Running Head: How will a Teacher Enhance Student Achievement in an Integrated Classroom?
How will a Teacher Enhance Student Achievement in an Integrated Classroom?
Abayomi Aroso
EDU 690: Action Research
April 22, 2013
Dr. G. Holman
Statement of Academic Honesty: I have read and understand the plagiarism policy as outlined in the “Student Plagiarism and Academic Misconduct” document relating to the Honesty/Cheating Policy. By attaching this statement to the title page of my paper, I certify that the work submitted is my original work developed specifically for this course and to the MSED program. If it is found that cheating and/or plagiarism did take place in the writing of this paper, I acknowledge the possible consequences of the act/s, which could include expulsion from the University of New England.
Abstract
This study looked at whether having a single teacher teach an integrated curriculum to a grade 6
class will enhance student achievement levels. A total of 24 students took part in this study and
they all went through the core subject classes which include Math, Science, Language and Social
Studies. The interventions included assessments as learning, assessment for learning and
assessment of learning, pre and post surveys. The results showed that all students showed some
level of improvement in their understanding of the ‘big idea’ concepts, increased student
engagement and a safer learning environment. The results however brought up the question
about how effective a teacher will be in teaching all core subjects and how authentic assessments
can be administered in an integrated setting.
Keywords: integrated curriculum, multi-subject teacher, student achievement
Table of Contents
Abstract...........................................................................................................................................2Introduction....................................................................................................................................3 Rationale for Study.....................................................................................................................5 Problem Statements....................................................................................................................5 Participants..................................................................................................................................7 Research Questions.....................................................................................................................7 Hypotheses..................................................................................................................................8 Ethical Considerations................................................................................................................8Literature Review..........................................................................................................................8 Introduction.................................................................................................................................8 Curriculum Integration................................................................................................................9 The Integrated Approach.....................................................................................................11 Student Achievement................................................................................................................12 Measuring Student Achievement in Ontario Schools.........................................................12 Subject Specialist or Multi-Subject Teacher?...........................................................................13 Teacher Effectiveness........................................................................................................14 Teacher Collaboration........................................................................................................14 Conclusion................................................................................................................................15Methodology ................................................................................................................................15 Research Design........................................................................................................................15 Statement of Study....................................................................................................................16 Research Questions...................................................................................................................16 Participants................................................................................................................................17 Data Collection Plan.................................................................................................................17 Intervention...............................................................................................................................18 Instrumentation.........................................................................................................................18 Assessment: Diagnostic, Formative & Summative.............................................................18 Student Survey.....................................................................................................................19 Teacher Observation............................................................................................................19 Student/Teacher Informal Interviews..................................................................................19 Teacher Diary Entry.............................................................................................................19
Student Exit Slip..................................................................................................................19
Data Analysis ...............................................................................................................................20 Possible Drawback....................................................................................................................20 Timeline....................................................................................................................................20
Data Assessment ......................................................................................................................21 Validity................................................................................................................................21 Credibility............................................................................................................................22
Generalizability....................................................................................................................22 Reliability.............................................................................................................................22 Conclusion................................................................................................................................23
Results.................................................................................................................................................25 Findings...........................................................................................................................................2 Student’s Perception about Integrated Class.................................................................................25
Student Achievement Levels........................................................................................................27
Classroom Climate........................................................................................................................28
Reasons for Increased Learning....................................................................................................30
Teacher Effectiveness...................................................................................................................30
Student Engagement.....................................................................................................................31
Discussion of Findings.......................................................................................................................32Limitations.....................................................................................................................................34
Further Research........................................................................................................................... 35
Conclusion.....................................................................................................................................35
Action Plan.........................................................................................................................................37Conclusion..........................................................................................................................................38References...........................................................................................................................................39Appendices..........................................................................................................................................41
Appendix A- Exit Slip by Students................................................................................................42Appendix B-Curriculum Integration: Reflective Planning Questions...............................................Appendix C-Student Response Survey..............................................................................................
Introduction
Rationale for Study
Ingenious educators over the years have been deeply concerned about the need to improve
student achievement. Nothing has changed today; teachers everywhere are constantly finding
ways and methods to do so through an engaging, in-depth, and relevant curriculum. This, we can
all agree on. However, the discussion about how to go about increasing student achievement is
one that is still a developing process. With a spike in the level of behavioural issues amongst
students in schools and the dire need for a sense of belonging; both of which are sometimes
beyond the control of teachers within the classroom; educators have responded by offering
curriculum instruction that is inclusive and embracive of these factors through endeavouring to
provide learning that is authentic and applicable; hence the need for a curriculum that is
integrative.
Problem Statement
In one of the recent staff meetings held at LMS, the Principal announced that there will be a
shift in the teaching packages for the upcoming year. The Principal announced that with the
exception of French, Music and Physical Education, teachers will be teaching all subjects. This
announcement shocked many teachers in the room as it is a marked departure from what had
been. According to the principal, the reason for this new development was to ensure that the
students increased their levels of academic achievements, become more engaged as learners and
develop skills that are more authentic and relevant to the 21st century learner.
The evolution of education has brought educators to the realization that it is incumbent on
teachers to strive at making their classroom environments relevant to all learners; consequently,
innovative educators are constantly looking for ways to create relevant, engaging and authentic
learning experiences for their students. Nonetheless, it is arguable that having one teacher teach
multiple subjects particularly the core (Math, Science, Language, Social Studies) Art and Drama
in a middle school will increase the success and student achievement overall. Moreover, if
middle school is the preparation grounds for a smooth transition to high school where teachers
are specialists in the subjects they teach; and students rotate from one class to another, how
prepared will middle school students be if they are solely familiar with the primary practice of
having one teacher teach all subjects? This is a valid question. The restriction of the opportunity
for rotary classes that are a staple in the structure of many high schools will likely create more
apprehension to an existing middle school student (grade eight particularly) that are already
eager and anxious about the transition to high school and what that different learning experience
will look like (Phelan, Yu, & Davidson, 1994). For example, children in general will experience
many transitions over their life time; transitions through schools, communities, families and
more. Transitions therefore, become a critical juncture in the lives of adolescents’ who are often
faced with fresh starts and some false starts which could be growth inducing or potential tipping
points (Ontario Ministry of Education, 2007).
The doubt about the possible success of the newly suggested teaching plan at LMS is
reflected in the views of many of the teachers at the school. They mostly believe that the plan
will go against the concept that pertinent to students learning, is having an in depth
understanding of basic concepts and authentic experiences. This sentiment can be substantiated
through the description of the aim of curriculum which according to the Ministry of Education in
Ontario (Ontario Curriculum, 2007) is "...to serve as a guideline or skeletal structure that
provides the students with a deep understanding of concepts and a set of essential skills that
students need to learn to apply in a wide range of contexts, both to identify and analyze problems
and to explore and test solutions, whether these solutions are science or arts-based".
A better alternative to the principal's new plan is that teachers teaching the subjects should be
well vast, have a firm foundation, and be qualified to teach in those subject areas. Some have
said that the ‘integrated classroom’ should not be and is not just about having a single teacher
teaching all subjects; rather, having teachers collaborate and work around project-based
curriculum which includes a combination of the 'big ideas' accorded to various subjects that
make learning relevant, engaging and authentic.
Participants
Abayomi Aroso is the teacher researcher who has taught for 5 years with her current school
board. All of her teaching experience has been in middle school teaching Language Arts and
Social Studies/History. The teacher researcher has a Bachelor’s of Educational Management with
a major in English Language and is a member of the Ontario College of Teachers. Abayomi
Aroso is working towards her Masters of Science Education, specializing in Educational
Leadership. The teacher researcher will have her homeroom class which consists of 24 students-
12 boys and 12 girls who are in the sixth grade. They are currently in rotary classes. Eight of the
students have IEPs. Due to the collaboration that will be needed based on the nature of the
research topic, she will also have some colleagues, her administration, and her Special Ed.
Resource teacher involved.
Research Questions
1. Will an integrated approach to teaching improve students’ academic achievement?
2. What is the response of students to the integrated approach?
3. How effective are teachers in a Curriculum Integrated classroom?
Hypotheses
1. An increase in a student's academic achievement is not solely dependent on an integrated
approach to teaching.
2. With a reduction in rotary classes, boredom might set in for many students having one
teacher for a whole day. Middle school students usually have great enthusiasm for
various experiences.
3. Teachers will not be as effective because they teach all subjects; creating a “jack of all
trade, master of none” scenario. Middle school teachers are used to teaching one or two
subjects that are usually their strengths and that they enjoy.
Ethical Considerations
The School Administration was aware of this action research. The Principal indicated verbally
that she was excited about being a participant and approved timetable changes to accommodate
for this research. It was determined that the information acquired, student and teacher surveys
conducted, and collaboration required were within the realm of best practices for reflective
teaching. Students' names or personal information was not shared. Although consent forms
were not required, parents were notified of the ongoing research process.
Literature Review
Background of Study
There has been a growing consensus amongst educators about the relevance of the modern
day curriculum and students in our 21st century. Educators have known for years that facts
devoid of meaning are stillborn. When we deliver information to students without breathing life
into it, we have done no more than throw sand in their face (Erikson, 2002). One way of
‘breathing life into it’ is by ensuring that materials taught to students emanates from a sound and
well thought out curriculum. In the past, the curriculum based on a variety of subject disciplines,
have been taught in isolation. However, because the body of knowledge associated with any one
field is increasing …... today’s students must learn to acquire and utilize information more
efficiently (Metropolitan Toronto School Board, 1995) and effectively. This can be
accomplished by making connections with concepts and skills that are relevant to the real world.
Integrating the curriculum allows for the bringing together of many parts to make a whole.
Research has consistently shown that students in integrated programs demonstrate academic
performance equal to, or better than, students in discipline-based programs. In addition, students
are more engaged in school, and less prone to attendance and behaviour problems” (Drake &
Reid, 2010).
It is a known fact that curriculum integration has changed the face of education particularly in
our 21st century. In middle school, curriculum integration has a deeper and more meaningful
impact due to the transitional phase; from middle school to high school. As true as that is, the
enormous amount of time, effort, expertise and collaboration necessary for its success makes the
notion challenging.
This review sets out to examine how adopting an integrated curriculum within the classroom
will affect student achievement especially where multiple subjects are taught by one teacher.
What is Curriculum Integration?
Curriculum Integration (CI) has been a consistent topic for discussion amongst educators.
They first explored the concept of integrating the curriculum in the 1890s. Over the years, there
have been numerous educational researchers, e.g., Susan drake, Heidi Hayes Jacobs, James
Beane and Gordon Vars, who have described and given curriculum integration various
interpretations. For example, (Brazee, E.N. & Capelluti, 1995) writes that curriculum integration
is “based on a holistic view of learning and recognizes the necessity for learners to see the big
picture rather than to require learning to be divided into small pieces. Integrative curriculum
ignores traditional subject lines while exploring questions that are most relevant to students."
Curriculum integration has also been described as an approach to teaching and learning that is
based on both philosophy and practicality. It can generally be defined as a curriculum approach
that purposefully draws together knowledge, skills, attitudes and values from within or across
subject areas to develop a more powerful understanding of key ideas. Curriculum integration
occurs when components of the curriculum are connected and related in meaningful ways by
both the students and teachers (Ministry of Education, Alberta). In its simplest conception, it is
about making connections.
Dr. James Beane's 35 years of work and research in this area and in his book (Beane, J. 1997)
emphasizes the fact that integrating a curriculum must consist of the following:
Organizing themes that are drawn from life experiences which allows students to
question and engage in real-life issues and promotes collaboration between students and
teachers
Learning is no longer segregated into subject areas or a collection of facts. Students use
skills from all disciplines to research
Broad access to knowledge is provided to all students through learning that is
worthwhile, relevant and allows students of all backgrounds and abilities to contribute
There is no doubt that any educator will deny the succinct manner in which Dr. Beane has
presented the skeletal structure of an integrated class however, with so many curriculum
expectations to cover and assess, it is not surprising that teachers who embark on embracing this
model may sometimes feel overwhelmed. The success for planning an integrated curriculum is a
collaborative venture that requires the need to begin to explore curriculum expectations to
determine what is most important to know, do and be and focus on how to assess student
outcomes (Drake, S.M, 2007).
The hallmark of interdisciplinary education is an integration of notions and guiding principles
from multiple disciplines to systematically form a more complete, and hopefully coherent,
framework of analysis that offers a richer understanding of the issue under examination
(Pedagogy in Action, 2012). There are however some concerns raised by Gatewood (1998),
indicating that integrated teaching discounts the value of deep subject-specific knowledge, which
is essential for specialization in certain areas. Thematic units can also fall short of teaching in-
depth content to students. Often a theme, such as apples, is used to link unrelated subjects, with
little deference to students’ prior knowledge or interests. This superficial coverage of a topic can
give students the wrong idea about school, perhaps missing the idea of curriculum integration in
the first place (Barton & Smith, 2000).
The Integrated Approach.
An integrated approach allows learners to explore, gather, process, refine and present
information about topics they want to investigate without the constraints imposed by traditional
subject barriers (Pigdon and Woolley, 1992). An integrated approach allows students to engage
in purposeful, relevant learning. Integrated learning encourages students to see the
interconnectedness and interrelationships between the curriculum areas. Rather than focusing on
learning in isolated curriculum areas, an integrated program is based on skill development
around a particular theme that is relevant to the children in the class. It is an understanding that
students build across the curriculum that starts by making simple connections among ideas and
experiences and extends to a point where students synthesize and transfer learning to new and
complex situations. Integrative learning happens when students take previous and new
classroom learning and address real-world problems requiring multiple perspectives and multiple
areas of knowledge. Students may study solutions to problems affecting many people that may
simultaneously require cultural, scientific, and artistic perspective and knowledge. For example,
students may be asked to analyze options for the construction of a new dam on a river that is the
sole source of water and food for several villagers in a hypothetical country. On one hand the
dam is essential for the financial stability of the country but poses a threat to the survival of
hundreds of people and to the environment. Solving this problem will include a discussion of
ethics, which will require knowledge from multiple perspectives to raise sufficient arguments
(RAFT, 2012).
Student Achievement
'Achievement' in the Miriam Webster (2013) dictionary is defined as the act of
accomplishment, a result gained by effort or the quality and quantity of a student’s work. It is
interesting to note that the definition of achievement is in relation to student’s work. Student
Achievement, in its entirety, yields itself to many variations as all students are not equal.
However, different school boards have had to come up with a benchmark that allows teachers to
have a standardized evaluation of when students have achieved a significant amount of success.
As some educators over time have continued to develop the educational reform narrative, policy
makers and the society have begun to realize that there is a correlation between student
achievement and test scores.
Measuring Student Achievement in Ontario Schools.
When assessing and evaluating what a child is learning, there are specifically two distinct
areas that are looked at: achievement of curriculum expectations in any given subject or course;
and the development of learning skills and work habits. The achievement level in a subject
indicates the extent to which a child has met the standards set in the expectations outlined in the
Ontario Curriculum. The development of learning skills indicates “how” a child has learned. The
Ontario provincial report card summarizes a child’s achievement with regards to curriculum
expectations and learning skills. All the subjects in the Ontario curriculum have achievement
charts to serve as a benchmark guideline for teachers. According to the publication of the
Government of Ontario (2006), the achievement chart is a standard province-wide guide to be
used by teachers. It enables teachers to make judgments about student work that are based on
clear performance standards and on a body of evidence collected over time. British Columbia, a
sister province of Ontario, views student achievement as an improvement in learning that
develops both the individual and the individual’s ability to contribute to society. In many
important respects, achievements are the milestones on the learning journey between
performance and potential (BC Ministry of Education, 2013). In this research, measuring a
students’ achievement will become relevant both in terms of academic improvement and skill
development.
Subject Specialist or Multiple Subject Teachers?
The Ontario College of Teachers requires that to teach in an intermediate/senior position
(middle school or high school), a teacher must have at least two teachables: “Any training that
prepares you to teach in the Intermediate or Senior division must include methodologies for two
or more teaching subjects” (OCT, 2013). There is a reason for this. It is to ensure that the teacher
has background knowledge in the subject of expertise. In the 1996 Issue Brief (NCES), it states
that one of the most important characteristics of a qualified high school teacher is college
training in the subject in which he or she teaches. This rings true for middle school teachers as
well. In the past, teachers were more of a generalist teaching all subjects to all their students. In
England, it has been argued that the idea of the generalist is outdated and does not reflect
practice. It is difficult to imagine that teachers will approach all subjects with comparable
competence. In other contexts, it has been argued that the generalist primary teacher might be
more appropriately employed as an ‘expert’ deliverer of prioritized key learning areas such as
literacy, numeracy and science. In a review into improving Literacy, Numeracy and Science
Learning in Queensland, Australia, Masters (2009, p. 73) it was claimed that “ideally, every
elementary school teacher would be an expert teacher of literacy, numeracy and science”, thus
explicitly prioritizing the development of teacher competencies in some subject areas over
others. If teachers are more competent in one subject area over others; who will bear the effect of
the ‘incompetence’? Students. Teachers should be offered the opportunity to develop specialized
subject knowledge. Also, the advocacy for the employment of specialist teachers should be
embraced more.
What is Teacher Effectiveness?.
This is a very broad term. There are a number of factors involved in assessing a teacher's
effectiveness which include but are not limited to a teacher’s ability to accurately disseminate
information, accurate knowledge content, on-going professional development, certified
qualifications, appropriate and the experience that comes along with it. Content knowledge plays
a major role in effective teaching. Research has revealed that teachers who have themselves
studied the subject are more effective than those we ho do not have a background in their subject
area. Teachers who know the contents of a subject are better able to help students gain that same
knowledge. If they have studied it themselves they will be more apt or have a stronger position
of knowing how to deliver the content or invariably, the skills or methods needed and might be
most useful to the student in mastering the concepts. Someone once put it this way: “an effective
teacher is one who teaches. End of story. If the students learn, the teacher has been effective”.
Teacher Collaboration.
There have been many significant conversations on the need for extensive and meaningful
collaboration in the educational reform discussions. Teacher collaboration is a departure from
existing norms, and, in most schools, teachers are colleagues in name only. They work out of
sight and sound of one another, plan and prepare their lessons and materials alone, and struggle
on their own to solve their instructional, curricular, and management problems (National center
for research, 2009). The development of Professional Learning Communities (PLC) to support a
school success planning framework that is as suggested by DuFour, DuFour, and Eaker (2008)
should be inclusive, collaborative, data-driven and results-oriented. Important to a PLC is a
shared mission with purpose, vision, values, and goals, all focused on student learning. A
collaborative environment with the focal point on learning is essential to a PLC. Dufour also
alludes to the fact that collaboration is not teacher centered. It should be extended to all the
players involved in order to bring about meaningful student success. Such players, in this sense,
will include parents, teachers, coaches, family and the community. Another important factor of a
PLC is continuing to compare the best methods of practice with our reality as well as being
committed to ongoing improvement. An integrated curriculum model cannot exist without the
collaboration of key players within a school system.
Conclusion
The success of an integrated classroom is not based on moving away from subject specific
teachers. Rather, the success of an integrated classroom will require the collaboration of teachers
in their specialties’ consciously coming together to create authentic learning experiences that
engages the students, creates skills sets relevant for the 21 century existence and giving students
opportunities to answer their own questions and explore their own interests.
Methodology
Research Design
Over the course of eight weeks, the researcher alternately met with a grade six class all day
for three days a week. During four of those eight weeks, the students consecutively met with
their teacher on a daily basis. The unit being taught was the impact of the early settlement on
Canada. This had to do with the First Nations peoples and the Early European settlement. The
Big Ideas were based on the inter-relationships, diversity, trade, conflict resolution, fairness and
justice. The higher order skills included the critical thinking, inquiry and communication
components. All of this was integrated through language, math, social studies, arts and science
curriculum standards. The data collected in this study used a combination of qualitative and
quantitative design which included student observations, assessments, surveys, student and
parental feedback, exit slips, and colleagues. All this data was used to measure the increase in
levels of achievement, increase in student engagement and teacher effectiveness.
Statement of Study
One of the advantages of teaching middle school students has been the fact that teachers are
mostly subject specialists. At LMS, this model was changing. The Principal had introduced an
integrated approach to learning that required teachers to teach all core subjects; Math, Science,
Language and Social Studies to their students. Some of the reasoning behind the decision was to
reduce the amount of time students spent in rotary classes; avoid trouble in the hallways, have
time to create deeper relationships with students and create a more authentic learning experience
for students since the teacher would be able to easily access cross-curricula expectations thus;
increase student achievement. Many of the teachers were upset about this new development. The
purpose of this research project was to determine if an integrated curriculum taught by a multi-
subject teacher would enhance student achievement levels.
Research Questions
1. Will an integrated approach to teaching improve students’ academic achievement?
2. What is the response of students to the integrated approach?
3. How effective are multi-subject teachers in an integrated classroom?
Participants
This action research project was conducted in a sixth grade classroom which consists of 23
students- 12 boys and 12 girls at a large middle school of about 900 students. The students have
a wide range of academic skills that included 8 students with IEPs (Individual Education Plan)
and ELLs (English Language Learners). The action research also included some colleagues,
administration (approval for timetable changes, teacher coverage and release time for
collaboration); parents and the Special Ed. Resource teacher.
Data Collection Plan
A data collection matrix was created to identify and develop data collection techniques
appropriate for this study (Mills, 2007).
Table 1 Data Collection Matrix
Research Questions Data Source
Will an integrated approach to teaching increase students’ academic achievement levels?
1 2 3
Assessment
Diagnostic assessment(graffiti wall/ wordle)
Assessment
Formative assessment (quizzes, student response)
Assessment
Summative assessment(Performance Task)
What is the response of students to the integrated approach?
Student survey Student interviews: written and verbal responses
Teacher Observation/ parental feedback
How effective is a multi-subject teacher in an Integrated classroom? Student exit slips
Teacher as an active participant/ diary entries
Teacher Peer Observation
Intervention
Students were not allowed to go on rotary (going from one class to another) for three days
per week during the period of time that this research was conducted. Due to the extensive
amount of collaboration required based on the readings from the literature review for a
successful delivery of an integrated curriculum classroom, learning centers and an extra teacher
body was needed from time to time within the classroom. The students were given assessments
more than would have usually occurred. The students with an IEP were allowed to bring their
own technology devices instead of leaving the classroom to the resource room which is the norm.
Instrumentation
Diagnostic Assessment. The researcher used the graffiti wall and wordle on line tool to
identify prior knowledge of students on the unit. To allow for differentiation of assessment, and
to accommodate the IEP students, the researcher allowed some students to create a title page.
Formative Assessment. Students were given pop quizzes, and allowed to play online
jeopardy games created by the teacher. This was a valuable tool for the teacher. It served as a
gauge for next steps in teacher instruction and the varying strategies that needed to be changed or
adopted.
Summative Assessment. A performance task was given to the students as a form of
evaluation in order to evaluate students’ progress.
Student survey. The researcher created a student survey to rate the effectiveness of the
teacher based on their learning experiences, the degree to which they understood topics taught;
measure what the students responses were to an integrated approach of learning.
Teacher observation. Over the six week period, the researcher observed student engagement,
examined students’ activities, observed classroom climate during given tasks, behavior and
conversations. During the observations, the researcher was looking to see if there was an increase
in student participation, student engagement and an increase in students’ understanding of
concepts. This was to gather sufficient data to assess learning outcomes.
Teacher/Peer Observations/Discussion. The researcher met on an ongoing basis with a team
of other teachers informally to discuss curriculum expectations, identify instructional needs and
challenges and observe students engagement during classes.
Student- Teacher Informal Interviews. The researcher used the responses of both teachers
and students.
Teacher Diary Entry: The researcher used the teacher’s diary log during the six weeks to
measure, record and reflect on the experiences that took place in the classroom and outside of the
classroom in terms of preparation and collaborative activities.
Student Exit Slip: Students had an opportunity to rate the classroom activities and
instruction without any time lapse (immediate feedback).
Data Analysis
Based on the collaborative nature of this research, it was beneficial to have other colleagues
involved in this process to enhance the validity of the data collected as suggested by Mills
(2011). The first research question looked to examine the relationship between an integrated
approach to teaching and a student's level of academic achievement through various assessments
and observations. The teacher also observed the engagement level of the students. The second
question began to explore and examine the students' perspective of the new integrated approach
and what their reaction was to the change. It also sought to find out if there was a correlation
between the approval for an integrated class and an increase in academic levels. The third
question examined the effectiveness of a multi-subject teacher in an integrated classroom in
terms of content knowledge, qualifications, time and experience.
Possible Drawback
One of the challenges was the need to tweak the timetable to allow for a non-rotary classroom
and the conversations and preparations that needed to take place for this to ensue. Also, the
amount of time required to understand and learn basic concepts that the teacher may not have
been privy to since some of the subject content is not within the teacher's qualifying teachable. In
addition, the grade six students in Ontario are required to sit for a province wide examination
that assesses numeracy and literacy- EQAO. Having a novice teach math during what would be
considered preparation time for these exams, especially within such constrained time lines, was a
far stretch and may not have been the best for the students.
Timeline
In general, many of the Ontario schools use the Teaching- Learning Critical Pathway (TLCP)
as a way to organize actions for teaching and student learning as proposed by (Crevola, Fullan &
Hill, 2006). It allows for a six week period of instruction and a more informed assessment and
evaluation.
Table 2 Anticipated Completion of Tasks
Task Anticipated Timeline
Pre-assessment & Begin the intervention February 8
Mid-point assessment, student and teacher interviews
March 8
Anecdotal notes and journals will be collated
March 20
Colleague discussion and evaluation of data
March 26
Findings and draft of Paper March 29
Data Assessment
This action research topic was not very welcoming within the LMS school environment
especially considering the fact many teachers did not understand the new model that the school
intends to implement which is having middle school teachers teach multiple subjects. Thus, there
were many negative opinions floating around. In order to ensure the validity of this research, it
was important that the colleagues that were participants were open to this new concept and
unbiased. After various discussions, two colleagues agreed that the sources used for the data
collection were valid as it included a democratic validity approach where multiple perspectives
of the participants were accurately represented and trustworthy. They also believed that the data
sources were appropriately triangulated as it was a valid way to support the hypothesis and
accurately gauge what the research was trying to measure (Mills, 2007 pg. 98).
Validity. Data was collected in a few ways. Students were given a diagnostic and summative
assessment to ensure that the results of the latter assessment were consistent with the results of
the pre-assessment. Peer feedback was sought and many of the suggestions offered enabled a
more refined approach to the observation checklists, assessments and tasks given.
Credibility. As cited in Mills, Guba emphasizes the researcher’s ability to take into account
the complexities that present themselves in a study and the need to deal with patterns that are not
easily explained. (Mills, 2007, pg. 85). He further suggests the need to do a peer debrief to
provide researchers with the opportunity to test their growing insights through interactions with
other professionals. During this research, colleagues were often engaged in the observations,
refining process of curriculum expectations, collaboration of formative and summative
assessments and feedback. This ensured the credibility of the research.
Generalizability. Even though researchers believe that the findings of action research studies
should be transferable; in this research, the study was based on the classroom level and it is
applicable to the researcher for future use as a teacher. The relevance of the findings can easily
be applicable to other classroom settings and serve as an information tool for any school
administration. The goal was to understand the happenings and changes taking place in the
school and to determine what improvement could be made within that context (Sagor, 1992, as
cited by Mills, 2007 p. 96)
Reliability. It was important to ensure that the test or assessments consistently measured what
it was meant to measure (Gay et al., as cited by Mills, 2007, p. 95). In talking with colleagues
and working with students who had different learning abilities, there was a need to collect data
that could be consistently used over a period of time. Colleagues were also given the opportunity
to assess students’ performance task to maintain unbiased interpretations from a teacher who is
familiar with the students’ strengths and weaknesses.
Conclusion
This action research used a variety of data sources to answer the research questions that were
posed. The various differentiated assessment strategies were used to determine the progress
amongst the students at various levels. Observation checklists and notes were taken by the
researcher and colleagues to validate the accuracy of the data. Student feedback and parental
feedback was also used to measure student engagement and teacher effectiveness. Having
embraced the triangulation technique by combining multiple processes, the researcher has
endeavored to overcome the weakness and biases that come from using a one theory, single
observer or one method study.
Results
Findings
Student’s Perception about Integrated Class. Prior to this study, the researcher conducted
some assessments and surveys in order to determine a benchmark for what the students felt about
the new move to an integrated classroom approach; and their understanding of European
explorers and their impact on Canada. Figure 1 shows the perception that students had prior to
the study. 24 students were given this questionnaire based on the following: if having one teacher
teach all core subjects was a good thing; whether it will be boring; if having rotary classes was
an enabler to their learning; whether having one teacher will afford teachers the opportunity to
teach better and if it will enhance their learning experiences.
Figure 1
Pre- Curriculum Integrated Classroom
yesmaybeno
Figure 1. Pie chart representing students’ perception about integrated curriculum pre-study.
Figure 2 shows the results of the students after they had gone through the curriculum integrated
classroom. There was an increase in the number of students that found an integrated classroom
favourable.
Figure 2
Post- Curriculum Integrated Classroom
yesmaybeno
Figure 2. Pie chart representing students’ perception of an integrated classroom post study.
Students’ Achievement Levels.
A pre-assessment and post assessment was given to all the students. The post assessment result
in figure 3 shows that the students made some gains in the quizzes; tests and performance task
administered.
Figure 3
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 200
10
20
30
40
50
60
70
80
90
100
Pre-Assess. Post- Assess.
Pre & Post Assessment Comparison
Figure 3. A graphical representation comparing pre-intervention and post-intervention of student averages in core subjects
Classroom Climate. The climate of the classroom is as equally important as the actual
curricular instruction that is occurring. A safe class enables learning and teaching within an
environment that fosters responsibility, respect and academic excellence. (Ministry of Education,
Ontario, 2012).
Table 3
Student Responses on Classroom Climate to Integrated Curriculum
Total Number of Students Polled = 24
Questions Asked Responses Comments
Yes NoDo you feel the classroom environment was more positive?
18 5
Do you think the teacher was more flexible?
16 7
Did you understand the impact of the early European Explorers better?
21 3 That’s all we talked about!
Do you think this new model helped you to engage more?
20 2 More group work
Students were asked to answer these questions at the end of their intervention so as to
learn what their opinions were about the classroom climate. The comments noted in Table 3
indicate that more than half of the students alluded to this fact. The second part of the
questionnaire was a survey that students had to fill out. These questions required a more detailed
response.
Student Learning. Figure 4 represents the average responses given by the students based on
a reflection of their learning after a lesson, at the end of school or at the completion of a class
project.
Figure 4
yes no no change
0
5
10
15
20
Increased Learning
Figure 4: A graphical representation of the students’ responses based on whether there was an increase the learning that occurred.
Figure 5 Reasons for Increased Learning
Math Language Science Social Studies
0%10%20%30%40%50%60%70%80%90%
100%
more time
authentic activities
repetition
collaboration
Figure 5: A graphical representation of what the reasons the students considered to be the reasons for the improved learning achievement levels.
Teacher Effectiveness
Most teachers understand that the learning that occurs among students is much more than
the average achievement gains. An integrated curriculum allows for a variety of learning skills
and concepts to be taught simultaneously. Having one teacher plan all the units and assessment
tasks could be overwhelming. The teacher’s effectiveness is strongly based on the ability to plan
and offer learning activities or processes that engages the students. Table 4 is an organizer that
was used to ensure the curriculum was being integrated. It was similar to a day plan or the
backward design outline.
Table 4
Organizer for Teaching, Learning and Assessing Activities
Teaching and Learning Experiences
Curriculum Standards Assessment
Included in the effectiveness of teachers is their response to an integrated curriculum model
after the intervention. Figure 6 highlights the observations that teachers had.
Figure 6
students more
engaged30%
deeper learning23%
demonstratable skills16%
flexiblity19%
improved grades12%
Teacher Response to Integrated Curriculum
Figure 6: A graphical representation on how teachers feel about the integrated classroom
Student Engagement Finally, figure 7 shows the degree to which the students were engaged in
the classroom based on the teacher’s observations.
Figure 7
Student Engagement
mostly engagedneeded some remindersfrequently off task
Figure 7: Teacher Observation of student engagement
Discussion of Findings
The pre and post survey on classroom integration showed a shift in the perception that
students had prior to this study as shown in (figures 1) and (figure 2). The initial fears of the
students were that it would be boring to be with one teacher all day long. They were reminded of
the fact that not too long ago (estimated a year) they had been in elementary school where they
actually had only one teacher teaching them core. They noted that one of the joys of coming to
middle school was the fact that they would feel more independent as they walked around with
some level of authority from one class to the other. Another fear was from those students that
were more kinesthetic and needed some sort of movement to re-align their thinking process and
their ability to embrace new learning. They realized that movement can take place within the
classroom and the different learning centers and that the time allotted to daily physical activity
encompassed the need to move around.
The students also responded to an integrated classroom model by embracing the activities
with enthusiasm because according to them, they found it very relevant. They were engaged and
had a readiness to explore. Figure 7 shows how engaged the students were: 75% of students were
engaged in their assigned tasks and took ownership of their own learning process. In response to
research question #2: What is the response of students to the integrated approach? A more
engaged and enthusiastic student where they emphasize 3 main points: the opportunity to do
interesting things, the in-depth learning of content and the development of social skills.
To the surprise of the researcher, an integrated approach to learning has the capacity to
increase student achievement levels as shown in figure 3. Each of the 24 students had some level
of increase from the pre-assessment to the post assessments. The students themselves gave
reasons why they thought they were more successful. It included the increase in collaboration
with their peers, constant repetition of concepts since it came up over and over again in different
subjects, more time and a deeper authentic learning experience. For example, the students read a
comprehension on the impact the Early European explorers had on the First Nations people in
Language class. In Social Studies, they had to compare what difficulties a new immigrant will
face if they are coming to Canada today to what the Explorers faced then. This led to discussions
around discrimination, fairness and racism. In Math, they had to plot a graph based on a class
survey that was conducted on who the first explorer was to discover North America.
Even though the exit cards and the KWL charts showed that students had been exposed to
authentic learning experiences during many of the lessons that were taught; based on the
observations and daily diary entry that the teacher kept throughout the 6 weeks of this study, it
was clear that the teacher was not as effective. A lot of time was spent on figuring out how to
determine what the big ideas were in all of the core subjects and which part of the curriculum
expectations were to be focused on. In the same manner, creating assessments were very
challenging since instruction was done in an integrated manner. Table 4 shows the different
sections that need to be considered before the unit was taught and how the backward design
became very relevant.
Limitations
One of the limitations to this study was the length of time with which the study was
conducted. Because it was a short amount of time, the possibility of being able to dig deeper into
the unit might have provided a more reliable result in the achievement levels. Also, an integrated
curriculum model requires constant collaboration with other subject specialists. Release time
needs to be provided for teachers to embrace this. Most of the collaboration done in this study
was done on the researchers own time.
Another limitation to this research might have to do with the way the topic was presented.
The initial problem statement was not about whether an integrated curriculum class would be
beneficial or not. It seems that there is enough research to show that an integrated curriculum is
essential for authentic learning to take place amongst our 21st century students. However, the real
question was whether a non-specialist teacher should be allowed to teach subjects that they are
not familiar with. Conversely, the question could have been about having a single teacher do all
the integrating! In researching this, the research should definitely have compared a single teacher
integrated classroom to a multi teacher integrated classroom where teachers teach the subjects in
which they are qualified to teach but collaborate with other teachers to create a meaningful
learning experience for the students.
Having to teach Science and Math for the very first time was a limitation to this research. It
was difficult to know what part of the curriculum could be integrated into Language and Social
Studies and sometimes, it was difficult to integrate. The teacher in this study found that Science
was sometimes taught in isolation and did not follow the integrated curriculum model. To have a
reliable outcome, the teachers that embrace this model should be well acquainted with the
subject and the curriculum expectations.
Further Research
More research needs to be done about whether an integrated curriculum model can only yield
increased academic levels if rotary in a middle school setting is cancelled. An in-depth research
also needs to be done on the impact that teachers who are not teaching within their competencies
have on their classrooms and the school at large.
Action Plan
The focus of this action research was to look into how a teacher will enhance students’
achievement levels using an integrated curriculum approach having one teacher teach all core
subjects. This stemmed from the idea that reducing student’s movement from one class to
another (rotary classes) will simultaneously increase students’ achievement levels.
Next steps
1. Having a discussion with Administration regarding the findings of this study will be
necessary. During this discussion, the following will be emphasized:
The need to have common planning times or release time with other subject
expert teachers to foster the collaboration needed to create and plan for successful
integration.
The need to have professional development or workshops around teaching those
teachers that feel they are not qualified to teach certain subjects (as at the time
that this was written, based on prior discussions, the Principal had enrolled 8 of
her staff in Math and Language workshops)
Encourage a school wide template for curriculum planning and assessments as
suggested by Susan Drake (2004) to develop a KNOW/DO/BE as shown in
Appendix D.
Allow teachers the opportunity to shadow other teachers that currently have
integrated classrooms
2. On an individual note, make it a point of duty to learn the curriculum expectations of
subjects (math and science) I don’t teach to understand the ‘big idea’ concepts. Teachers
have a birds’ eye view and being able to understand where the class needs to go and how
to get there is pertinent to the students’ learning experience.
3. Embrace a more project-based approach to learning with students that brings reality and
authentic integrated activities that connect to the real world. When students can
demonstrate what they can do and what they know through a performance task , the need
for written testing is much less (Drake, S., 2004)
4. Create a slide show to share with staff and colleagues on what an integrated classroom
looks like, feels like and sounds like. This is in hopes that teachers that are adversely
opposed to this idea will begin to relook at this concepts and the potential benefits it has
when done collaboratively.
5. In a future endeavor, consider doing another action research that particularly compares an
integrated classroom with one teacher all day to an integrated classroom with subject
specialists and the achievement levels amongst the students.
Table 6 Action Plan Timeline
Recommended Action
Responsible for Action
Timeframe Resources
Discussion with Principal
Teacher Ongoing, throughout the year
Time
Acquire and read through curriculum
expectations
Teacher Ongoing Grade 6 Ontario Curriculum, Grade 6 Ontario curriculum
Exemplars for Math, Science, Language and
Social StudiesAttend
WorkshopsTeacher/Principal Ongoing, through the
summerRelease time, approved
fundingPresentation at Staff Meeting
Teacher/Colleagues
May Staff meeting Staffroom and projector
Conclusion
This research came about by the proposed changes that were to occur in the classrooms at
LMS where teachers were moving away from the traditional norm of teaching subjects they were
qualified to teach to teaching all subjects to a non-rotary class. The idea was generated from the
researchers’ insecurity about teaching a Math or Science class that they were not accustomed to
and the challenges of have a group of students all day every day in a middle school environment.
With a focus on increased student achievement levels, student’s response to the new changes and
how effective teachers will be, the researcher was able to show that students enjoyed the
increased level of engagement and collaboration that occurred within the class which resulted in
noticeable increase levels in achievement. This study also showed that the greatest increase came
by allowing the students to focus or work on tasks of their choice and empowering the students
by making them more accountable for their learning. Even though student engagement is not
easy to define, when we see it, we know it. Students are engaged when they “devote substantial
time and effort to a task, when they care about the quality of their work, and when they commit
themselves because the work seems to have significance beyond its personal instrumental value”
(Newmann, 1986, p. 242). We know that students are more likely to perform well academically
if they are engaged.
This study confirms the need for an integrated curriculum as the students attested to a class
climate that was calmer and safer as other social skills were also learnt through the process.
More than this however, is the need for teachers to become more proficient in the subjects they
teach and have a better understanding of the curriculum expectations. The standards-based,
integrated curricula across the disciplines are scarce, which means that teachers need to develop
the curriculum on their own. Since the process of curriculum development is so time consuming,
teachers need to be given the time to develop and implement an integrated curriculum throughout
the school year.
Even though integrating curriculum can seem to be a challenging process, it is not one to shy
away from as the benefits yield tremendous results. It is inconclusive nonetheless, to state that
having an integrated curriculum by one classroom teacher will bring about a student’s
understanding of basic concepts and bring forth higher assessment scores.
References
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York: Teachers College Press
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DuFour, Richard & DuFour, Rebecca Burnette & Eaker, Robert E (2008). Revisiting
professional learning communities at work : new insights for improving schools. Solution Tree, Bloomington
Drake, S.M. (2007). Creating standards-based integrated curriculum: Aligning content,
standards, instructional strategies and assessment (2nd ed.). Thousand Oaks, CA: Corwin.
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50(4), 240–250.
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Appendix A
Exit Slip for Students
Some things I/we did: The things I learned well enough to teach some else are:
Something I am unsure about/disappointed with
The best part of my learning today:
Retrieved from http://0search.proquest.com.lilac.une.edu/docview/205336002?accountid=12756
Appendix B
Curriculum Integration: Reflective Planning Questions
Outcomes:
Which curricular outcomes are best:
• addressed through integration?
• met in an independent context?
Themes/Concepts:
What themes or concepts can be used to integrate the chosen curriculum outcomes?
Do these themes or concepts align with the Primary Programs guiding principles of how children learn?
Instructional Planning:
Does instructional planning:
Help students understand and appreciate the nature and relevance of what they are studying?
Increase students’ understanding of the topic?
Student Processes and Products:
What key processes will students use to develop and personalize their learning?
What kinds of products will students create?
Do these processes and products take into account the variety of student abilities in my classroom by offering modified options and opportunities?
Does offering options and opportunities to extend their learning?
Assessment:
How will curriculum integration affect my assessment of students’ learning and understanding?
Appendix C
Student’s Response
Instructions: Please fill out the survey below by circling the answer choice that best fits your opinion.
SA= strongly agree, A = agree, M = Maybe, D = disagree, SD = strongly disagree.
1. The teamwork in class was helpful for learning.
SA A M D SD
2. Participating in my center of choice increased my levels of understanding.
SA A M D SD
3. I enjoyed being in one class all day.
SA A M D SD
4. Working with one teacher helped me focus.
SA A M D SD
5. I learned more during this unit.
SA A M D SD