Reflection on Interdisciplinary Teaching (Cross-Pollination) and Learning, and Teacher Collaboration

 

Reflection on Interdisciplinary Teaching (Cross-Pollination) and Learning, and Teacher Collaboration

Author: Santosh Kumar Biswa, Sr. Teacher, Damphu CS, Tsirang, Bhutan

 

After viewing the video "Teacher Collaboration: Spreading Best Practices School-Wide (Edutopia, 2015)," I am incredibly motivated by the beneficial effects of teacher collaboration on student learning at Wildwood IB World Magnet School. The film underlines how crucial it is for instructors to collaborate to share knowledge, benefit from one another's expertise, and improve their methods of instruction. It demonstrates how, especially in topics like arithmetic, teacher collaboration has improved students' performance. To encourage the collective growth of educators and students, I am aware of the significance of building a collaborative atmosphere within my teaching community (Jones, 2021).

Interdisciplinary teaching (Cross-Pollination) and learning have been a subject of interest for me as an educator. I firmly realized that connecting different subjects can create a more holistic and authentic learning experience for students. By integrating knowledge from various disciplines, students can gain a deeper understanding of how these subjects are interconnected and relevant to the real world. The video showcases how Wildwood IB World Magnet School uses grade-level teams, common planning time, and professional learning communities to support teacher collaboration (Edutopia, 2015). These structures provided me with the opportunity to design interdisciplinary units collaboratively, enhancing the overall learning experience for students. I am particularly intrigued by the idea of grade-level teams working together to develop common assessments. This approach ensures consistency in assessing students' understanding across classes and enables teachers to identify areas for improvement collectively. It also allows for a more comprehensive evaluation of students' interdisciplinary knowledge, which is often challenging to measure through traditional assessments.

However, I also acknowledge the potential challenges of implementing interdisciplinary teaching. One significant obstacle could be the varying levels of expertise among teachers in different subjects. For example, while I might feel confident in teaching English literature, I might lack the same level of expertise in mathematics or science. This discrepancy could affect the depth and quality of interdisciplinary instruction. To overcome these challenges, I am committed to actively seeking opportunities for teacher collaboration. By working with colleagues who have expertise in other subjects, I can gain valuable insights into connecting concepts effectively and enhance my ability to create meaningful interdisciplinary units. I acknowledge that embracing teacher collaboration is key to my growth as an educator and to successfully address the complexities of interdisciplinary teaching (Center for Teaching Innovation, n.d.).

The video has reaffirmed my belief in the power of teacher collaboration and interdisciplinary teaching. I believe that by collaborating with other educators and leveraging their expertise, I can design enriching and meaningful interdisciplinary units that will benefit my students' learning journey. Additionally, witnessing the positive impact of teacher collaboration on student performance at Wildwood IB World Magnet School motivates me to seek similar opportunities for collaboration within my own teaching community.

In conclusion, the video on teacher collaboration and the concept of interdisciplinary teaching has had a profound impact on my teaching philosophy. I am convinced that fostering a culture of collaboration and exploring interdisciplinary approaches will enhance student learning and promote a deeper understanding of subjects (ASCD, n.d.). As an educator, I am eager to embrace these practices, learn from my colleagues, and implement interdisciplinary units that will empower my students to thrive in a complex and interconnected world. Now, I am motivated to take concrete steps towards strengthening teacher collaboration within my teaching community, actively seeking professional development opportunities, and continually reflecting on and refining my teaching practices. By doing so, I am confident that I can create a more meaningful and enriching learning experience for my students and further develop as an effective and passionate educator.

 

References

Center for Teaching Innovation. (n.d.). Collaborative Learning. Cornell University. https://teaching.cornell.edu/teaching-resources/active-collaborative-learning/collaborative-learning

Edutopia. (2015, August 26). Teacher collaboration: spreading best practices school-wide [Video]. YouTube. https://my.uopeople.edu/mod/book/view.php?id=371641&chapterid=442770

Jones, L. (2021). The Power of Teacher Collaboration. Teaching Channel. https://www.teachingchannel.com/k12-hub/blog/teacher-collaboration/

Teaching Across Discipline. (n.d.). ASCD. https://www.ascd.org/el/articles/teaching-across-discipline