Understanding Interdisciplinary Inquiry The underlying characteristic of interdisciplinary is integration. Integration in an assimilation of multiple components in order to combine them throughout your study to create a complete assessment. “The word interdisciplinary consists of two parts: inter and disciplinary. The prefix inter means “between, among, in the midst,” or “derived from two or more. Disciplinary means “of or relating to a particular field of study” or specialization” (Repko, 2011, p.7). In relation to the interdisciplinary approach of inquiry, we locate and connect multiple theories and ideas by taking the best pieces of each equally, in order to create an analysis and further develop our understanding. By combining two or more …show more content…
Interdisciplinarity allows students to make connections between several different concepts which will then enable them to receive a much more in-depth and well-rounded view of the concepts they’re learning. Using an interdisciplinary approach integrates the students’ diverse cultures within the curriculum, therefore, the student engagement levels may be higher due to their interests being valued with this type of learning. Through this process, the students will also be applying their critical thinking and higher order thinking skills which will progress these abilities. Within the article, the first mentioned driver of interdisciplinary education and research is, “the need to understand and inherent complexity of nature and society” (Repko, 2011, p.33). In today’s modern world there are two types of complexities that children need to be educated about. These complexities are of real-world problems as well as the complexity connected with the meaning of …show more content…
Considering children do not learn new information in one way, it is clear that they will not all perform the same with one method of assessment and evaluation. Interdisciplinary education as the foundation of my curriculum will also comprise tenacious teamwork within the school staff, students, parents and guardians, and any others who are involved in the process. On top of generating this fluent sequence, this approach reaches the needs of a diverse group of learners making it a great success for educating. In order to yield such a resourceful, proficient classroom, I must take these features into consideration and never lose sight of my passions through the rigor this profession
The goals and operational values of the cross-curricular approach are to help the student develop self-regulating (learning-how-to-learn and metacognition) and lifelong learning skills as well as effective democratic citizenship skills (Alahiotis & Stavlioti, 2006; Stavlioti, p. 61; Koustourakis, 2007 p.133; Vars, 2007, p.7). In order to cope with the modern realities, there is a need to move from the traditional organization of curriculum into discrete subjects/discipline areas offering fragmented knowledge, to a more linked and unified approach to knowledge in a holistic way (Alahiotis & Stavlioti, 2006; Marshall, 2005, p. 229). Conferring with psychology, the child should be treated as a whole entity so this should be reflected in the way children learn (stavlioti, p. 54; Stavlioti megalo, p. 4). Studies have shown that links between the different disciplines and connections with real-life situations enhance brain synapses, so in this way learning is promoted through multiple stimuli that these connections send to neurons (stavlioti megalo, p. 5-6). “According to Piaget (1963), learning occurs when new information is attached to prior knowledge and placed in existing conceptual compartments or schemata” (as cited in Marshall, 2005, p. 229).
'Making cognitive connections, within subjects and between subjects...' ( Piaget 1977, Cockburn and Haylock 2008,Rose 2009) is an aspect of cross-curricular learning. Generally speaking, cross-curricular learning is when skills, knowledge and attitudes of a number of disciplines which are applied to a single experience, problem, question, theme or idea. In simple terms, it's also known as a thematic approach. From this point, I'd be exploring the reasons why a thematic approach should be adopted in the classroom and this approach could deliver the four core subjects in the National Curriculum in Key Stage 1. On top of that I'd be exploring the issues raised of adopting a cross-curricular approach and the implications of using a theme-based unit of integrating various subjects within a theme.
Cole, H., Hulley, K., & Quarles, P. (2009). Does assessment have to drive the curriculum?
Cole, H., Hulley, K., & Quarles, P. (2009). Does assessment have to drive the curriculum?
Through my work in environmental compliance with petroleum retailers, I developed a strong interest in pursuing innovative solutions to environmental problems. My professional experience in environmental and health hazard mitigation at Environmental Compliance Services, Inc. was rewarding; however, I concluded that a career in the business-environment nexus aligned more closely to my future goals. With my skill set and interests, I aim to improve the processes and cultures of corporations and governments. In this career path, I have the best opportunity to positively influence the effective utility and conservation of scarce resources. An MBA at the Fuqua School of Business will equip me with the tools necessary to understand the needs of industry, commerce, and advancement—along with the desire to conserve the environment in a just way. I will gain expertise in business strategy, sustainability, and financial tools that, when coupled with my Nicholas School degree, will allow me to analyze private sector opportunities in the energy landscape.
How do teachers enable all students of varying abilities to reach the same goals and standards established for their grade level? Instruction begins with a concept of treating each student as a unique learner whose strengths and weaknesses ha...
“The word interdisciplinary consists of two parts: inter and disciplinary. The prefix inter means “between, among, in the midst,” or “derived from two or more.” Disciplinary means “of or relating to a particular field of study” or specialization” (Repko, 2011, p. 7). I understand this to be a study that often consists of two or more areas that are being observed and examined. An interdisciplinary study is used to help us put together research by asking and answering questions, address certain issues by viewing a variety of views.
In closing, implementing only one theory of learning can be limiting to the success of students in a classroom setting. A more effective approach would be “draw from two or more theoretical perspectives… to better capture the complex nature of human thinking and learning” (Ormrod, 2012). According to Howard Gardner, there are multiple intelligences in human individuals that are based on biological and cultural elements (Brualdi, 1996). Since each of the intelligences work independently of each other, but also complement each other individuals learn, teachers should teach accordingly (Brualdi, 1996).
Thomas Grady Bunch (2009) ePortfolio... Interdisciplinary Studies: Work and Professional Study Understandings [online] available from [24 March 2014]
Assessments can be used to group students and to differentiate instruction based on strengths and weakness. Results from assessments drive the planning process for teaching curriculum. Teachers can differentiate based on content, helping students reach individual goals. They can differentiate based on process by providing alternate ways of presenting information. Student product can be varied by allowing students multiple ways to present what they know.
Through assessment students and teachers are able to determine the level of mastery a student has achieved with standards taught. Both formative and summative assessment should be purposeful and targeted to gain the most accurate data to drive further instruction (Ainsworth, 2010). While this syllabus does a good job of identifying the need for both formal and informal assessments, the way in which this is communicated does not provide enough detail for understanding. Simply listing assessment types does not give any insight into how these assessments fit in the learning process of this course. While some of the assessments mentioned could be common assessments chosen by the school or district to gain insight into the effectiveness of instruction, the inclusion of authentic assessments is most beneficial to students and demonstrates learning in a context closer to that of a work environment (Rovai, 2004). Unfortunately, this particular course, according to this syllabus, relies heavily on quizzes and traditional tests and essays to form the bulk of assessment opportunities. While other activities, such as formative assessments, journaling and discussions are mentioned as possible avenues for scoring, they are given a very low percentage of the overall grade. This shows that they are not valued for their ability to show progression and mastery. If this is indeed the case, this puts the students as a
...Light and Cox (2001) outline that for academics who are preparing students for a place in the community, there are significant learning implications, such as the teaching of vocational skills. There is a defined common aim in the domains of the sciences and humanities and some shared discipline strengths – the domain specific goals feed the process to achieve the overall attributes common to all disciplines. Accordingly, the opportunities for inter-faculty liaison and sharing of modules of work and indeed qualifications in some circumstances can be realised by educators working cooperatively. Further to this, there are also opportunities for the humanities and sciences to interact with one another in terms of how such attributes are taught and sustained – but this demands knowledge and skills relating to instructional psychology, particularly transfer of learning.
Rather than seeing curriculum integration as this unified and connected series of higher order thinking skills, many people (including teachers) confuse integration with a multidisciplinary approach. Multidisciplinary attempts at teaching thematic units relate individual subjects to singular topic without making connections. For example, during a unit on fish, a teacher could have his or her students read literature about fish and do fish word problems; however, unless the connections of synthesis, analysis, and evaluation are made, true integration is not being achieved. The students are learning a great deal about fish, math, and literature separately, but are not encouraged to see the relationships between each of these subject areas.
Howard Gardner, a professor at Harvard, introduced his theory of multiple intelligences in 1983. Multiple intelligence’s is a theory about the brain that says human beings are born with single intelligence that cannot be changed, and is measurable by a psychologist. Gardner believes that there are eight different intelligences in humans. The eight are verbal linguistic, visual spatial, bodily kinesthetic, mathematical logic, musical, intrapersonal, interpersonal, and naturalist. Understanding these intelligence’s will help us to design our classroom and curriculum in a way that will appeal to all of our students. We might also be able to curve discipline problems by reaching a student in a different way. One that will make more sense to them and more enjoyable. We can include all of the intelligences in lessons to accommodate all of the students’ different learning styles at once. By reaching each students intelligence we can assume that a student will perform better which, could mean students retaining more important information. A students learning style can also help lead them into a more appropriate career direction. As a teacher you can also learn your own personal learning style or intelligence to help improve the way you learn and teach.
As I reflect on my past assessment process, I realized how much my assessments have changed over the years. In my early years, I used tests for informational recall as my assessments. I felt these were appropriate guidelines in which I needed to follow in order to substantiate a student’s grade. Every assignment or tests was given a point value and then based on the amount of points, a grade was given. Every student’s assessment was exactly the same, and the assessments did not contain any subjectivity. I felt confident in giving the grade based on a valid point system. However reflecting back, I see that I did not include any performance-based assessments or individual learning styles in my early assessment. I also did not take into consideration the individual needs of my students. My assessment approach was awful. I am embarrassed that I use to assess students in this manner.