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

Barton, K.C. & Smith, L.A. (September 2000). Themes or motifs? Aiming for coherence through

interdisciplinary outlines. The Reading Teacher, 54(1), 54 – 63.

Beane, J. A. (1997). Curriculum integration: Designing the core of democratic education. New

York: Teachers College Press

Brazee, E. N., & Capelluti, J. (1995). Dissolving boundaries: Toward an integrative curriculum.

Columbus, OH: National Middle School Association

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.

Erikson, L. (2002). Concept based curriculum instruction. Thousand Oaks California: Corwin

press.

Fisher, D., & Frey, N. (2008). Student and teacher perspectives on the usefulness of content literacy

strategies. Literacy Research and Instruction, 47(4), 246-263.

Gatewood, T. (March 1998). How valid is integrated curriculum in today’s middle school?

Middle School Journal, 29(4), 38 - 41.

Graduate school of education. University of California Berkley. Retrieved from

http://vocserve.berkeley.edu/centerfocus/cf2.html)

Integrated Curriculum (2010) Literacy and numeracy research. Government of Ontario , Ministry

of education. Retrieved from

http://www.edu.gov.on.ca/eg/literacynumeracy/inspire/research/ww_integrated_curriculum.pdf

Masters, G. (2009). A shared challenge: improving literacy, numeracy and science learning in

Queensland primary schools. Retrieved from http://works.bepress.com/geoff_masters/31

Mills, G. (2011). Action research: a guide for the teacher researcher. (4th ed.). Boston,

MA: Pearson Education.Town of Chapel Hill, (2004).

Newmann, F. M. (1986). Priorities for the future: Toward a common agenda. Social Education,

50(4), 240–250.

Pigdon, K. & Woolley, M. (1992). The Big Picture. Chap 1 – 3. Retrieved from

http://www.angelfire.com/stars5/integrated_teaching/integration.

Resource area for teachers. (2012, June 01). Retrieved from http://raft-hands-

on.blogspot.ca/2012_06_01_archive.html

Roadmap for curriculum, teaching and reporting .(2001) Teaching and learning branch

education, Queensland. Retrieved from

http://education.qld.gov.ationau/curriculum/roadmap/docs/p-10-roadmap-policy.pdf

Teachers Pedagogy Project. Retrieved from http://www.eltalgeria-teachersproject.webs.com

The Ontario Curriculum. (2009) Ontario Ministry of Education. Retrieved from

http://www.edu.gov.on.ca/eng/teachers/ curriculum.htm

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