This is a journey of collaboration.
My Cohort 21 Action Plan centered around the question: “How might we leverage and balance student agency and teacher agency in a transdisciplinary course?” This focus emerged naturally from my PhD research on teacher inquiry and transdisciplinary curriculum design, creating a meaningful bridge between my academic work and classroom practice.
What I Did & Its Impact
My approach placed students at the centre of the curriculum development process. Through interviews, drop-in sessions, and collaborative inquiry, I gathered students’ ideas and insights to inform the curriculum design. This student-centered approach was balanced with teacher input by meeting with department and subject groups to understand how this transdisciplinary course could elevate and support their work in subject-specific classes for grade 9 students.
This dual approach ensured that both student voices and teacher expertise were valued in the curriculum development process, creating a more holistic and responsive educational experience.
What I Learned
Through this process, I discovered that relationship building is the foundation of successful transdisciplinary work. These relationships—between teachers across disciplines and between teachers and students—take time to develop, sometimes years, to build the necessary trust and facilitate meaningful knowledge sharing between colleagues.
I also learned about the importance of time management in collaborative work. Finding adequate time for deep collaboration proved challenging at certain points in the academic year and needed to be carefully balanced with others’ needs and wellbeing. This tension between the time required for quality collaboration and the practical constraints of school schedules emerged as a key consideration in transdisciplinary work.
Next Steps
Moving forward, I plan to develop stronger connections between student action plans and futures thinking. Additionally, I’m focused on finding ways to empower teachers to share their passions, insights, and ideas within the curriculum of this transdisciplinary course.
Lingering Questions
As I continue this work, I’m still wondering about how to best support my colleagues in their learning journey and help them share their passions in a transdisciplinary course. This question reflects my ongoing commitment to nurturing both student and teacher agency in meaningful ways.
Final Thoughts
This exploration of balancing agency in transdisciplinary learning has reinforced the value of collaborative curriculum design that honors multiple perspectives. While challenging, the work of creating space for both student voice and teacher expertise creates richer learning experiences that transcend traditional subject boundaries.