of education (Drake, Reid & Kilohon, 2012), I say…embrace the change!

But let me ask you…will BYOD be implemented in your classroom?

Check out these 10 things your students can do with BYOB: YouTube: 10 Ways Students Can BYOD

References:

Drake, S.M. & Reid, J.L. & Kolohon, W. (2014). Interweaving curriculum and classroom assessment: Engaging the 21 Century Learner. Toronto, ON: Oxford University Press.

My story...

As the semester winds down, it is important to reflect on the journey that has brought us to this point. This blog is my first form of a personal learning network (PLN) and as I venture out into the real teaching world, I am certain that it won’t be my last. PLN’s are an effective tool for teachers to evaluate their planning, instruction and assessments, see what other teachers and classrooms are engaged in, and share experiences of deep student learning (Drake, Reid & Kolohon, 2012). Reflection has been an integral part of this entire blog process and is undoubtedly a component of professional growth. It is through these types of practices that we construct and re-construct our own teacher identities and consider what it means to us to be an educator.  

However, the concept of being a reflective practitioner is only one aspect of the characterization of a 21^st century teacher. The framework for 21^st century educators includes welcoming technology into the classroom, approaching education from a new story pedagogical perspective that values deep learning and practices such as passion-based learning, and realizing their potential as agents of change (Drake, Reid & Kolohon, 2012). For this blog, I discovered an educator that personifies what it means to be a 21^st century teacher.

Meet Brian Crosby.

Brian incorporates technology into his classroom by writing a blog, having his students write blogs, posting student work on his classroom website and provides instructional teaching videos for fellow teachers and students alike. Did I mention he has been teaching for over 30 years? Talk about adapting to the next generation of learners.

Furthermore, Brian is a firm believer of the benefits and effectiveness of project based learning. As a facilitator of STEM (Science, Technology, Engineering, Math) education, Brian engages students in real-world undertakings that develop 21^st century skills such as problem-solving, critical thinking and creativity. Want to learn how to design and race a tissue paper balloon? How about investigating and developing various mechanisms for humans to live on mars? OK, so maybe that second one is not so “real-world”, but it’s still awesome! These are just a few of the projects that have captivated Brian’s students.

Lastly, Brian promotes the importance of teachers and students as activists by linking student projects to public community service, allowing students to find greater meaning in their learning and emphasizing the BE within the KDB curriculum model (Drake, Reid & Kolohon, 2012). Whether students are creating advertising campaigns for non-profitable organizations or designing a website for the local animal park, Brian’s students are impacting their community through the process of developing life-long learners.

Overall, it is evident that Brian aligns his teaching practices with his true values regarding education, the purpose of schooling and the positive implications of hands-on, student-directed learning.  

Please check out Brian’s appropriately titled blog Learning is Messy, here: 

http://learningismessy.com/blog/

This is Brian’s story. Now, what about my own educational experiences this semester?

I’ve participated in Genius Hour, survived a Popsicle stick quiz, contributed to a research study on integrated curriculum, and dove head first into the exiting world of curriculum documents. Along the way I’ve had the opportunity to discuss my learning with my colleagues and would encourage any prospective teachers to do the same. All that remains is to endure the grueling grind that is the end-of-term assignments and final examinations. That is, until the next chapter of my educational career.

I realize that I lack the experience of an innovative teacher like Brian Crosby, but my journey so far forms an essential fragment of the pathway to my commitment to a lifetime of learning.  The knowledge I’ve acquired, the tools I’ve discovered, and the values I’ve instilled, all contribute to my teaching identity. They tell my story.

And for now, this is the end of my story…but it’s really just the beginning.

References:

Drake, S.M. & Reid, J.L. & Kolohon, W. (2014). Interweaving curriculum and classroom assessment: Engaging the 21 Century Learner. Toronto, ON: Oxford University Press.

Be The Change

I feel it is important to begin to make the connections between what I am learning in my education classes as I work towards my teaching degree and what is being taught in my activity courses on the physical education side of things. Putting my obvious bias aside, it appears that physical educators  that instruct prospective practitioners (at least here at Brock University) are rather innovative when it comes to bringing physical education into the 21^st Century. We learn by doing, value multiple intelligences and concentrate on a holistic education that engages the cognitive, affective and of course physical, domains. Furthermore, physical education seems to lend itself to new story pedagogical means of implementing effective curriculum, instruction and assessment (Drake, Reid & Kolohon, 2012).

For example, lets consider those who subscribe to the importance of the emerging passion-based learning, where students direct their studies based on interest and intrinsic motivation. Why not have a Genious hour in physical education (Drake, Reid & Kolohon, 2012)? Students could choose the activities they wish to engage in, explore movement for themselves and present their findings to the class. Better yet, if they feel they have mastered a specific movement skill or important concept, why not have them teach the rest of the class?

How about the next example? As technology continues to play a more prominent role in 21^st Century education, physical educators must consider how to incorporate handheld devices, educational applications and social media into the gym. Yet, the process becomes simpler when instructors recognize there are programs out there that help students examine and study human movement. There are apps that monitor levels of physical activity. Moreover, students can use technology to reflect on their movement experiences or capture their rich performance assessment tasks, both of which can then be shared online with the rest of the world. The way education is trending, physical educators are not immune to the need to be creative and adapt to the next generation of learners.

OK, one more example and then I promise I will stop. Physical education, like other disciplines, is plagued by the lack of connectedness as students navigate from one topic to the next. In elementary school, students learn to play basketball, then volleyball, then soccer, then hockey. When they get to high-school, they do it all over again! And at the end of it all, they may say something like, “why did I learn all these sports? I’m never going to be a professional athlete.” But, if physical educators get away from activity-based curriculum, and coordinate instruction and assessment around Big Ideas or 21^st Century skills (Drake, Reid & Kolohon, 2012), like movement as a form of expression or communication, the importance of a life-long commitment to physical activity, or the notion of developing problem-solvers, students are afforded the opportunity to make sense of their educational experiences. More significantly, there is an increased chance of deep learning occurring.

The list of ways that physical education can be brought into the 21^st century goes on. The flipped classroom? Integrated curriculum? Developing student resiliency, persistence and grit (Drake, Reid & Kolohon, 2012). Check, check, check.

Why then, when school programs face budget crises, the first things to go are physical education and the arts? Why is physical education not valued as much as say math or science? In the U.S., certain states have enacted “no pass, no play” legislation, that prohibits athletes from engaging in sports if their marks in various subjects do meet certain standards. The legislation promotes student balance between academics and physical activity. It makes sense…sort of. What if the roles were reversed? Can you imagine a physical educator walking into the English department and telling the teacher that their students have to miss English class until their grades in PE go up (Kretchmar, 2005)? Somehow, I don’t think that would go over so well.

The only explanation I can offer for the negative connotations associated with physical education is to suggest there is a discrepancy between the research and teacher practice. I have demonstrated above how physical educators can bring physical education into the 21^st Century, but that certainly doesn’t mean that these approaches are being implemented in every school across the country. Drake, Reid & Kolohon (2014) describe this is our living contradictions or the inconsistency between what teachers aspire to be and how they teach in the real world, on a day-to-day basis. For me, this means when I finally get the chance to stand in front of my students in the gymnasium, I need to limit my living contradiction and demonstrate that there is more to physical education than running around in shorts.

Last week, one of my physical education professors wore a shirt to class with a powerful message that is echoed by Drake, Reid & Kolohon. No, she didn’t wear the shirt because it was part of her regular laundry rotation. Yes, she wore with purpose. And yes, it was directed at her students. The shirt read: “Be the change.” Message received.

References:

Drake, S.M. & Reid, J.L. & Kolohon, W. (2014). Interweaving curriculum and classroom assessment: Engaging the 21 Century Learner. Toronto, ON: Oxford University Press.

Kretchmar, S. (2005) Practical philosophy of sport and physical activity. Windsor, ON: Human Kinetics.

Images courtesy of:

Susan Drake, Lecture 2014
The Ontario Health and Physical Curriculum (Gr. 1-8)