Interdisciplinary learning offers diverse pathways to discovery

Students don’t just memorize, they understand

Paloma Torres ’20 teamed up with a friend on a project about the culture and philosophy of the Seminole Native American tribe—and earned an “A” in two courses, English and U.S. History. Exploring the same topic in two classes, she said, led to deeper research, discussions and understanding. In education pedagogy, Paloma experienced the benefits of interdisciplinary learning.

“We learned multiple perspectives,” Paloma said. “We weren’t just memorizing events, but were really understanding what happened to Native Americans while learning how to properly research.”

Mayfield’s top-notch faculty members are increasingly crossing subject boundaries through interdisciplinary learning, a priority for Asst. Head of School for Academics Toi Webster Treister ’82. In disciplines including math, social studies, English and theology, students are no longer learning course curricula in isolation. Instead, they are taught to make connections between ideas and concepts across different academic subjects for a comprehensive learning experience.

A math project involves students with strong writing, research and graphic design skills. Social studies students are taught by our journalism teacher when examining the Bill of Rights. An American literature class reaches into U.S. History. Our librarians are teaching research and citation skills.

“This method creates learning experiences that demonstrate the relationship between different disciplines and hopefully heightens the relevance of each subject to the student,” Mrs. Treister said. “It’s also an opportunity to actively show students how different subject areas influence their lives.”

Interdisciplinary projects motivate students because they pursue topics that are especially interesting to them, she said.

“Learning becomes meaningful and stays with the student longer,” Mrs. Treister said. “Since the content is often rooted in real-life experiences, there is an authentic purpose to what the students are learning because they are connecting it to a real-world context.”

“...There is an authentic purpose to what the students are learning because they are connecting it to a real-world context.”

— TOI WEBSTER TREISTER ’82, ASST. HEAD OF SCHOOL FOR ACADEMICS