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A Teaching Method that reconstructs Learning and Learners' Personality together

Transforming Pedagogy with Interdisciplinary Instruction produces better learning output.

By I. R. PathakPublished 3 years ago 3 min read
A Teaching Method that reconstructs Learning and Learners' Personality together
Photo by Shubham Sharan on Unsplash

All educators aim to empower their students with knowledge and skills of problem-solving and critical thinking. However, this is an immense task in the era of technology. Locating information is not as difficult as understanding and interpreting the information obtained for both teachers and students alike.

Researchers are at work in Oxbridge and the Ivy League colleges, and theories are all around us to pick up. Nevertheless, how does one access and employ what is best suited for the individual contexts that each person works in?

Role of Interdisciplinary Approach in Transformational Teaching Methodologies

In recent years, research on interdisciplinary instruction has thrown up exciting ideas. Interdisciplinary instruction is a keen contender as one of the transformational teaching methodologies. It depends on the premise that learning of subjects does not occur in isolation.

Categorization of Subjects

It is more for the convenience of schooling than for any other significance. Since 1979 many researchers have identified several gains from interdisciplinary instruction.

Students often bring pre- learnt ideas and notions to the classroom. The ideas may not exclusively belong to the target subject dealt with within the classroom. Interdisciplinary instruction encourages the students to examine previously gained knowledge in the light of what they newly learn. Thus enabling the students to have a broader perspective of the concepts taught is the primary concern.

Application of Interdisciplinary Instruction

Firstly, all teachers recognize that the students are often biased about previously acquired notions. Interdisciplinary learning introduces students to ideas from a variety of subjects. This exposure challenges their existing notions, and they identify more ambiguous dimensions to their ideas and develop critical thinking.

Secondly, interdisciplinary instruction, combined with collaborative learning, helps students acquire the skills of questioning and analyzing, which are essential for critical thinking. It is undoubtedly proven that interdisciplinary instruction promotes solid cognitive development as it involves brain-based processes required to carry out tasks. It engages students and teachers in discussions, leading to a broader understanding of individual subjects.

To develop Skills of Problem- Solving

The Students need different kinds of knowledge for problem-solving. Sometimes we need factual information and at other times processed information.

Students may discover that the same information, when received in different forms, may appear conflicting. This conflict necessitates healthy dialogue in groups or pairs. Plenty of information emerges in exchanging ideas, thus bringing out amazingly new perspectives to existing concepts.

The same concept is interpreted differently in different disciplines, especially crisscrossing in subjects like Mathematics and Physics, or even Science and Literature sometimes! What better reason to shed rigid compartmentalized learning processes!

Transforming Pedagogy improves Interdisciplinary Instruction.

While we all know that the benefits of transforming pedagogy to interdisciplinary instruction are bound to yield better results in learning, implementing demands from the teacher more than mere knowledge of concepts at its surface level. Genuine concern for the learners and the learning process employed is an imperative requirement.

This methodology not only transforms the way something is learned but transforms the learner's personality as well. As learning happens in a collaborative environment, the transforming teacher has to create a learning community in the classroom.

How to apply?

Here are some practical ideas to use

1. A class of forty students can form four mixed groups with some high, low and average achievers.

2. Appoint a team leader for each group in consultation with the team members.

3. Allot two days a week for collaborative learning in the class.

4. A lesson or topic is explained/ taught in the class. Then transforming the teacher frames four questions that demand application of knowledge, covering all significant aspects of the topic.

5.Give each group a different question. Ensure all group members contribute to the activity.

6. Monitor that everyone is involved in the discussion to arrive at points required for a conclusive relevant answer.

7. Examine the conclusion of the groups critically and evaluate positively.

8. Give another set of four questions the next day to be explored as an individual task.

9. After evaluating the answer of each student, award group-wise marking/grading.

10. Display the grades on a chart in chronological order to encourage students to achieve results in collaborative learning.


1. Working in groups will help promote the idea of peer correction.

2. Discussion will foster strengths and eliminate weaknesses in the students learning processes.

3. A gradual positive change in their identity and personality will become noticeable.

4. The teacher's self-report and learners individual and peer self-report before and after participating in a transforming class will become the guiding principles to shape an appropriate strategy for enhancing adolescent adaptation and positive identity development.

An integrated curriculum may be considered an effective solution to many problems related to the curriculum. Interdisciplinary learning seems to have an understandable capacity to serve the real purpose of education: the building of creative thinkers, not programmed robots to perform predetermined assignments.

Disclaimer: The original version of this story was published on another platform. Link to original version:

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About the Creator

I. R. Pathak

Educationist by career, writer-poet by passion, thinker by nature, humorous by habit. Love to share thoughts and experience.

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    I. R. PathakWritten by I. R. Pathak

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