Beruflich Dokumente
Kultur Dokumente
A Project Report
Master of Education
University of Regina
by
Grace D. McLeod
July, 2009
© 2009: G. D. McLeod
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TABLE OF CONTENTS
The Study 4
Action Research 21
The Participants 23
Data Collection 23
Data Analysis 27
Ethical Arrangements 27
Critical Friends 29
Project-Based Assessment 41
Conclusion 52
References 53
Appendices 57
Finding interest and relevance in learning have been important themes in my journey towards
meaningful learning and the main reasons why it was an important project for me to pursue:
How can I help Aboriginal students engage more actively in their learning through the use of
Multiple Intelligences? My main question developed from other questions: How do I make
connections from what students learn so that it is interesting and relevant to their lives? How do
I get students interested in what they are learning? How do I make learning relevant to students’
lives? How do I make learning relevant to their circumstances? How can I approach the
community to help with the application of their learning? My concern over these questions came
For the past three out of four years of experience, I have been a grade nine homeroom teacher
(my first year teaching was in a grade one class). In my three years of experience teaching grade
nine, I found that there is no particular way of teaching students, because when it comes to the
reading, writing, and mathematical skills, there will never be a class where all students learn
everything the same way; there is no such thing as the perfect lesson or the perfect program.
In my first two years of experience of teaching grade nine, I found that students enjoyed being in
my classroom (for the most part anyway). However, I had come across students that did not
have the motivation to learn. This was especially true for note-taking and independent learning
activities. When it came time for Language Arts or Math, you could see the expression on a
student’s face, as though they were saying “Okay, let’s get this over with” or they would actually
say, “I don’t want to do this”, or “why do we have to do this?” There was a lot of tension in
class whenever we did anything that did not interest the students.
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I first discovered the lack of motivation in student learning during my first year teaching grade
nine students. I began to see that my students were doing the work for the sake of finishing their
work and I was teaching for the sake of completing required areas of study. I started to use
management skills when students got off task for any reason. I started to focus too much on my
management skills and getting students to finish their work. I found myself thinking that as long
as they finished their work they were fine, without realizing if what they were learning was
meaningful to them. For example, when my students were learning about Shakespeare’s Romeo
and Juliet (Page & Petit, 2005; Roy, 1987), they did not show any interest. We spent so much
time reading and interpreting the play that all we had time to do was end-of-scene questions and
end-of-act quizzes. I was not doing my part anymore. I started to question myself, “what good
is teaching when students are not motivated to learn? How meaningful will this learning be to
them if they are not interested?” These questions led me to think about times when I believed
Earlier on, before Romeo and Juliet, we had done a novel study on S.E. Hinton’s (2005) The
Outsiders. My students loved the story line because they could relate to the narrator’s point of
view: the life of a fourteen year old boy who struggles with identity and societal norms. My
students loved the novel so much that they were still talking about it months after we had
finished studying it. One of their favourite lines from the novel was “Stay gold, Ponyboy. Stay
gold...” (p. 148). They loved saying that line to each other so much that I used Frost’s (1923)
“Nothing Gold can Stay” as an introduction to our poetry unit (cited in Hinton, 2003, p. 77). I
came to the conclusion that students must find relevance in what they are learning so that they
During my second year teaching in grade nine, I had started including material that I thought
would be of interest to the students in Language Arts. I used thematic units to incorporate short
stories, poems, and novels that encompassed a certain theme, such as the themes suggested in
English Language Arts: A Curriculum Guide for the Middle Level (Saskatchewan Learning,
2006). For the most part, the students were interested in their learning, yet there were still
students that struggled with the assignments I would then give after reading a particular story or
part of a novel. For these students, I would give more time for them to work on their
assignments during library period or offer after-school tutoring (which they did not like at all). I
also had students that did the assignments in record time and were not interested in doing any
extra work that was not required for other students. I would let early finishers go on the
computer for free time (which distracted students that were still doing assignments).
I began to question myself: What good is teaching when students are not motivated to learn?
How meaningful and interesting will this learning be to them if it is not appropriate for their
level of learning? This was when I decided that interest and relevance alone cannot make
learning meaningful for students. What students are learning must also be at an understandable
learning level to motivate the student to want to learn more. If I could somehow make learning
interesting, relevant, and understandable, then it would be meaningful for them. If students are
engaged in meaningful learning, then they will have the motivation to want to learn more.
My interest for motivation and meaningful learning developed from my own love of learning.
My original question was: how do I inspire students to follow their own dreams? My question
further evolved into: How do I make connections from what students learn so that it is
interesting and relevant to their lives? After another year in grade nine, my question had further
evolved to include students at different levels of achievement: How can I make learning
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meaningful for students that are at different levels of achievement so that they are motivated
through interests and relevance to their lives? After much research, my research question
evolved to: How can I help students engage more actively in their learning through the use of
Differentiated Instruction? I am a firm believer of meaningful learning and I want to make sure
that every student in my classroom has an equal opportunity to thrive to their fullest potential in
After reading literature on differentiated instruction, I was overwhelmed with this approach to
instruction, yet I still wanted to use it. I decided to narrow my project down to using Multiple
main purpose for my action research project is: How can I help students engage more actively in
THE STUDY
This action research study was conducted in a grade nine classroom, situated within a northern
Saskatchewan community where the majority of the community consists of Aboriginal people.
reading and writing activities through Multiple Intelligences. I began with examining my
concern related to motivation and meaningful learning through a literature review. Through my
action research study: Student Engagement, Constructivism, and Differentiated Instruction using
and collected data, which provided material for analysis and reflection with the help of my
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critical friends. My analyses and reflections led to new understandings about myself and my
practice. As I came across these new understandings, I acted upon them and experienced the
action research cycle of action, observation, and reflection over and over again.
learning by speaking to educators and reviewing literature related to my study. Most of the
educators that I spoke with provided me with the teaching strategies that they had used in
classrooms, which they believed helped to motivate students for learning. These strategies
included positive reinforcement, incorporation of games during lessons, and students working in
groups. Other suggested strategies were providing incentives for students that finished their
work and/or threatening to remove the said incentives. I have found, from previous experience,
that providing or removing incentives may motivate students to “work,” but learning may not be
As I perused through countless journal articles I was fortunate enough to find certain articles that
offered suggestions on how to make learning meaningful to students. I looked at various topics
mainly to give me an overview of what I expected to find and to see if there were any other
topics and/or issues that were connected to my question. Similar to what the educators had said,
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most of the articles I had read emphasized that teaching strategies played an important role as to
Lumpkin (2007) suggested that “Action-based or experiential learning teams and problem-based
learning are more successful than lectures in helping students see the relevance of what they are
expected to learn as well as in helping them remember and apply what they are learning” (p.
159). By using experiential learning, students have the opportunity to experience first-hand what
they are learning. Furthermore, according to Jaramillo (1996), when students are engaged in
problem-based learning, they have the opportunity to socially negotiate meaning by eliciting
One article by Helterbran (2005), “Lifelong or School-long Learning: A Daily Choice,” was of
particular interest to me since it suggested ways to make learning meaningful. He stated that
“Applicability beyond the classroom gives students an opportunity to ‘test’ their knowledge and
skills in a fashion not replicable in the classroom itself” (p. 263). Helterbran further suggested
that “Opportunities for applicability can take many forms... service learning, community service,
mentoring, tutoring, or providing a performance, seminar, or exhibit for a local library, museum,
or parent group” (p. 263). These types of action-based experiential learning activities provide
meaningful learning for students because they get to see first-hand what they can do with what
they have learned and possibly make a change for the better as well.
These initial articles were very appealing to me, but I did not want to simply make learning
meaningful for students; I wanted learning to be meaningful for students. In other words, I knew
there was something more to it than just using the right teaching strategy for a certain lesson. I
needed a theoretical framework to work with so that I would not get side-tracked by a potpourri
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of ideas. Reading scholarly articles that reviewed works and thoughts of educational theorists
had given me further insights as to where I wanted my project to go, and also had given me an
idea as to what type of theoretical framework would best fit my perspectives and beliefs about
education and meaningful learning. With the help of a fellow educator, I started looking into the
Constructivism is a learning theory that had developed through the contributions of such
theorists as Piaget and Vygotsky. As these two theorists differ in thought, and taking into
account that there is no clear definition of constructivism, I will facilitate a much broader
and make it theirs by constructing their own interpretation” (p. 248). The point here is that
learning is meaningful to students because they use their previous knowledge to construct or
reconstruct their world as they know it. So, how do you encourage different learners to actively
In “A Rationale for Differentiating Instruction in the Regular Classroom,” George (2005) states
that “differentiation provides a variety of ways for all students to feel affirmed, challenged, and
successful: flexible grouping, appropriately challenging tasks for individuals, and emphasis on
personal growth as one criterion for success” (p. 188). What particularly caught my attention
was the following statement: “Differentiating instruction, difficult as it may be, is the choice for
teachers who will not accept a classroom where growing numbers of students are increasingly
less successful” (p. 190). As part of the “nature of the learning process,” it is noted that
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“interests that are needs driven, in their turn, give rise to motivation to learn; humans are
motivated, primarily if not exclusively, to learn what matches their individual interests and,
therefore, helps them meet their deeply felt needs” (p. 191).
In Anderson’s (2007) article, “Differentiating Instruction to Include All Students,” it is noted that
“teachers who differentiate believe that every child is unique, with differing learning styles and
preferences” (p. 50). Anderson makes the following excellent point: “Of the utmost importance
to the teacher who differentiates is providing a learning environment and opportunities that
Does differentiated instruction really work? An article by Lewis and Batts (2005) seems to
suggest so. In this article, administrators at a particular school helped teachers implement this
readings, observed colleagues’ successes, and highlighted the consequent rise in student
achievement” (p. 27). The process was a lengthy and exhausting one for the teachers involved
but in the end teachers felt it was worth the time and effort. As one teacher said, “Even though it
takes a lot of time upfront to plan for a differentiated classroom, the benefits have been proven”
(p. 31).
So how does one start a Differentiated Instructional approach? In Rock (2008), it is suggested
that teachers need a guide to transform teaching from “undifferentiated into differentiated
instructional practices” (p. 34). The following are steps from REACH (which also serves as an
acronym): (1) Reflect on will and skill. Here, teachers assess their own skills and current
knowledge. For example, teachers should ask themselves “what practices do you prefer or tend
to rely on most often?” (p. 34); (2) Evaluate the curriculum. Here, teachers look at the content
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that is to be taught, based on curriculum guidelines. “Moreover, they are filtered through the
interests, abilities, and educational needs of the children in the class” (p. 35); (3) Analyze the
learners. The idea here is to “gain specific information about each child” so that you can
differentiate based on readiness, interest, and learning profile (p. 35); (4) Craft research-based
lessons. It is suggested in this article that “the best way to achieve this goal is to plan, match,
and teach.” When plans have been made to match students’ with their readiness, interests, and
learning profiles, it ensures that “students are able to enter at their performance level” (p. 36).
This can be done by varying the research-based lessons; (5) Hone in on the data. “Data-
informed decisions about the students’ learning” need to be made through pre-assessments,
In “Grading and Differentiation: Paradox or Good Practice,” Tomlinson (2005) answers the
following question: How do I grade differentiation? Tomlinson explains how grading and
differentiation can be compatible with one another. Tomlinson emphasized that “there is no
single ‘recipe’ for differentiation”, but “...there are certain heuristics or guides for differentiation,
which, if followed, are likely to assist teachers in developing defensible and effective practice to
the needs of diverse learners” (p. 263). With that in mind, I believe that rubrics would be most
beneficial when grading differentiated learning because students would be able to see ahead of
time on what they are being graded. Rubrics also provide objectivity for grading.
content, process, or product according to student readiness, interests and learning profiles. The
and psychological orientation” (p. 339). When students are engaged in learning, they “are
interested in learning, enjoy challenges and persist in completion of tasks” (p. 339). The teacher
can do a lot to help a student become engaged in learning, such as varying the content, process,
and product for the lesson, but that does not mean that they have to do it alone. “Parents, peers,
and teachers play relatively independent roles in young adolescences’ lives and the effects of
having multiples sources of support on motivational and academic outcomes are primarily
With differentiation, I believe that meaningful learning could be achieved by motivating the
students through modifying the content, process, and/or product of learning. However, after
reading articles and books on differentiated instruction, I was overwhelmed with the magnitude
of the idea so decided to focus my project on the use of Multiple Intelligences to differentiate my
Because differentiated instruction can include so many strategies, it is not easy to grasp
exactly how to differentiate. I think MI [Multiple Intelligences] is the best framework
available for designing differentiated lessons. It is a multi-modal approach that allows
students to work on the same skills and concepts but from multiple entry points. This
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approach increases the likelihood that teachers will be able to help students succeed. (p.
2)
The long-established view of intelligence, where intelligence has been measured by a number
(the intelligence quotient; otherwise known as IQ) to represent a person’s cognitive abilities, has
been redefined by the concept of Multiple Intelligences (Gardner, 1983). This concept suggests
bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalistic” (p. 19). Other scholars
have used slight variations when referring to the eight intelligences. For example, Tomlinson
(1999) and Gregory (2005) use the terms “verbal-linguistic” instead of linguistic; “visual-spatial”
So, how does one use Multiple Intelligences in the classroom? Again, much like differentiated
instruction, there are many ways in which they can be used in the classroom. Campbell (2008)
suggested using learning centres where each learning centre represented one of the eight
intelligences. Learning centres, along with other ways of using the multiple intelligences in the
Multiple Intelligences can also be used as a strategy to design curriculum, such as using a
“Thematic Planning Matrix” (p. 142). When using such a matrix, teachers are able to include all
eight intelligences into their planning. To aid in planning Multiple Intelligence lessons and
activities, a “choice board” can be utilized, entirely or partially, to create activities related to
Multiple Intelligences (Gregory, 2005). Each choice given can also be isolated for
American Indian Education, Miller Cleary and Peacock (1998) stated that “a very strong intrinsic
motivator for schoolwork is a student’s own curiosity, but it is only when the world of the
student has some overlap with curricular content that we can tap the student’s curiosity” (p. 223).
These ‘intrinsic’ motivators, identified by the authors, are: student choice; a connection to real-
life interests; tapping into cultural interests; and inquiry (p. 223-230). According to these
authors, student choice in what and how they learn “bring two kinds of intrinsic motivation to
their work” identified as self-determination and natural curiosity (p. 224). For example, students
get to choose “process” and “product” activities based on Multiple Intelligences (Tomlinson,
2001). The authors point out that making connections through real-life interests is “even better
than giving them choice” (p. 225). Using cultural aspects to connect students to curriculum is
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another intrinsic motivator that the authors call “tapping into cultural interests” (p. 227). The last
intrinsic motivator these authors mention is inquiry: “Curiosity is based on questions that a
human has about their world, and to fully use the inclinations that humans have toward curiosity,
school curriculum can be organized so that students can search for answers to their own real
In “Finding Yourself in Reading and Writing: Cultural Inclusion in the Classroom,” Richmond
(2002) reports on a course taken by pre-service teachers focused on new ways of looking at
comparativeness, written registers, local genres, ethnographic and discursive accounts, and
literacy events and practices.” Richmond’s findings, within the process of discovering ways to
incorporate culturally relevant material in reading and writing, had the following effect:
If a young student could see and hear him or herself in a text, then he or she might
develop a personal identity with the character or events, and in this way, find solutions in
his or her own life. The potential for identification is strengthened when the character and
the dialogue reflect a cultural consciousness in essence. (2002)
Using culturally relevant material in the classroom ties in with the constructivist approach to
learning where learners are given the opportunity to connect new learning with what they all
ready know.
In “Strategies for Facilitating Success of First Nations Students,” Hampton and Roy (2002) focus
on creating a “more positive learning environment for First Nations students in [their]
classroom” (p. 1). Although this study was conducted primarily in a university setting with Arts
students, the results could likely be utilized in any educational setting. The study resulted in five
themes: (1) The professor/student relationship is the foundation for facilitating success of First
Nations students; (2) Including First Nations content in curriculum is a tool for facilitating
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student success; (3) Teaching methods; learning is a shared endeavour and cooperative
experience; (4) Teaching style; ‘You don’t take a class, you take a person’; And finally, (5)
Understand the life of a First Nations postsecondary student (Hampton & Roy, 2002, pp. 1-28).
Based on what I found, the perceptions of Aboriginal pedagogical approaches in Language Arts
and creating a positive environment go hand in hand with the learning theory of Constructivism
Aboriginal
According to the Government of Canada (2009) the term Aboriginal peoples refers to:
...a collective name for the original peoples of North America and their descendants. The
Canadian constitution recognizes three groups of Aboriginal people: Indians (commonly
referred to as First Nations), Métis and Inuit. These are three distinct peoples with unique
histories, languages, cultural practices and spiritual beliefs.
The term Aboriginal will be used as an identifier for participants involved, including myself, as
this study was implemented within a northern Saskatchewan community where the majority of
Community
As stated by Bopp and Bopp (2006), a community refers to “any grouping of human beings who
enter into a sustained relationship with each other for the purpose of improving themselves and
the world within which they live” (p. 13). For the purpose of my action research project, the
term “community” will have two reference points: students as a community of learners, and; the
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greater community in which the participants reside. Outreaches were made to include members
of the greater community who shared common interests and goals with that of our classroom
community. The following are connections that were made of my practice to the greater
community: Differentiating Content - An Elder come into the classroom to demonstrate survival
skills; Differentiating Process - Family and community members assisted students’ learning
through interviews conducted by students about the origins of their community. Students then
analysed the interviews for similarities and differences; Differentiating Product - During an
annual cultural camp for grade nine students, community members assisted students with
culturally land-based activities, such as hunting, snaring, netting, fishing, fish filleting, cooking,
and berry picking. These activities were then used in class to help students create short stories.
Differentiated Instruction
At its most basic level, differentiated instruction means ‘shaking up’ what goes on in the
classroom so that students have multiple options for taking in information, making sense
of ideas, and expressing what they learn. In other words, a differentiated classroom
provides different avenues to acquiring content, to processing or making sense of ideas,
and to develop products so that each student can learn effectively. (p. 1)
Differentiating by Readiness
Differentiating by readiness means adjusting materials, activities, and product appropriately for
various students’ needs to equalize their chances of being appropriately challenged in the
Differentiating by Interests
Differentiating by interests can be done in two ways: (1) drawing on existing student interests,
and (2) expanding student interests. When drawing on existing student interests, teachers
encourage students to look at a unit of study through “the lens of that student’s own interest”
(p.53). Expanding student interests refers to “helping students discover new interests” (p. 55).
A “learning profile refers to ways in which we learn best as individuals” (p. 60). Differentiating
by learning profiles helps “individual learners understand modes of learning that work best for
them, and to offer those options so that each learner finds a good learning fit in the classroom”
(p. 60). There are four main parts to the learning profile: a student’s learning style preference,
The two parts that are of particular interest for my study are Intelligence Preference and Culture-
Influenced Preferences. For the purpose of this study, “Intelligence Preference” will be later
Content
Content refers to “what we teach or what we want students to learn” (p. 72). A few ways that
content can be differentiated is by looking at the students’ readiness levels, interests and learning
profiles:
Process
need to know, understand, and be able to do as a result of a particular study” (p. 79). Ways that
process can be differentiated by readiness, interests, and learning profiles are as follows:
Product
A product is an assignment that “should help students – individually or in groups – rethink, use,
and extend what they have learned over a long period of time – a unit, a semester, or even a
year” (p. 80). Products can also be used to assess student learning. Products can be
Multiple Intelligences
Multiple Intelligences is a learning theory based on the work of Howard Gardner (1983).
• Linguistic Intelligence is the ability to think in words and to use language to express
and appreciate complex meanings. Linguistic intelligence allows humans to
understand the order and meaning of words, and to apply meta-linguistic skills to
reflect on their use of language;
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Multiple Intelligences can be used to differentiate content, process, and product based on student
Culture-Influenced Preferences
“Culture affects how we learn” (Tomlinson, 2001, p. 62). Culture-influenced preferences refer
to preferences made in learning based on a particular culture. For the purposes of this study,
culture-based preferences will be related to the Cree culture of the larger community.
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Choice Board
A choice board is a three-by-three cell table of activities where students get to choose an activity
based on Multiple Intelligences. With the exception of the centre square (which may read “Free
Choice”), each square on the table represents an activity suited for a specific intelligence.
Choice boards can be used to “enable students to tap into areas of strength and comfort and also
prescribe opportunities to stretch in areas that need attention” (Gregory, 2005, p. 56).
I have viewed and analyzed a variety of articles that focus their attention on meaningful and
relevant learning. In most of the articles, teaching strategies played an important role as to how a
student learned (Helterbran, 2005; Lumpkin, 2007). I have looked further into the conceptual
framework of meaningful learning through constructivism through educational theorists such as:
Dewey and his view of children as individuals and members of society, and how they grow to be
contributors of society (Flinders & Thornton, 2004; Glassman, 2004); Freire and his discussions
about the importance of dialogue and how powerful the word is that it can transform the world:
“It is not our role to speak to the people about our own view of the world, not to attempt to
impose that view on them, but rather to dialogue with the people about their view and ours”
(Freire, 1970, p.129); and finally, Piaget’s (Jadallah, 2000), and Vygotsky’s (Jadallah, 2000;
Jaramillo, 1996) contributions to the constructivist theory. These educational theories have been
a stimulating experience for me because they built upon my prior knowledge of what I believe to
be meaningful learning.
Learning about the concepts related to the learning theory of constructivism has not only
reinforced my beliefs about education, it has given me a stronger stance and better grasp of what
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I want to convey about learning: it must be relevant to the student or it will not be meaningful.
The theory of constructivism has also made me realize that there is more to teaching than
dressing up a lesson with an interesting looking teaching strategy. There has to be genuine
interest on the part of the student and teacher in what is being learned. This interest usually
stems from a prior knowledge of what they have already known about a concept before they
After reading articles about constructivism, I found the concept too broad to base my action
research on it. I looked further into the notion of differentiated instruction. Scholarly articles
that I have read led me to the works of Tomlinson (1999; 2001; 2003) and others. Again, I was
overwhelmed with the scope of differentiated instruction, yet I was still drawn to it. Within the
decided to make my action research study more manageable by narrowing it down to focus
mainly on using Multiple Intelligences as a means to differentiate content, process, and product
My initial action for my project was to gather as much information from my students as possible.
Before I began with my first unit, I needed to find out which teaching and learning methods
would meet the students’ needs. And so, began my preliminary records of assessments, interest
For my first unit in Language Arts, I used the suggested Language Arts curriculum theme “All
That I Am” (Saskatchewan Learning, 2006). I chose this theme because I believed that it would
help me get to know my students’ preferences in terms of interests and learning profiles. For this
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unit, I also incorporated a broad to narrow approach where we studied literature which
represented who the students are as members of society and as individuals. Literature included
in the unit was selected for its ability to encourage a sense of belonging in students, in terms of
nationality, being Canadian, living in Saskatchewan, and finally living and growing up in a
northern Cree community. Through this literature, and other forms of learning such as
interviewing community members and participating in a cultural camp, students were able to
construct their learning through their identity and representations of their identity found in the
literature. I chose this unit because I believed it would give relevance to the students’ learning
processes.
ACTION RESEARCH
Before I describe the logistics of my action research study, I would like to explain what action
research is. According to Holly, Arhar, and Kasten (2005), action research is “a type of applied
research that contributes to the generation of principles and theories and at the same time action-
oriented” (p. 31). To put the term action research into perspective, the three general types of
research, basic research, applied research, and action research will be defined. The term basic
research refers to knowledge that “is conceived of as separate from practice” and “it is less
concerned with the application of the ideas to the concerns of people” (p. 30). In other words,
basic research is mainly an examination of other studies and/or related documents. Another
form of research is applied research, where “researchers can use principles and theories but
supplement them with informal discovery methods for the purpose of generating practical
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results” (p. 30). Therefore, applied research refers to validating principles and/or theories by
applied research than basic research and yet, it goes further given that:
Action research also has four characterizing elements that set it apart from other forms of
research as well:
The process of action research is not a short one. Action research begins with a concern which
turns into a question; a question that you pursue in order to improve yourself and your practice.
Once you have found a question, you begin an extensive, yet focused, search of the literature on
the topic(s). Through this reconnaissance phase, you seek what others have done and as well
read literature that you believe will help you improve yourself and your practice. From this
reconnaissance comes a possible action that seems promising. Once you put your action into
effect, you collect data to determine what kind of impact your action has made. If further action
is needed based on your findings, the cycle of action, observation, and reflection starts over
again.
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I chose action research for my project because through the action research cycle of action,
observation, and reflection on the consequences of action, I have been able to: conduct research
within my classroom setting; include what I feel is of value into my practice; improve myself and
my practice; look into my practice with a self-critical eye; make an ethical commitment to
improve my practice; reflect upon the actions taken through observation, and; share and
THE PARTICIPANTS
The participants for this action research project included 18 out of 19 First Nations’ students
enrolled in my grade nine classroom at the beginning of the 2008-2009 school year. Upon
enrolment, students were given consent forms (see Appendix A, p. 58) and as a result, a total of
18 were allowed to take part in this project. Students in this particular grade nine class were pre-
assessed and identified as having varying reading, writing and mathematical skills. Of the 19
student registered in my classroom, four students were identified as having a learning disability
and three students identified as having multiple learning disabilities. Because of the learning
needs of these seven students, a full-time tutor was assigned to my classroom along with an
additional tutor during Language Arts and Mathematics classes. Due to low attendance, some
DATA COLLECTION
I remained organized by keeping dated copies of data collected in an electronic journal so that it
would be easier to analyze later. The data collected was extensive and showed evidence of the
impact Multiple Intelligences and other instructional strategies have had on student
collection, that have been adapted from Wolcott (cited in Holly, p.141), has been used to provide
Experiences and Thoughts of Others, and; Examining Documents and other Data Sources.
• Anecdotal Records: These records were used when students were observed during
body language, facial expressions, and any verbal comments made for the duration of the
activity.
student reaction. Rating Scales were used at the end of some activities (see Appendix B,
p. 60).
• Electronic Journal: This journal housed self reflections, notes of all observations and
personal interpretations, copies of student work, recorded meetings with critical friends,
and storage for other miscellaneous data. All sections were dated and organized in files
• Questionnaires/Surveys: Before the first unit was planned and implemented, information
was gathered from students by way of Interest Questionnaires (see Appendix C, p. 61)
and Reading Strategies Questionnaires (see Appendix D, p. 63). Not only did the
questionnaires show the students’ interests, it also showed their disinterests and possibly
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why they were not fully engaged in learning. Unit Feedback Questionnaires (see
Appendix E, p. 65) were also used and asked students about the impact the Language
Arts unit had on them, such as which activity they enjoyed the most/least, and rated the
unit overall in terms the variety in activities offered and level of challenge they
• Student Interviews: Informal student interviews were given from time to time to hear
what the students’ had to say about a certain activity. These interviews were short and
parents/guardians that actively participated within the action research project. There was
one instance when a parent had volunteered to come in as a guest speaker, but it did not
work out as the parent had another commitment. At another time, I had asked a
community member to come in to play a song for the students, but he/she had declined to
do so. There was, however, an Elder that came in to speak to the students about survival
as a part of our novel study. Unfortunately, there was no interview with the Elder to
• Rating Scale: Students had the opportunity to evaluate some activities. These
evaluations offered insights as to what students liked, what they did not like, how
of what they liked or disliked about the school day in general, how they made sense of
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their learning, and if they saw any connections from learning to their life. These journals
also gave an insight as to what interests a student may or may not have in terms of
• Student Work: Including assignments and projects, student work was used to document
incidents, and interviewing family and friends, were used to gather data from students
about their own personal experiences and helped students make connections to subject
matter (Holly, 2005, p.166). The bulk of these personal experiences were documented in
• Photographs: Photos taken were used to capture student work and activities within the
• Student Portfolios: As a way of organizing data collected such as student work and
inventories, and samples of student work. Through the use of these portfolios, the focus
group was narrowed down and modifications were made for the content, process, and
product based on student readiness, interests, and learning profile (Tomlinson, 1999, p.
11). Scanned copies were also made of data collected and inserted into the electronic
journal.
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DATA ANALYSIS
Analyzing the data was an ongoing process where I read data collected to understand my
students, their work, their world, and myself (Holly, p. 193). I read for evidence related to
student engagement and multiple intelligences. I looked for patterns or lack of them in the data,
and categorized ideas so I could easily retrieve them later when I wanted to look at a specific
idea. Data was electronically filed according to topic and were also filed into each student’s
electronic portfolio.
My analysis was entered into my electronic journal to record my reflections and any findings in
regards to speculations, theorizing, and how I made sense of things. I used what I learned from
my data to plan for further data collection and action (p. 193). For example, some of the
readings from student journals offered me some ideas for project direction.
To ensure that interpretations were reasonable, collective, and not just my own interpretation,
critical friends aided in the analysis as well. Critical friends voiced their opinions in regards to
student learning and my changed practice. It must be noted that these meetings were informal
and did not require all of them to be present at the same time in light of their own busy
schedules. The bulk of the meetings were conducted after school in my classroom.
ETHICAL ARRANGEMENTS
The following ethical guidelines (Holly, 2005, pp. 176-177) were provided to the participants
confidentiality, ensuring anonymity, and informing the participants of the right to withdraw.
Written Permission
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All participants, including students and their parents, were informed about the research I
conducted. Written permission from parents and oral permission from students for their
participation in my action research project were obtained. A consent form was created that
Involvement of Participants
I encouraged the full participation of those involved and also ensured the absence of coercion for
all participants. I encouraged collaborators to help with the design of the project, data collection,
and interpretation of data collected. I shared information with participants and sought their ideas
in all areas of discussion. All points of view were documented and reported through student
journals and questionnaires, so that readers/audience members could form their own judgements.
Ensuring Confidentiality
To build relationships of trust and respect, any thoughts and feelings expressed in discussions
with students or collaborators (and/or in student journal entries) were kept private and were not,
and will not, be used against participants (extending also to any opinions voiced and suggestions
made). It was also made known that in the event a student revealed information leading to the
belief that “the student is suffering from some sort of abuse or neglect or is engaged in illegal
Ensuring Anonymity
Participant identity was kept anonymous and confidential in documentations such as data
collection and reporting. The Electronic Journal contained pseudonyms for confidentiality
29
purposes, in the event that the journal got misplaced. However, in the event that student work
was to be displayed within the school, the use of names was appropriate.
Participants were informed that they had the choice to participate in certain areas of the project
such as questionnaires and interviews. However, when the study included teaching activities that
were part of the regular teaching process, withdrawing from the project was not an issue.
CRITICAL FRIENDS
I had the privilege of having three colleagues as my critical friends. The first critical friend had
assisted me during the write up of the project proposal and where we thought my action research
would and should go. As this person is a graduate student from another university, I believed
that his theoretical and practical knowledge was an asset to my project. The second critical
friend, the Special Education teacher, assisted me with planning for the special needs students in
the classroom. I felt her input was vital for my project because she knew a few of the students in
my classroom from previous years. The third critical friend I worked with was my classroom
tutor. Her input and suggestions were very important and valuable during the study because,
unlike the other two critical friends, she was in the classroom with me on a daily basis. I
maintained close contact with these three people and discussed my research with them as it
As a result of the action research study, the following multiple cycles of action, observation, and
reflection were documented: Assessing Student Needs; Using Multiple Intelligent Surveys;
The first cycle of this action research made use of baseline data records such as preliminary
preliminary records of assessment were to be used, solely, to narrow down a manageable focus
group. The initial focus group was to be comprised of students that were identified, on their
preliminary records of assessment, as having the lowest reading skills. Within the first couple of
weeks, it was not possible to focus on the original set of students due to their poor attendance.
Out of the five students chosen for the focus group, three had an attendance average lower than
what is considered ‘regular’ within the school policy, which is 85 percent or higher. Due to low
attendance, I considered it no longer feasible to collect data from students that were not
considered regular attendees. It also occurred to me that I could not assume that these five
students were unmotivated or uninterested in what they were learning. Other factors could have
come into play as to why these students had low reading skills; for example, their record of low
attendance. So, in light of my new findings, a new plan of action was required. With the help of
my in-class tutor, a new focus group was developed based on new criteria: low reading and
spelling skills, regular attendance, and evidence that showed low motivation and/or low interest
Student interest and reading strategies questionnaires were cross-referenced to see which
students were identified as to having low motivation or low interest in Language Arts. When
students identified certain aspects on the Interest Questionnaire that provided evidence of low
motivation or low interest in Language Arts, they were considered good candidates for the focus
group.
For example, due to some answers, a student named Dennis (pseudonym) was identified as
having low motivation and/or low interest on three instances in the Interest Questionnaire. When
answering the following statement, “School would be better if...” Dennis answered “We had
hardly LA” (LA referring to Language Arts). When answering another statement, “I am in this
class because...” Dennis answered with “I’m not a good speller.” In the last statement, “I do not
like _____ because ____________________” Dennis filled in the statement with “LA” and “it’s
On the Reading Strategies Questionnaire, Dennis was identified again, on three questions, as
having low motivation and/or low interest in Language Arts. When asked “Do you think you are
a good reader?” Dennis answered “No.” When asked “Why or why not?” Dennis answered
with “because I get confused.” When asked “What causes you the greatest difficulty when you
try to understand what you read?” Dennis answered “I don’t get them.” When asked “When you
are reading and you have difficulty, what do you do?” Dennis answered “I just sit there.” After
looking at the other students’ questionnaires, we thought that Dennis would make a good
candidate for the focus group. Three other students followed a similar pattern as Dennis’
questionnaire. With a new set of criteria, we were able to focus on students who needed
motivation and interest to learn in future Language Arts classes. With a new focus group intact,
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more emphasis was made to keep track of these students’ engagement and interest in future
activities.
The process of finding a focus group for this action research study was excruciatingly time
consuming. After coming up with a focus group, I started to stray from my original group of
four because I found out later on that all students in the classroom needed equal attention, in
terms of responding to their needs and devoting time for the analyses of their engagement and
work they submitted for assessment purposes. I had to consider the fact that most of what we
were doing in Language Arts was new to all of them and the observations and findings would not
be fully complete if they were only attributed to four students. Therefore, I started observing the
To find out how my students learned best, I used a multiple intelligence inventory called “How
Are You Intelligent” (Gregory, 2007). Accurate data could not be collected from this inventory
due to the variance in how the students had filled out the survey. For example, some students
would only circle one statement from each intelligence category which did not give any
information on the students’ strengths and weaknesses based on the eight intelligences. Analysis
of these findings showed that I may not have given enough instruction on how to fill out the
inventory. Because of my findings, or lack of any, I opted to use another type of inventory, one
Problem Solving Institute, 1997). Judging by the way the students had filled out the initial
inventory I made certain that students were given step-by-step instructions on how to fill out the
second inventory.
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Before I had given out any Multiple Intelligence inventories, I had presumed that I would rely
heavily on the inventories taken by the students to create my lessons and unit plans. With the
inventories, I was going to place students in “neat little groups” to make my classroom more
manageable. Even though I had replaced the initial inventory, I found that students were all over
the place in terms of strengths and weaknesses based on Multiple Intelligences. For instance,
Nicole (pseudonym) was identified as having three, fairly close, strengths based on the
inventory. Other students followed a similar pattern of multiple strengths. However, the use of
Multiple Intelligence inventories was a good indicator that proved the ‘multiple’ in
‘intelligences;’ that is, each person may have multiple strengths in terms of the intelligences. It
was also a good indicator for the students to see, for present and future reference, what their
strengths and weaknesses were in learning. Because of these findings, I did not want to place
students into specific groups. I needed to see how Multiple Intelligences would work for my
students first, before I added anything complicated such as grouping according to Multiple
Intelligences. I found that the intelligent inventories were not quite as helpful for me, for the
time being, as they were for the students, so I allowed the students to make their own choices
I began my first Language Arts unit with choice boards (see sample choice board in Appendix G,
p.68). With the choice board, students could choose an activity to follow a specific reading
assignment. Each activity was based on one of the eight multiple intelligences. Before students
chose an activity to serve as their assignment, a demonstration was given to them either through
explicit instruction or as a whole class activity. It ended up that the first lesson took two class
periods before students did their activities individually or in groups because instruction for each
34
activity took a lot of time to go through. I had used the choice board for two lessons, where
students had the option of doing three activities to represent themselves in the poetry. I assigned
three activities because most of their Multiple Intelligence inventories revealed that they had
strengths in three intelligences. Also, students could choose the one assignment they wanted to
submit for evaluation. Because students were submitting various assignments for evaluation,
rubrics were used throughout the action research study to ensure objectivity in grading (see
For the first choice board, students had to choose an activity related to the poem “I Am a
Canadian” by Redbird (cited in Nelson Education Ltd, 2000). Immediately, all the students were
drawn towards an assignment they were interested in doing. Some students took longer to finish
while others finished earlier. I was glad that students had three activities to do because it gave
the earlier finishers something else to do while others were finishing up their first assignment.
The down side to this was that some students only had the time to complete one assignment. The
three activities took approximately three to four days to complete. I found I had too many
activities happening at once but it was a good indication as to what type of activities my students
were more inclined to choose. I also found that students interacted with one another more often
and that there was plenty of laughter and conversions happening (see student interaction in
Appendix I, p. 70). When we came to the second choice board, I came across my first obstacle:
an unengaged student.
After we had read “If You’re Not from the Prairie,” by Bouchard (2002), we started the second
choice board assignment. Derek (pseudonym) had created a poem similar to that of the one we
were studying and named it “If You’re Not from the Bush” (see sample student work in
Appendix J, p.71). When it came time for him to choose a second activity, he did not choose
35
from the other choices of activities offered for the assignment. The first time I asked him,
“Which activity do you want to do?” He said, “I don’t know.” At that point I did not know what
to say. At that time I told Derek to think about it for a while. A few minutes later, I went back
to him to ask if he had made up his mind yet. He kept saying “I don’t know which one to pick.”
I then asked him, “Well, which one looks the most interesting to you?” Again, he said, “I don’t
know.” I felt a little frustrated because I assumed the students would automatically gravitate to
an activity that would match their learning profile; I assumed wrong. I reminded him of the
activities he chose (a rap song, collage, and a mapping activity of places he had and/or wanted to
visit in Canada) for the first poem we had read to see if it would spark his interest to do similar
activities for this poem. After Derek’s “I don’t want to do those again,” I finally gave in and
chose an activity for him to do based on the fact that he liked searching on the internet: a
After my encounter with Derek, the tutor and I decided that the choice board may be better suited
for project assignments rather than the processing/activity phase of a unit. It also seemed more
appropriate to give such a variety in choice after each type of activity had been individually
introduced to the students. We came to this conclusion in light of two reasons: The
demonstration process takes a long time to get through eight distinct activities, and the future
possibility of one or more students not being able to choose from too many choices. I made note
My initial experience with choice boards compelled me to limit choices in future activities. In
some lessons, students would have three intelligence-based choices; for other lessons,
intelligences would be isolated. I found it much easier to teach and manage one to three
activities in one lesson than teach eight different activities in one sitting.
36
In the past, I had always used reading as a writing strategy. After reading several stories, I
would give the students an opportunity to develop their own stories following the same theme as
the stories we had read in class. This current project gave me the opportunity to do something
different. Given the opportunity to differentiate content, I used the annual grade nine cultural
As part of the Cree Culture class, grade nine students take part in an annual five-day cultural
camp located two and one half hours north of our community during the third week of
September. Community members volunteered to come with the grade nine students as resource
people. They taught and exposed the students to a variety of land-based activities, such as
setting up camp, maintaining camp (clean up around the camp, chopping wood, keeping the fire
going, etc.), hunting, snaring, netting, berry picking, and fish filleting (see sample cultural camp
activities in Appendix K, p. 72). After our week long exposure to culturally land-based
activities, I was anxious to get back to class to see how I could incorporate these kinesthetic-
In the past, when my grade nine students and I come back from these cultural camps, I would
give them a journal assignment to capture their week at cultural camp in terms of best and worst
experiences. This time around, I decided to use a writing assignment to incorporate our cultural
excursion experiences.
We started by brainstorming activities done during cultural camp and then narrowed down our
sample topic to one activity from the week. We then used a graphic organizer (which appeals to
spatial and logical-mathematical intelligences) using an overhead projector to lay out the
37
elements of our story about the activity the students chose: cleaning up around the camp (see
sample graphic organizer in Appendix L, p. 73). After completing our graphic organizer, we
created a rough draft of our story. Even though all the students in our classroom that participated
in the cultural camp had the common experience of cleaning up around camp, it did not mean
that everyone shared the same perspectives on the topic. Because of this we had a difficult time
There were too many different experiences to include in the story. Instead of including all
experiences I told the students to save their own experiences for their individual stories. For our
example story, however, we all decided to include a compilation of ideas to make a fictional
story. Each student had to come up with a line to be included in the rough draft. Once we
completed the rough draft, the students had a good idea what they wanted to write about.
Before the students started on their stories, one of them asked an insightful question. He said,
“Teacher, can we write a story like the one we just did? Like a fake one? I thought “Wow, what
a great idea!” So, the written assignment was adjusted to include the choice of creating a story
based on actual events or the creation of fictional events derived from student experiences. It
was so wonderful to see such a variety of stories written by students (stories could not be
included in the Appendices, because students used real names when writing their stories). This
activity was successful due to the prior knowledge contained in the culturally land-based
activities the students experienced during cultural camp. With new insights into activity-based
learning and its impact on student interest, I created my next unit, a novel study using the
Language Arts Curriculum Guide theme “Surviving and Conquering” (Saskatchewan Learning,
2006).
38
By the middle of November, I told the students that we would be doing a novel study around the
theme of survival, which was chosen based on their experience with land-based activities,
findings on their interest questionnaires on outdoor activity preferences, and the majority of
it easier for the students to choose a novel, I narrowed down the choices for the students to four
novels: Island of the Blue Dolphins by O’Dell (1987); Julie of the Wolves by George (1972);
Brian’s Winter by Paulsen (1996), and; The Winter People by Bruchac (2002).
Before I gave a brief synopsis of each novel to the students, I eliminated Island of the Blue
Dolphins as the other novels were set around the winter season. Given that it was the middle of
November, I thought the integration of outdoor activities for the novel study would best suit a
novel with a winter setting. After giving a brief synopsis of the three novels, students came to a
consensus on Brian’s Winter. Their decision appeared to be heavily influenced by their previous
In my years of experience teaching grade nine, I had become accustomed to using novel and
teacher-made guides to help me plan a novel study. Much to my disappointment, Brian’s Winter
did not have an accompanying teacher guide in our library. I started looking online for ideas
based on the novel. I came across some online teacher-made guides, but then I thought to
myself, “Why do I need these?” It seemed like every time I started a novel study, I would rely on
other people’s work and not recognize the fact that it might not be suitable for my current
students. I took this opportunity to see how I could use the novel as a basis for future novel
39
studies. I thought that since I was going to make a unit from scratch, I may as well make a
generic model to be used for any novel study and to suit the learning needs of any student.
To help me generate a model, I used Campbell’s (2008) “Thematic Planning Matrix for Multiple
Intelligences.” With my new generic novel study unit plan (see Appendix M, p. 74), I was able
to implement reading and writing activities using Multiple Intelligences wherever it seemed
suitable to do so. In addition to creating a generic novel study template, I had also used the
thematic planning matrix to generate a major project assignment matrix (see Appendix N, p 75).
Using the project matrix, students had the choice of seven projects, and the option of working
with a partner or group, for their major assignment. Students also had the option of submitting
As I introduced the unit, I told the students that we would be reading their chosen novel for the
next four to five weeks before the Christmas events began in our school. The students looked at
each other, nodded their heads, and sort of laughed at me when they said, “There’s no way we
can finish a novel before Christmas.” I asked them how long they thought a novel study would
take; they said “it takes about two months to read a novel.” Although I knew the answer, I asked,
“Why would it take two months to read a novel?” The students responded by saying that it
usually took them two to three days to complete one chapter because of all the questions they
needed to answer and the vocabulary they needed to learn before starting a new chapter (from
previous experience in other grades). They also told me they were usually assigned about 15
questions to answer and it took some of them a little longer to answer the questions. I
understood the students’ concern because I, too, have done this type of question and answer
routine for novel studies, followed by quizzes every few chapters. I told them that we were
going to do it different. I told them that I was not interested in them knowing the book inside
40
and out through comprehension questions because it was obvious to me that they know how to
do that already. I also told them that I wanted them to read the book for the sake of reading the
book, provided we did some activities every now and then to express their opinions, feelings and
to situate themselves in the character’s position. They were ecstatic about the idea.
Although I had been doing some form of integration of intelligences in the first unit, I wanted to
do more of it in this unit, a unit where students could use their preferred intelligence to
accompany a verbal-linguistic creation of their own for their final project. For example, by
integrating the linguistic intelligence with the spatial intelligence, students drew a picture and
included a written summary to interpret and accompany their drawing. For in-class activities, I
continued to limit the choices in activities just to make it more manageable for myself and our
classroom tutor. After every few chapters read in class, students had a choice of two activities to
accompany a linguistic activity. These activities also served as demonstration for the preparation
of their final projects, in addition to the activities learned from our first unit.
Because students were not required to answer end of unit questions and quizzes every few
chapters, we had plenty of time to do a variety of activities with the novel (see student activities
for novel study in Appendix O, p. 76): We discussed the readings in talking circles, a suggestion
together by finding synonyms of the words to be studied where definitions were provided so
students did not need to spend time looking through dictionaries. They drew a picture of their
favourite scenes from the novel, followed by a brief description of the scene. They created poetry
to highlight another favourite part of the novel. We ventured outdoors to look for sticks to create
bows and arrows similar to the ones used by the main character, which also served as an ongoing
activity during free time as well. We invited a resource person, a Cree speaking Elder who had
41
vast amounts of expertise on the subject, to show us land-based survival skills (the classroom
tutor and I took turns interpreting from Cree to English). We played charades where students had
to guess which part of the novel was being enacted (students were not accustomed to this
approach and therefore were hesitant at first to volunteer). They created a graph to highlight, in
their opinion, the level of excitement in each chapter of the novel and compared results with one
another. They used journals to situate themselves in the character’s position. The one
intelligence that was neglected in this novel study was musical intelligence but was included as
PROJECT-BASED ASSESSMENT
Because students would be spending a lot of time preparing their final projects near the end of
the novel study, I did not want to contradict my study through a teacher-made final exam. Since
final exams are created by teachers, they are more often than not, a reflection of the teachers’
interpretation of what has been studied. For the novel study, I had stayed away from such
teacher-centred approaches as much as possible. For me to create a test would only amount to
my interpretations of the novel. With the exception of the vocabulary chart and the use of a
resource person, all other activities were based on students’ own interpretations of the novel.
How then, would it be possible for me, as a teacher, to create an exam that encompassed all of
what the students had learned from reading and interpreting the novel? I had discussed this
predicament with the Special Education teacher to see what she thought. She agreed with me
about excluding a test and thought it was an excellent idea to make the assessment of their
learning, project-based, especially for students that struggled with test taking. Much to my
When students started creating their final projects, they often referred back to the novel, a
technique that I believe to be like “studying” for an exam. Because students referred back to the
novel extensively, it also occurred to me that this technique had never been used during my years
of experience as a teacher: The students chose certain parts of the book they wanted to highlight
When our novel study ended, a total of 13 students had completed their final projects. The
projects chosen by students were: two book reports; a puppet play (done by two students); two
song analogies (one done with a partner), and; six timelines (see sample final project for novel
study in Appendix P, p. 79). There were five students who did not complete the final projects
due to their low attendance. Thanks to a project rubric, the students that did not complete the
final project received partial marks for parts of the process and project they did complete.
IMPACT ON MY UNDERSTANDINGS
This action research study has given me new learning opportunities to improve my practice. It
has allowed me to look further into the appropriate theoretical frameworks that aided me to
engage students in Language Arts. Through research, I have gained the knowledge needed to
validate my actions. Through the cycle of action, observation, and reflection, I have been able to
Before this action research project, I taught how I was taught: reading followed by questions to
answer, filling out worksheets and workbooks (which, in my opinion, had no relevance and
43
sometimes had nothing to do with what I was learning), and assessing everything that was
supposed to be learned in one sitting – the final exam. I taught in this manner because I had no
other examples of teaching to go by. That was how I had always viewed teaching to be from my
experience and perspective as a student, a student-teacher, and as a teacher. It never did seem
right to me to teach topics that I thought were the most important and interesting ones.
Routinely, I would choose information that I deemed important to learn that was then transferred
and/or transmitted to the students via reading or note-taking followed by a series of questions
related to the readings or notes. I had also used teacher guides and workbooks, which had
always bothered me because I found them very prescriptive and too ready-made for the students.
I have always believed that every student deserves an equal opportunity to learn. If every
student has an equal opportunity to learn, do they not also have an equal opportunity to be
Through this action research study, I have been able to see both my teaching, and myself as a
teacher, in a different way. This action research project has taught me a very vital lesson: how a
student learns is heavily influenced by how a student is taught. From what I have learned about
myself and my students, I have come a long way from a teacher-centred to a more student-
centred approach.
As an Aboriginal teacher teaching Aboriginal students, I have struggled in the past on how to
incorporate culturally relevant content into my Language Arts units. I did not know where to
start, where to look, and what to use. I looked for published short stories, poems, and novels that
contained Aboriginal content but could never come across content that was based on Woodland
Cree people. Although the answer was right in front of me, I was trying to make it too concrete
and could not get to the idea of making connections until I started this action research project.
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Making connections does not mean that the story needs to have Cree characters or to take place
in a northern Saskatchewan Cree community. Making a connection can simply mean being able
to see yourself in a similar situation. I also know now that I can approach the community for
their local knowledge and areas of expertise when incorporating culturally-influenced aspects
into my units, I have made the teaching and learning more relevant and meaningful to the
My role as a teacher now starts with the students. I now see teaching differently because instead
of preplanning the year using student readiness and curriculum guides, I now use student
readiness (appropriate levels), interests (present and potential) and learning profiles (strengths) to
help me plan my curriculum-based units. Using these three approaches for planning, I am better
able to provide the tools and strategies needed for the students’ learning. As a result of asking
students for their opinions and suggestions, and observing their actions and reactions, I have
I have found that when students know that you truly listen to what they have to say, they too are
more responsive. Letting students know that their input is valuable and appreciated by using
their suggestions when they give them, shows that you do listen; you do care for and respect their
opinions and ideas. You also need to find those things that students do well and encourage them
through positive reinforcement such as displaying their work on bulletin boards, using their work
as examples in class, or simply saying, “Hey, you’re really good at this.” When you show that
you believe in your students’ abilities, it is more likely that you will develop a positive
Because I have had the privilege to teach differently through Multiple Intelligences, I now see
learning differently as well. Through this project, I have witnessed that there is more than one
way to learn something new. Instead of students using the same methods for learning, year after
year, they can use different methods to learn something new. By using the strengths of each
student, learning can take place. When students are able to complete a task by using their
strengths to overcome their weaknesses, learning becomes meaningful for them. Learning does
IMPACT ON PARTICIPANTS
The impact of this action research study on the participants has been positive. Students in my
classroom often commented on how much fun they had during activities. This was also evident
Intelligence activities, they appeared more relaxed and interactive with one another as opposed to
when they were filling out worksheets, writing notes, or answering questions in their notebooks.
Students got to choose “process” and “product” activities based on Multiple Intelligences.
Instead of hearing students say “What do we have to do?” they say “This is what I want to do...”
In the unit feedback questionnaire, similar findings were evident. For example, when asked how
they felt about creating a project instead of writing an end-of-unit exam, the following responses
were documented: “[It was] fun”; “it was a lot easier than an exam”; “It was neat, [I] got to work
[at] my own [pace],” and; “It was better than doing a test.” There was one student, however, that
said “Well for me it’s less work and I [kind of] like it. But I’d prefer the exam more because I
like [answering] questions.” This response was noted and adjustments will be made to include
This action research study had also impacted other students who were not in our classroom.
Students from other classrooms would come into our classroom to see what we were doing and
said “I wish I was in this classroom.” Previous students of mine would also come into my
classroom and ask, “How come we didn’t do this?” or “This classroom looks so different.” I
told them that I was still learning new ways to improve my teaching and classroom environment.
Because of this action research study, students are much more eager to collaborate with one
another. Through collaboration comes a shared responsibility for learning in our classroom.
Collaboration in our classroom has brought about positive relationships. As these relationships
place” for them, with students more willing to collaborate with one another, and also with me
(Goulet, 2001, p. 73). The school is a social environment and students need to know that it is
okay to interact appropriately with one another. This collaboration has brought about a new
Using the greater community to enhance learning has created a relevant and meaningful learning
experience for the students. Having students go beyond the classroom environment to learn from
community members gave them a practicality that could not be replicated within the classroom
setting. Asking family or community members to aide in their learning through simple surveys
or questionnaires provided students with different perspectives from that of their own. Bringing
in a resource person (Elder) who has expertise beyond the teacher’s skills or knowledge, really
IMPACT ON OTHERS
With the help of fellow colleagues, I now have a variety of methods and strategies to create a
larger toolbox for teaching. With the help of fellow colleagues, I did not have to go through this
project alone. No one should go through teaching alone. It is a huge task that we all need to
share together. With that said, I would like to share this project through a presentation which
will be made available for my colleagues at the school where I presently teach. I would like this
Action research is very much like what a teacher does on a daily basis where the teacher presents
and carries out a lesson, observes the students’ performances, and makes the appropriate changes
when needed. Yet, action research is much more than that. Action research is a form of
professional development where the teacher improves their own practice by researching
academically validated studies, testing out their research findings in their own classroom, and
making the appropriate adjustments when called for. It is a form of professional development
because the teacher shares new understandings of his/her practice with other teachers, which
Through action research, the researcher gains a deeper understanding of what works for him/her
and what he/she is capable, or not capable, of doing. With action research, the researcher is able
to take control of what he/she finds problematic instead of letting it control him/her. Action
research gives the researcher a sense of confidence and greater self-respect in what he/she does
I have learned a lot through this action research study about myself and my practice. By using
issues of concern and making informed adjustments for improvement. What I have learned
through this action research and professional development is that action research does not end.
New cycles develop as the result of the action done, observations made, and reflections pondered
upon. With that being said, I would like to conclude this project report by including possible
One of the issues I came across during the action research project was attendance. Due to low
attendance for some of the students, most of their assignments were incomplete and, therefore,
were not able to participate in some activity and unit evaluations. However, students that were
Another issue that came up was the exclusion of a final exam from a unit. This issue was
resolved when I discussed it with the Special Education teacher where we both agreed that
project-based assessment would be beneficial for struggling readers. This issue was brought up
49
questionnaire she stated that although she liked creating a project, she would have preferred an
exam because she liked answering questions. Her preference was not made known to me, even
though I had discussed the project-based assessment with the students following my meeting
with the Special Education teacher. If her preference had been made known to me earlier on in
the unit, I am sure I would have made the proper adjustments. To resolve this issue in future
units, an option for a final exam will be given to students. Another possibility for change could
be a differentiated exam where the eight intelligences could somehow be represented. I will look
By far, the biggest issue for this action research project was time. A lot of time was needed for
data collection, analyses, and adjusting the units. Due to time constraints and time management
issues, the following areas need improvement for next time: Structure; Student Self-
Structure
I found that my first unit lacked structure because I was still in the process of learning how to use
Multiple Intelligences in the classroom. Because some students finished early and some needed
more time, a more detailed and structured unit will be needed. One possibility for change is that
of tiered assignments. Tiered approaches to differentiated instruction allow “the varied readiness
levels of students in approaching the task and thus presents the work at different levels of
challenged, Tomlinson’s “Equalizer” suggests that the level of difficulty can be varied from:
multiple facets; small leap to great leap; more structured to more open; clearly defined problems
to fuzzy problems; less independence to greater independence, and; slower to quicker (1999, p.
122; 2001, p. 47; 2003, p. 137). I will explore this approach to develop a tiered approach to
instruction.
Student Self-Assessments
Too much assessment was based on my own evaluation of student performance and work.
Portfolios were also used for assessments purposes but student reflections focused on reasons for
picking certain assignments for their portfolio were not a part of the portfolios. Possibilities for
changes in assessment could be to engage students in portfolio reflection and writing. Although
student self-assessments were used during my project, they were only applied when students
worked in groups.
Materials needed for student activities and products were sometimes not readily available for
student use. Improvements need to be made to set up a more established area for materials and
supplies. A possibility for change could be to use large containers to store supplies according to
each of the eight intelligences. For example, paint, charcoal, markers, glue, magazines, various
pictures, and construction paper could be put into a large container and made available for spatial
activities and products. Another possibility could be to allocate shelf space for each of the eight
intelligences.
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Student Input
Student responses and observations were a vital part of my action research study. I had also used
student questionnaires and journals to aid in lesson and unit planning. However, more
opportunities for student input in planning need to be offered. Possibilities for change could be
to use a KWL chart at the beginning of each unit to identify what students already know about
the topic (K) and what students want to learn about the topic (W). At the end of the unit,
students could go back to this chart to see what they have learned (L). I have used this method in
Social Studies because it is one of the suggested strategies in Social Studies: A Curriculum
Guide for the Middle Level (Saskatchewan Learning), but it never occurred to me to use it in
Community Connection
Making connections to the greater community has been another vital part of this action research
study. Connections made include: an incorporation of cultural camp experiences for student
writing; interviewing family and/or community members; having an Elder come in as a resource
person for survival methods. An improvement that could be made for this item is to bring in
community members to highlight each of the eight intelligences. For example, people could
come into the classroom to talk about or demonstrate certain aspects of their jobs, careers,
talents, or hobbies. Students could also make connections as to how one or more of the eight
CONCLUSION
In the words of Miller Cleary and Peacock, “There is a need to return full circle to where we
began this journey...” (p. 94). This action research study has served as the beginning of my
journey towards meaningful learning. I began my journey with my questions of how to make
learning interesting and relevant for my students. These questions led to paths toward
pedagogical approaches in Language Arts. Learning from my practice through action research
has given me new ways to plan for student needs through readiness, interest and Multiple
Intelligence surveys. I have learned the importance of incorporating the greater community to
give relevance in student learning. Because my role as a teacher now starts with the students, I
am now on the right path in my journey as a teacher, a friend, and fellow human being to my
students. It has been a full circle journey because each path I had taken led me back to what is
REFERENCES
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Frost, R. (1923). Nothing gold can stay. In S. E. Hinton. The outsiders. New York, NY: Penguin
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Lewis, S.G. & Batts, K. (2005). How to implement differentiated instruction? Adjust, adjust,
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APPENDICES
58
APPENDIX A
Dear Parents/Guardians
In order to protect the identity of students involved, I will not share the names of individual
students. The results I get from any interview or survey will be presented in my graduate class
as general feedback from students not from any specific student. Involvement in this project by
the students is entirely voluntary; they can withdraw at any time without it affecting their
treatment or marks. Their involvement will take place during school time; surveys and
interviews will be about 5-10 minutes in length.
This project was approved by the University of Regina Research Ethics Board, and also by the
school system. If you, or your child, have any questions or concerns about the rights or
treatment of the students in this project, you may contact the Chair of the Research Ethics Board
at __________ or by e-mail: _______________, or call my professor, _______________at
__________ or e-mail: _______________.
If you consent to your child being a part of this study, please return the attached page to me by
sending it to school with your child. Please retain this letter for your information.
Sincerely,
Grace McLeod Phone: __________, Email: _______________
59
Please send this form to school with your son/daughter/charge. He/she can turn it in to the
principal.
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APPENDIX B
Please rate this activity by using the following scale to reflect your opinion of this activity:
5 – Strongly Agree
4 - Agree
3 - Neutral
2 - Disagree
1 – Strongly Disagree
Additional comments:
61
APPENDIX C
Interest Questionnaire
(Adapted from Differentiated Instructional Strategies: One Size Doesn’t Fit All, 2007, Gayle Gregory)
APPENDIX D
Reading Strategies Questionnaire
(Extracted from the English Language Arts: A Curriculum Guide for the Middle Level, Grade 6-9)
1) Do you think that you are a good reader? __________ Why or why not?
______________________________________________________________________
______________________________________________________________________
2) What causes you the greatest difficulty when you try to understand what you read?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
4) What do you do when you come to a word that you do not understand?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
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______________________________________________________________________
______________________________________________________________________
b) Do you ever repeat what you are reading in your own words? ___ Yes ___ No
c) Do you ever reread something that does not make sense? ___ Yes ___ No
d) Do you ever ask yourself questions as you read? ___ Yes ___ No
8) What is the best advice you have ever been given about reading?
______________________________________________________________________
______________________________________________________________________
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APPENDIX E
Date: _______________
Unit Feedback Questionnaire
Please answer the questions below. You will not be graded on this. You do not need to put your
name on this form.
1. Please tell me what you enjoyed most during this unit (and why).
3. Which activity helped you learn about yourself the most? Why do you think it worked for
you?
4. Which activity worked least well? Why do you think it was not successful for you?
66
5. How did you feel about having different choices between activities assigned in the class?
Circles and briefly explain your answer:
a. Mostly negative
b. Slightly negative
c. Slightly positive
d. Mostly positive
6. How would you rate the overall level of challenge you experiences in the activities
related to this unit? Circle and briefly explain your answer.
b. A little challenging
c. Moderately challenging
d. Too challenging
(Adapted from Differentiation in Practice: A Resource Guide for Differentiating Curriculum, Grades 5-9, 2003,
Carol Ann Tomlinson)
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APPENDIX F
Activity Rating Scale for: ______________________________
(Activity Title)
Please rate this activity by using the following scale to reflect your opinion of this activity:
5 – Strongly Agree
4 - Agree
3 - Neutral
2 - Disagree
1 – Strongly Disagree
Is there anything else you would like to mention about the activity?
APPENDIX G
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APPENDIX H
SAMPLE RUBRIC
70
APPENDIX I
STUDENT INTERACTION
71
APPENDIX J
APPENDIX K
Setting up Camp
Chopping Wood
Cleaning Up Camp
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APPENDIX L
APPENDIX M
APPENDIX N
APPENDIX O
Talking Circle
Bow Making
Finished Bow
APPENDIX P