Andrews (1990) defines interdisciplinary collaboration as occurring "when different professionals, possessing unique knowledge, skills, organizational perspectives, and personal attributes, engage in coordinated problem solving for a common purpose" (cited in Berg-Weger & Schneider, 1998).
Once I began they seemed to flow into different areas as can be seen by the map...additions kept popping into my head, so this image has now been changed five times.
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As to focusing on one - tough call. I have decided to focus on my TEAM and my Team Leader as my interdisciplinary future focus as this is the plan in the forefront after completing my teacher inquiry aspect. This area for future focus will incorporate a variety of skill bases and can easily be thought of as interdisciplinary. My Team Leader has the skills [and has been doing this for many years) for running effective Mindfulness training in her classroom; a team colleague effectively runs a brainology type programme at the beginning of every year in her room; my proposal is to combine these expertise and knowledge with my goal to focus on Growth Mindset and begin a study on the effects and possible positives of running such programmes in conjunction with each other on the learners in my room. Also combining the outside expertise of Carol Dweck's information and Sentis productions. Jones (2009) cited interdisciplinary benefits as having a “wider knowledge base”, “wider personality base”, and a “wider design, teaching, and assessment methods to draw on and thus more balance in the overall approach” (Haynes, 2002, p.19). Reading a fellow Mindlabbers blog, which I will continue to follow with interest, has also inspired this interdisciplinary future plan of action. Dion Paxie has been running some interesting mindfulness activities on a daily basis and has through his blog he has inspired me to purchase books they have used as well as trial a few myself. Now to implement the plan in the new school year to see the overall effect it has on the students who have a ‘I can't do it’ attitude.
Our focus would be to combine the knowledge and understanding of all three of us to create a programme that enriches and benefits our learners from the beginning of the year. We might also see if the combined ideals have any discernable or observable benefits to some of our learners, particularly those with fixed mindsets. Jones stated (2009) “the interdisciplinary approach is a team-taught enhancement of student performance, an integration of methodology and pedagogy, and a much needed lifelong learning skill” (p.3). One would hope that as Jones (2009) suggests the “students and their teachers will advance in critical thinking, communication, creativity, pedagogy, and essential academia with the use interdisciplinary techniques” (p.5). Our interdisciplinary focus would follow a clear plan of action.
Initially students will be
taught about a growth mindset, what it is and how it can affect their learning.
They will be taught specifically about the workings of the brain and how this
can benefit their learning using ‘Your Fantastic Elastic Brain Stretch It,
Shape It’ (JoAnn M. Deak) and the ‘Mindup Curriculum’ as well as using
Mindfulness Made Easy cd of exercises by Renew Your Mind. Boaler, 2013,
commented on the teaching of the brain in schools being critically important
and learning about its plasticity in improving students’ attitudes. “Research
shows the plasticity of the brain and the ability of students to develop
smartness through hard work and challenge” (p.145, p.150). Students will also
be taught some mindfulness techniques and strategies, together with their
peers. According to Mrnjaus &
Krneta, 2014, our subconscious and conscious minds are always searching for a
'handrail' to hold on to. This 'handrail' can be someone’s belief, spiritual
thought or unknown energy, and it is something our minds perceive as true, this
'handrail' is called creative energy (p.1048). If we start to develop and
challenge the subconscious attitude of the student we can start to change their
mindset, which affects their ability to learn and achieve. Mindfulness can begin to create a more
positive subconscious brain and therefore improve the mindset of the student;
the challenge will be whether we observe this change in students and teachers
over the research period. We would need to incorporate some of Andrew Fullers
‘resilience’ training ideas too. The intention will also be to focus on how we
as educators give feedback to students and how the students give feedback to
each other. Lesson time during each week would focus on effective feedback
strategies. The focus needs to move from being achievement based feedback or
natural talent based to effort based; it needs to focus on the students
understanding their steps to success and how their effort to achieve it is
progressing.
All these skills based teachings and
knowledge from different people should prove to be a fascinating incite into
the learners attitudes and minds as well as our own in a lot of respects. As
the focus will not be a specific inquiry it should make for an interesting and
adaptive learning focus over the year, which will encompass all aspects of our
timetable and curriculum while also developing some life-long skills. |
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References:
Barton,
K. C., & Smith, L. A. (2000). Themes or Motifs? Aiming for coherence
through interdisciplinary outlines. Retrieved from http://auburn.edu/~silvesb/smicha/Barton&Smith.pdf
Boaler,
J. (2013). Ability and Mathematics: The Mindset Revolution that Is Reshaping
Education. FORUM: For Promoting 3-19 Comprehensive Education, 55(1),
143–152. http://doi.org/10.2304/forum.2013.55.1.143
Jones,
C. (2009). Interdisciplinary Approach - Advantages, Disadvantages, and the
Future Benefits of Interdisciplinary Studies, 7(2009), 1–6. Retrieved from
http://dc.cod.edu/cgi/viewcontent.cgi?article=1121&context=essai
Mathison,
S., & Freeman, M. (1997). The Logic of Interdisciplinary Studies. Retrieved
from http://www.albany.edu/cela/reports/mathisonlogic12004.pdf
Mrnjaus,
K., & Krneta, M. (2014). Mindfulness, Concentration and Student Achievement
– Challenges and Solutions. Procedia - Social and Behavioral Sciences, 116,
1044–1049. http://doi.org/10.1016/j.sbspro.2014.01.343
Mulligan,
L. M., & Kuban, D. A. J. (2015). A Conceptual Model for Interdisciplinary
Collaboration. Retrieved from http://acrlog.org/2015/05/14/a-conceptual-model-for-interdisciplinary-collaboration./
