Using hands-on learning strategies to increase student engagement and participation takes planning and dedication (Frank, 2020). Teachers are central to this work, as they must balance academic growth with student enjoyment by attending to both cognitive and emotional needs that extend beyond the classroom. Opportunities for active learning facilitate classroom management and captivate students in relevant and authentic ways. A powerful way teachers can effectively meet these demands is through interdisciplinary learning. When teachers develop student-centered activities that help learners connect ideas across subject areas, engage in collaborative learning, and appreciate different perspectives, they prepare students to view the world with an open mind and heart.
This article examines the importance of interdisciplinary learning, why it is often missing from classrooms, and how teachers can effectively integrate hands-on strategies in practical ways. Active learning environments promote problem-solving, respectful discourse, and meaningful engagement by placing students at the center in collaborative and innovative ways. The implementation of authentic learning opportunities, combined with intentional community building, enhances classroom management and creates inclusive spaces that support diverse perspectives. Combining an interdisciplinary approach with active classroom communities benefits all students by (1) providing rigorous and meaningful learning opportunities for all students, (2) encouraging all students to participate in ways that hold them accountable, and (3) fostering an inclusive and nurturing environment where different points of view are respected and appreciated.
An interdisciplinary approach enriches learning by developing critical thinking and supporting diverse perspectives through collaboration and purposeful dialogue (Hickman, 2018). Interdisciplinary approaches go beyond covering academic material and help students connect ideas across disciplines, deepening understanding and broadening perspectives through civic discussions.
Lev Vygotsky’s social development theory explains that interactions with others strongly influence an individual’s growth. Learning occurs as a social process in which people first build understanding through shared experiences and conversations, and later make that knowledge their own (Woolfolk & Margetts, 2018). This serves as a reminder that providing opportunities for interdisciplinary learning enhances academic performance, problem-solving skills, interpersonal skills, and engagement (Vasileva & Balyasnikova, 2019). In addition to building content, an educator’s responsibility is to develop well-rounded individuals who will go out into society and respectfully engage with the opinions of others. Developing analytical and active listening opportunities that promote social skills can be enhanced through flexible, collaborative grouping.
Based on neuroscience research, when students engage in physical activity, increased arousal levels facilitate attention and effort (Haverkamp et al. 2020). To make sense of complex ideas, students need to engage with the material, ask thoughtful questions, and refine their analytical skills by considering multiple perspectives. As a result, students develop a growth mindset by experiencing personal achievements and increased confidence in their abilities. When students engage in hands-on activities, they tend to remember more and understand concepts more deeply (Trinchero et al. 2019). Moreover, physical activity plays a crucial role in reducing anxiety, thereby enhancing students' mental health and overall well-being (Andermo et al. 2020). For example, incorporating movement-based tasks and short kinesthetic breaks, such as a "walk and talk" protocol—where students pair up and discuss content-related questions while walking around the classroom or a designated school space—helps students refocus, encourages collaboration, and promotes critical thinking across subject areas. Brief and intentional movement activities reduce anxiety and enhance students' emotional regulation and concentration, while also fostering intrinsic motivation and a sense of joy. These strategies are particularly effective when embedded in interdisciplinary lessons where students build positive peer relationships and participate with enthusiasm in collaborative, energized classroom communities.
How Can Teachers Do It? Practical Engagement Strategies
Building an atmosphere of respect and belonging is crucial to making interdisciplinary work successful, as students need to feel comfortable contributing their diverse perspectives. This environment fosters accountability, active participation, and intrinsic motivation. Practical interdisciplinary teaching requires a combination of active learning, movement, and community building. Practical engagement activities employ multiple approaches, incorporating differentiation strategies that alter the lesson's content —what students need to learn; process —activities used to engage students; product —student demonstration of mastery; and learning environment —how the classroom feels (Tomlinson & Imbeau, 2023). Some visual-spatial activities include:
Some bodily-kinesthetic activities may include:
It is equally important to hone in on affective life skills and focus on student emotions and feelings. Social, interpersonal skills can include:
Opportunities for active communication may include:
To allow students to tap into their intrapersonal metacognitive skills, consider providing time for reflections through journals or allowing students to manage their thinking and accountability by encouraging them to self-assess their contributions and efforts.
Benefits of Using Interdisciplinary Approaches and Active Classroom Communities
When teachers tap into both the cognitive and emotional motivation of students, engagement and achievement improve. Creating and sustaining collaborative classroom communities through interdisciplinary approaches helps learners feel supported and safe, while also encouraging respect for diverse perspectives and a broader worldview. Despite these clear advantages, some practitioners do not adopt these practices, often citing the pressure to follow strict curriculum guidelines, limited time for instruction, and potential challenges with classroom management. While understandable, these concerns generally reflect conventional instructional practices that prioritize breadth of content over meaningful, student-driven learning experiences. Fostering an interdisciplinary and active classroom community requires planning. With time and deliberate effort, interdisciplinary instruction can enhance efficiency by integrating standards across multiple subjects while also boosting student motivation through meaningful and connected learning experiences. The long-term benefits include a more positive classroom climate, greater student participation, and stronger peer relationships that nurture both academic success and social-emotional growth. Providing interdisciplinary opportunities allows students to take ownership of their learning, become accountable and responsible for their progress, and develop self-efficacy skills necessary for setting and achieving personal goals. Following John Dewey’s ideas on interdisciplinary learning and active engagement, students participate in hands-on experiences that connect practical tasks with deeper understanding (Jacobs, 2023). By revisiting Dewey’s philosophy of experiential, student-centered learning, educators are reminded that meaningful and relevant learning environments are not only possible but necessary for students to navigate in an increasingly complex and interconnected world.
Conclusion
Interdisciplinary learning combined with active cooperative structures, hands-on multisensory approaches, and community building equips students with the 21st-century communication skills needed to provide a rich and meaningful learning experience. Engaging students with these strategies reignites teacher passion and commitment to student success. The intentional interweaving of movement, collaboration, and authentic tasks across subject areas enables educators to prepare students not only for academic success but also for engaged, respectful participation in society. Shifting from teacher-centered to student-centered methods empowers students to take charge of their own learning.
Teaching Tips
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Build Relationships: Get to know students by identifying their interests, strengths, and areas of need.
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Differentiate Instruction: Promote a more inclusive learning environment by designing a curriculum that caters to individual student readiness levels.
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Utilize Varied Modalities: Enhance student interest and motivation by incorporating diverse learning styles through the use of varied teaching methods.
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Lead a Joyful Classroom: Cultivate a sense of joy in learning to inspire and motivate both students and educators, fostering curiosity and holistic development in a positive and supportive environment.
References
Andermo, Susanne, Mats Hallgren, Thi-Thuy-Dung Nguyen, Sofie Jonsson, Solveig Petersen, Marita Friberg, Anja Romqvist, Brendon Stubbs, and Liselotte Schäfer Elinder. 2020. “School-Related Physical Activity Interventions and Mental Health among Children: A Systematic Review and Meta-Analysis.” Sports Medicine - Open 6 (1). https://doi.org/10.1186/s40798-020-00254-x.
Frank, Brian W. 2020. “Engagement and Joy in the Active Learning Classroom.” The Physics Teacher 58 (1): 76–76. https://doi.org/10.1119/1.5141986.
Haverkamp, Barbara Franca, Rikstje Wiersma, Karen Vertessen, Hanneke van Ewijk, Jaap Oosterlaan, and Esther Hartman. 2020. “Effects of Physical Activity Interventions on Cognitive Outcomes and Academic Performance in Adolescents and Young Adults: A Meta-Analysis.” Journal of Sports Sciences 38 (23): 2637–60. https://doi.org/10.1080/02640414.2020.1794763.
Hickman, Larry A. 2018. Pragmatism as Post-Postmodernism. Fordham Univ Press.
Jacobs, Rachael. 2023. “Affective and Emotional Experiences in Arts-Based Service-Learning Environments.” International Journal of Emotional Education 15 (1): 4–20. https://doi.org/10.56300/uanj1022.
Tomlinson, Carol Ann, and Marcia B Imbeau. 2023. Leading and Managing a Differentiated Classroom. Moorabbin, Vic.: Hawker Brownlow Education.
Trinchero, Mariela F., Magalí Herrero, and Alejandro F. Schinder. 2019. “Rejuvenating the Brain with Chronic Exercise through Adult Neurogenesis.” Frontiers in Neuroscience 13 (September). https://doi.org/10.3389/fnins.2019.01000.
Vasileva, Olga, and Natalia Balyasnikova. 2019. “(Re)Introducing Vygotsky’s Thought: From Historical Overview to Contemporary Psychology.” Frontiers in Psychology 10 (1515). https://doi.org/10.3389/fpsyg.2019.01515.
Woolfolk, Anita, and Kay Margetts. 2018. Educational Psychology. 5th ed. Ny, Ny: Pearson.
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Dr. Figueroa is an Assistant Professor at the University of Tampa and the Lead Instructor of the Education Foundations and Human Exceptionalities courses in the undergraduate program. Her research interests include differentiated instruction, progress monitoring, teacher mindset, and highly effective instructional strategies. She champions equitable instruction for all learners. |