Image by John Eisenschenk https://flic.kr/p/fiDzZh
Over the last several months, my College has been working on ways to support student engagement, enduring understanding, and looking at ways to serve our students more effectively as they face a rapidly changing and unknown future as workers, learners and members of society. As a result, we are now building a teaching and learning approach which includes all the most effective and relevant parts of Inquiry Learning, Habits of Mind, Growth Mindset and many of the principles and methods presented by Marzano and his associates.
We have considered the pedagogical continuum that stretches from the most teacher-centric models of education through to the most student-centred methods of teaching and learning in the Primary and Secondary setting.
During June I attended a STEM conference in Sydney. One of the presenters used this graphic (small picture at top left) to describe the range of ways that discipline-based sets knowledge and skills can be integrated.
It’s a good graphic and summarises the approaches that are taken. However, I think there may be a different approach which goes beyond the integration types shown. I also believe that you can exchange the word ‘STEM’ for Problem-Based Learning or Inquiry-Based Learning.
The new approach is what I will call Neodisciplinary (or Extradisciplinary if you are less of a rebel).
Neodisciplinary – definition: Where authentic, real world problems are addressed by using appropriate skills in combinations that, in a real-world sense, disregard the traditional silos of disciplines (effectively creating new categories of skills and knowledge networks).
I think it will catch on. If it does, remember where you saw it first!