Week 31 - Crossing Boundaries

As a primary trained teacher, I have for the last several years used a thematic approach in my classroom. The development of a BIG QUESTION is in itself, a stimulating challenge and even though I taught new entrants and year one and two the students were also involved with the development of this question.

My thematic teaching was planned collaboratively with the other junior teachers in the syndicate but with the exception of the arts which we delivered in different stations, I delivered the lessons myself.

I think one of the main advantages with this form of delivery is that you are working with the question across the curriculum- you aren’t having a ‘math moment’ or a ‘science moment’….

Jacobs, 1990 points out that with the current structure of the school day, it should come as little surprise that studies see curriculum areas as being separate entities with little connection to each other.

(I know that my own student experience with the math curriculum was extremely negative. Looking back if I could have been taught in a thematic way math would have made more sense and I believe I would have gained more success as I would have recognized that it is everywhere not just a lesson.)

With knowledge increasing at exponential proportions, how this acquisition of knowledge will occur needs to be addressed. Within this question is also that of relevance for students to the school curriculum.

As educationalists we need to be mindful that knowledge delivery is not a ‘one size fits all’ so not every situation should be this approach. This approach is best used when used on problems that overcome fragmentation.

‘These experiences provide opportunities for more relevant, less fragmented and stimulating learning.’

The outcomes from the interdisciplinary approach should mean a deeper understanding of the meta curriculum along with a better ability to achieve higher order thinking and questioning.

I have begun to use a more thematic approach across the curriculum with my additional needs learners but I have a way to go to achieve the desired result. What I have seen though is increased student agency.

What I would like to do is to collaborate with another curriculum teacher who would work with my students, currently this doesn’t happen as the teachers are not wanting to be involved with my students. The biggest hurdle will be to involve other teachers in special education.

Now working in a secondary school, I can see that this approach is not a ‘natural’ transition for planning and delivery but with true collaboration particularly in the planning stage and with all parties being well informed I believe it is the way forward for our learners.

References

Jacobs, H.H. (1990) Interdisciplinary Curriculum Design and Implementation.

ASCD Association for Supervision and Curriculum Development. United States of America.