Unfortunately, this is the final blog that I will be
completing for EDUC 4P19 and the last time that I will gather with three of my
peers to share, discuss and debate, our opinions of the education system and
its procedures. I am glad to admit that the concentrated time set out to allow
us to reflect on our learning’s and experiences has been overwhelmingly
beneficial to my education. The education I am referring to cannot be found in
textbooks or assignments, but rather discovered through communication,
reflection and interaction with those in other fields. The group work
reflection time has allowed students of different cultural, social and academic
backgrounds to collaborate ideas and opinions, in order to gain insight of the
larger picture of education. “Students are learning how to guide their own education and learning skills that should follow them throughout the rest of their life.” -Allyson.This type of collaborative learning style
we are learning to know each other as students and we are helping shape each
other into future teachers.
I am embarrassed to admit that this was the first time I
have ever been asked or allowed to disentangle my thoughts, fears, inspirations
and visions for myself as a future teacher. Through this type of open
discussion, we are connecting real-life problems with tangible, emotional human
beings, not just a name on a computer screen or a lesson in a textbook. One of
my peers said that, “Rather than something that you can
just teach, it's something that the learner must experience. It builds
character and self-efficacy, because knowing that you are capable of performing
in such conditions makes you feel like there is nothing you cannot do.”-Neil
It has been extensively interesting to discuss the views of
other students on matters pertaining to science and math. This type of learning
circle can be looked at “collaborative and interdisciplinary”. The group I was
placed in consisted of a history and physical education student, drama and
English student and history and English student, while I am a science and math
student. As different as our majors are, many of our concerns and issues
overlapped.
The diversity in our subject areas posed as great topics of
discussion. It has been wonderful to
hear what Chelsea has had the pleasure of experiencing through her trip to
Ecuador and her involvement as a camp councilor. Allyson always shared
techniques used in her drama classes used to inspire higher order education and
highlight the importance of self-expression through the arts. Neil enlightened
everyone with his culturally literate ideal classroom, which is conducive to
learning for all. The interdisciplinary discussion
model, based on subject matters, created a series of stimulating conversations,
from varying perspectives.
I have learned so much from my peers as they are the experts
of their own thoughts, fears and ambitions. I am so thankful they have taken the
opportunity to share them with me. Like Chelsea said, “[teachers] have definitely impacted who I am today (not just academically) but as a
person.”- Chelsea If each of my peers is considered
teachers-in-the-making, I will argue that they are already teachers, as they
have taught me.
Collaborative learning and teaching is a major learning
prospect for the 21st century teachers. Through this model we are
able to gain insight from a number of different disciplines, with one objective
in mind; effective teaching. Through interdisciplinary lesson planning and
execution, students will be able to find connections between subject areas and
inevitably will be able to ‘close the circle’ on the knowledge they have
obtained.
In my last blog I discussed the idea of an interdisciplinary
model in the classroom and its benefits on a wider scale. Even though this idea
is new to me, as it is not the way I learnt in school, I can already see the
positive affects of it, through discussion as a group of assorted subject-based
students. Interestingly, I have created and integrated science curriculum
project for the term assignment. Within this model, we have integrated all four
streams of science (biology, environmental, chemistry and physics) into one
unit plan. There are unspoken requirements and achievements that will be met
through communication, technology, writing, presenting, inquiring, explaining,
planning and many, many more. The unit plan is interdisciplinary with a focus
on science.
I believe that any activity or lesson that is stimulating,
challenging and interesting is, by default, inter-disciplinary. If the student
must extend beyond their current area of knowledge and discover new outlets
through exploring other subjects and disciplines, they are learning
inter-disciplinary. With this being said, a unit can be considered science,
math, history or subject-based, but hold the capability of the teacher
assessing other disciplines within the curriculum.
In closing, I reflect on
what one hour every other week has done for my self-identity as a future
teacher and my general outlook on the education system. I’m excited to see what
the future has in store for all four of us!
Is it the end? No, I believe it's a brand new start.
Is it the end? No, I believe it's a brand new start.