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This document outlines a practitioner inquiry project on interdisciplinary learning. It discusses the curriculum, pedagogy, learning, and assessment aspects of the project. The project focused on having students lead their own learning through relevant and authentic activities based on their interests. Students worked collaboratively with their peers on interdisciplinary projects connecting different subject areas like literacy, technology, and science. They reported enjoying the learning process and being motivated by working with friends. Assessment involved performance tasks, celebration of learning, and evidence of student progress and understanding.

Fun and Games
A Practitioner Enquiry on Interdisciplinary
Learning
By Mr Moir

Structure of presentation
Outline the project
Curriculum
Pedagogy
Learning
Assessment
Concluding thoughts

(Barnes, 2007, Jacobs, 1989,
Kelly 2012, Marzano, 1991, Drake, 1993)
Interdisciplinary learning
should be…
Student-led, relevant,
authentic, based on
student’s interests,
purposeful, stimulating...

Barnes, 2007,
Dewey, 1938
Patterson, 2009,
Akins and Akerson, 2007
“...a knowledge view”
Jacobs (1989)

Technology
Literacy
Applebee et al. (2007)

By considering the type of text I am creating, I
can select ideas and relevant information,
organise these in an appropriate way for my
purpose and use suitable vocabulary for my
audience. LIT 2-26a

• Having evaluated my work, I can adapt and improve,
where appropriate, through trial and error or by using
feedback. TCH 2-14b

“children need liberated from an
adult dominated curriculum”
(Barnes, 2007)
Children need to construct the
connections themselves.
(Ghnassia and Seabury, 2002)

“Mr Moir...see that planning and
researching we were doing this morning?
That’s useful here too isn't it?”
A teacher has to teach so “that children and young people
can make connections between different areas of learning”.
(Scottish Government, 2008).

Connections can’t be taken for granted.
They need to be made explicit
(Pritchard, 2005)

“My favourite part was working with my best friend and having lots of fun”
“I loved working with my friends and being able to talk.”
“I liked working with my friends and that we were left to do our own thing”
Social Constructivism
(Vygotsky, 1978)

Motivation and Enjoyment
“It was learning...but in a fun way”
N=27
“IDL can provide relevant and enjoyable
learning experiences in stimulating contexts”
(Scottish Government, 2008)

Performance of understanding (Blythe, 1998)
Celebration (Barnes, 2007)
“Speaking to real business
people was exciting”

“I can see why we have to use big
persuasive words now...because the
more I use, the more people will want
to play my game.”
Students see the value of
what they are learning.
(Resnick, 1989)

References
• Applebee, A.N., Adler, M., and Flihan, S. (2007) Interdisciplinary Curricula in Middle
and High School Classrooms: Case Studies of Approaches to Curriculum and
Instruction, American Educational Research Journal, 44(4):1002-1039
• Akins, A & Akerson, V.L. (2002) Connecting science, social studies, and language
arts: an interdisciplinary approach, Educational Action Research, 10:3, 479-498.
• Barnes, J. (2007) Cross-curricular learning 3-14. London: Sage Publications.
• Bernstein, B. (1975). Towards a Theory of Educational Transmissions (Vol. 3). London:
Routledge & Kegan Paul.
• Black, P. and William, D. (1998) Inside the black box: Raising Standards through
classroom assessment, London: Kings College London.
• Dewey, J. (1938), Experience and Education, New York: Collier Books.
• Field, M., & Lee, R. (1992). Assessment of interdisciplinary programmes. European
Journal of Education, 27(3), 277–283.
• Haynes, C. (2003). Innovations in Interdisciplinary Teaching. Phoenix, A: American
Council on Education Oryx Press
• Paterson, L (2009), Speech on the new curriculum in Scotland. Available at
www.tes.co.uk/curricularchange [accessed 3/4/13]
• Pritchard, A. (2005) Ways of Learning: Learning Theories and Learning Styles in the
Classroom. Abingdon: David Fulton.

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Idl presentation1

1. Fun and Games A Practitioner Enquiry on Interdisciplinary Learning By Mr Moir

2. Structure of presentation Outline the project Curriculum Pedagogy Learning Assessment Concluding thoughts

3. (Barnes, 2007, Jacobs, 1989, Kelly 2012, Marzano, 1991, Drake, 1993) Interdisciplinary learning should be… Student-led, relevant, authentic, based on student’s interests, purposeful, stimulating...

4. Outline of project

5. Curriculum

6. Barnes, 2007, Dewey, 1938 Patterson, 2009, Akins and Akerson, 2007 “...a knowledge view” Jacobs (1989)

7. Technology Literacy Applebee et al. (2007)

8. By considering the type of text I am creating, I can select ideas and relevant information, organise these in an appropriate way for my purpose and use suitable vocabulary for my audience. LIT 2-26a

9. • Having evaluated my work, I can adapt and improve, where appropriate, through trial and error or by using feedback. TCH 2-14b

10. Pedagogy

11. “children need liberated from an adult dominated curriculum” (Barnes, 2007) Children need to construct the connections themselves. (Ghnassia and Seabury, 2002)

12. “Mr Moir...see that planning and researching we were doing this morning? That’s useful here too isn't it?” A teacher has to teach so “that children and young people can make connections between different areas of learning”. (Scottish Government, 2008).

13. Connections can’t be taken for granted. They need to be made explicit (Pritchard, 2005)

14. Learning

15. “My favourite part was working with my best friend and having lots of fun” “I loved working with my friends and being able to talk.” “I liked working with my friends and that we were left to do our own thing” Social Constructivism (Vygotsky, 1978)

16. Motivation and Enjoyment “It was learning...but in a fun way” N=27 “IDL can provide relevant and enjoyable learning experiences in stimulating contexts” (Scottish Government, 2008)

17. Assessment

18. Performance of understanding (Blythe, 1998) Celebration (Barnes, 2007) “Speaking to real business people was exciting”

19. Evidence of Progress

20. 2 wow words 2 wow words 3 wow words

21. 10 wow words

22. “I can see why we have to use big persuasive words now...because the more I use, the more people will want to play my game.” Students see the value of what they are learning. (Resnick, 1989)

23. Technology Literacy

24. References • Applebee, A.N., Adler, M., and Flihan, S. (2007) Interdisciplinary Curricula in Middle and High School Classrooms: Case Studies of Approaches to Curriculum and Instruction, American Educational Research Journal, 44(4):1002-1039 • Akins, A & Akerson, V.L. (2002) Connecting science, social studies, and language arts: an interdisciplinary approach, Educational Action Research, 10:3, 479-498. • Barnes, J. (2007) Cross-curricular learning 3-14. London: Sage Publications. • Bernstein, B. (1975). Towards a Theory of Educational Transmissions (Vol. 3). London: Routledge & Kegan Paul. • Black, P. and William, D. (1998) Inside the black box: Raising Standards through classroom assessment, London: Kings College London. • Dewey, J. (1938), Experience and Education, New York: Collier Books. • Field, M., & Lee, R. (1992). Assessment of interdisciplinary programmes. European Journal of Education, 27(3), 277–283. • Haynes, C. (2003). Innovations in Interdisciplinary Teaching. Phoenix, A: American Council on Education Oryx Press • Paterson, L (2009), Speech on the new curriculum in Scotland. Available at www.tes.co.uk/curricularchange [accessed 3/4/13] • Pritchard, A. (2005) Ways of Learning: Learning Theories and Learning Styles in the Classroom. Abingdon: David Fulton.

Editor's Notes

From the literature review, my understanding of the theory is that IDL is empowering, student led, based on authentic real life situations that make clear how connections can be made. This was something that profoundly impacted on my teaching and it is the reason I am drawn to teaching in this way. I wanted to use all of these assumptions in my planning to make my sequence tick all of these boxes. I was aiming high…what was the worst that could happen?
The school I was at had a fun day coming up, and as part of that the children were due to make games that could be played on the fun day. This was a great opportunity for a motivational engaging project and I decided to make this my Interdisciplinary piece of work. I set this up in a Dragons Den style competition and invited local businesses and students from the local high school in to form the Dragons den panel. I felt this would be stimulating and exciting, and the children were very excited!
What did I actually teach?
Two views. Connected or discrete. “If we don’t set the facts in a framework, then they will remain merely random and probably unmemorable” Patterson.
Powerful lenses through which the children view a problem. Also fits with the view of Scottish policy that we should use a blend of IDL and Discipline based approaches. Validated focussing on 2 experiences and outcomes.
Students should be in control over the direction of their learning. Bernstein (1975) believes that in a weakly classified curriculum, children and teachers have more freedom. I also wanted my teaching to fit in with the design principals of CfE particularly Personalisation and Choice and Relevance. Haynes (2003) mentor, facilitator, guide
Connections
Speak about those who did not make the connections. But the pedagogy I was employing allowed me to differentiate effectively and offer support to those who needed it most. I saw that some children weren’t making the connections but I had the freedom to help.
I did draw heavily on various different learning styles. I showed video clips, had lots of class discussions, allowed lots of discussions but also built in opportunities for independent work. The freedom I afforded the pupils meant that everyone could work to their strengths.
I drew heavily on social constructivist learning theory. Constructivist learning theory suggests that we learn and construct knowledge by making connections between our existing thoughts and our lived experience (Bruner, 1961). As we know, IDL is student-centered and experiential (Marzano, 1991, Jacobs, 1989), which aligns with a constructivist view as to how we learn. Furthermore, In IDL there is also considerable focus on group work (see Barnes, 2007, Scottish Government, 2008) which is justified by a social constructivist perspective on learning which suggests that knowledge construction happens when students are engaged in social activity with others (Vygotsky, 1978). This presents another argument in favour of IDL, and suggests once more that it is in line with the way we learn and construct knowledge.

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Editor's Notes