Kimberly Skeadas Vision and Philosophy of Curriculum Development

Mission Statement My mission, as an educator, is to guide students to achieve their highest level of learning. This can be accomplished using a curriculum that adheres to state standards, supports differentiated instruction, cooperative learning, and collaborative teaching methods (J. Struyde & J. Miles, personal communications, March, 2006). Teachers should provide students with life-long tools that allow them to better express themselves and increase their use of higher-order thinking skills. Developing these skills promotes “transfer” (Ormrod, 2004, p. 166), the ability to apply strategies in other content areas inside and outside of the classroom.

My Beliefs All students have potential, the ability to learn, and educators have a responsibility to encourage each student to reach his or her maximum potential. All students have potential, the ability to learn, and educators have a responsibility to encourage each student to reach his or her maximum potential. Teachers need to foster an appreciation of knowledge by allowing students to share and work in a student- centered environment. Teachers need to foster an appreciation of knowledge by allowing students to share and work in a student- centered environment. Each student is a unique individual whose cultural diversity should be respected and appreciated through various instructional activities. Each student is a unique individual whose cultural diversity should be respected and appreciated through various instructional activities. Technology can motivate and enhance student learning (Newby, 2006). Technology can motivate and enhance student learning (Newby, 2006).

All students have potential, the ability to learn, and educators have a responsibility to encourage each student to reach his or her maximum potential. Stage One: Desired Results I have identified these established goals for this Belief Statement. Differentiated instruction allows students to achieve at their own level. Differentiated instruction allows students to achieve at their own level. Lessons should be designed to accommodate all of the different learning styles. Lessons should be designed to accommodate all of the different learning styles. I understand that: All students do not enter the classroom with the same background knowledge. All students do not enter the classroom with the same background knowledge. A student’s prior knowledge, culture, and experiences are connected to understanding. A student’s prior knowledge, culture, and experiences are connected to understanding. I ask these essential questions: How can I encourage students to achieve their maximum potential? How can I encourage students to achieve their maximum potential? How can I motivate students to learn? How can I motivate students to learn? I will know: Students’ learning styles, motivations, prior knowledge, and culture. Students’ learning styles, motivations, prior knowledge, and culture. I will be able to: Use student interests to drive my curriculum. Use student interests to drive my curriculum. Return to Belief StatementsGo to Stage Two: Assessment Evidence Return to Belief StatementsGo to Stage Two: Assessment Evidence

All students have potential, the ability to learn, and educators have a responsibility to encourage each student to reach his or her maximum potential. Stage Two: Assessment Evidence What performance tasks do I engage in to provide evidence that I embrace this belief statement? Using a layered curriculum (Nunley, 2003) that allows students to reach their potential. Using a layered curriculum (Nunley, 2003) that allows students to reach their potential. Creating a plan that offers students the freedom to choose activities that are of interest. Creating a plan that offers students the freedom to choose activities that are of interest. Other Evidence and Academic Prompts: Co-plan with other teachers to ensure that my instructional activities accommodate all of the different learning styles. Co-plan with other teachers to ensure that my instructional activities accommodate all of the different learning styles. Survey students to assess prior knowledge and motivations. Survey students to assess prior knowledge and motivations.Self-Assessment: Use WHERETO (Wiggins & McTighe, 2005) to evaluate UbDs. Use WHERETO (Wiggins & McTighe, 2005) to evaluate UbDs. Return to Belief StatementsGo to Stage Three: Learning Plan Return to Belief StatementsGo to Stage Three: Learning Plan

All students have potential, the ability to learn, and educators have a responsibility to encourage each student to reach his or her maximum potential. Stage Three: Learning Experiences and Activities Learning Activity 1 – Conduct a “Learning Styles Inventory” survey, and include this and other pertinent data (special needs, limited English) on an excel spreadsheet. Learning Activity 1 – Conduct a “Learning Styles Inventory” survey, and include this and other pertinent data (special needs, limited English) on an excel spreadsheet. Learning Activity 2 – Create a pre-assessment, which will also act as a post-assessment, for each unit to determine actual student progress/growth. Learning Activity 2 – Create a pre-assessment, which will also act as a post-assessment, for each unit to determine actual student progress/growth. Learning Activity 3 – Manage on-line student focus groups to determine student interests, then tailor units around the results (motivational factors). Learning Activity 3 – Manage on-line student focus groups to determine student interests, then tailor units around the results (motivational factors). Return to Belief Statements Return to Belief Statements

Teachers need to foster an appreciation of knowledge by allowing students to share and work in a student-centered environment. Stage One: Desired Results I have identified these established goals for this Belief Statement. Mixed grouping encourages students to share their knowledge. Mixed grouping encourages students to share their knowledge. Lessons should be designed so students can learn independently and from one another with the teacher guiding their practice. Lessons should be designed so students can learn independently and from one another with the teacher guiding their practice. I understand that: All students in a group will not achieve the same level of performance. All students in a group will not achieve the same level of performance. A student-centered environment needs to be continuously monitored for understanding. A student-centered environment needs to be continuously monitored for understanding. I ask these essential questions: How can I encourage students to work cooperatively in order to support one another’s learning? How can I encourage students to work cooperatively in order to support one another’s learning? How can I guide student learning and act as a facilitator, instead of a sage on the stage? How can I guide student learning and act as a facilitator, instead of a sage on the stage? I will know: Students’ patterns of behavior, language issues, and cultural differences. Students’ patterns of behavior, language issues, and cultural differences. I will be able to: Use students’ strengths and weaknesses to form productive groups. Use students’ strengths and weaknesses to form productive groups. Return to Belief StatementsGo to Stage Two: Assessment Evidence Return to Belief StatementsGo to Stage Two: Assessment Evidence

Teachers need to foster an appreciation of knowledge by allowing students to share and work in a student-centered environment. Stage Two: Assessment Evidence What performance tasks do I engage in to provide evidence that I embrace this belief statement? Designing UbDs with authentic assessments and performance tasks that allow students to share what they have learned. Designing UbDs with authentic assessments and performance tasks that allow students to share what they have learned. Creating a plan that offers students opportunities to work cooperatively in groups. Creating a plan that offers students opportunities to work cooperatively in groups. Other Evidence and Academic Prompts: Co-plan with other teachers to ensure that my instructional activities include mixed groups that support all students. Co-plan with other teachers to ensure that my instructional activities include mixed groups that support all students. Continuously observe and monitor students to assess behavior, language and cultural issues, as well as special needs. Continuously observe and monitor students to assess behavior, language and cultural issues, as well as special needs.Self-Assessment: Provide students with opportunities to reflect and then revise their work. Provide students with opportunities to reflect and then revise their work. Return to Belief StatementsGo to Stage Three: Learning Plan Return to Belief StatementsGo to Stage Three: Learning Plan

Teachers need to foster an appreciation of knowledge by allowing students to share and work in a student-centered environment. Stage Three: Learning Experiences and Activities Learning Activity 1 – Co-plan with the resource teacher to identify special needs, and include student “snapshots” in resource binder. Refer to ELL student’s MELA-O chart to maintain a firmer grasp of their level of English proficiency. Learning Activity 1 – Co-plan with the resource teacher to identify special needs, and include student “snapshots” in resource binder. Refer to ELL student’s MELA-O chart to maintain a firmer grasp of their level of English proficiency. Learning Activity 2 – Check MELA-O charts to assess student progress/growth from fall to spring. Use student writing folders to assess their growth in discourse. Learning Activity 2 – Check MELA-O charts to assess student progress/growth from fall to spring. Use student writing folders to assess their growth in discourse. Learning Activity 3 – Create reflective sheets for students to complete following collaborative efforts, so they can evaluate the role they have played within their assigned group. Learning Activity 3 – Create reflective sheets for students to complete following collaborative efforts, so they can evaluate the role they have played within their assigned group. Return to Belief Statements Return to Belief Statements

Each student is a unique individual whose cultural diversity should be respected and appreciated through various instructional activities. Stage One: Desired Results I have identified these established goals for this Belief Statement. Students should get to choose from a menu of activities. Students should get to choose from a menu of activities. Lessons should be designed to include literary works by authors from different ethnic backgrounds. Lessons should be designed to include literary works by authors from different ethnic backgrounds. I understand that: All students do not enter the classroom with the same ethnic background. All students do not enter the classroom with the same ethnic background. A student’s culture should be respected and appreciated. A student’s culture should be respected and appreciated. I ask these essential questions: How can I encourage students to celebrate their diversity? How can I encourage students to celebrate their diversity? How can I get students to respect one another? How can I get students to respect one another? I will know: Students’ ethnicity, cultural background, and native customs. Students’ ethnicity, cultural background, and native customs. I will be able to: Use my culturally-diverse classroom to drive my curriculum, motivate my students, and enhance learning. Use my culturally-diverse classroom to drive my curriculum, motivate my students, and enhance learning. Return to Belief StatementsGo to Stage Two: Assessment Evidence Return to Belief StatementsGo to Stage Two: Assessment Evidence

Each student is a unique individual whose cultural diversity should be respected and appreciated through various instructional activities. Stage Two: Assessment Evidence What performance tasks do I engage in to provide evidence that I embrace this belief statement? Using a layered curriculum (Nunley, 2003) that allows some students to translate literary works into their native language. Using a layered curriculum (Nunley, 2003) that allows some students to translate literary works into their native language. Creating a plan that offers students the freedom to choose activities that are meaningful. Creating a plan that offers students the freedom to choose activities that are meaningful. Other Evidence and Academic Prompts: Co-plan with other teachers to ensure that my instructional activities accommodate all of the different ethnic backgrounds in my classroom. Co-plan with other teachers to ensure that my instructional activities accommodate all of the different ethnic backgrounds in my classroom. Survey students to assess their cultural background and celebrated customs. Survey students to assess their cultural background and celebrated customs.Self-Assessment: Listen and talk to students about their native homeland and their ancestry. Listen and talk to students about their native homeland and their ancestry. Return to Belief StatementsGo to Stage Three: Learning Plan Return to Belief StatementsGo to Stage Three: Learning Plan

Each student is a unique individual whose cultural diversity should be respected and appreciated through various instructional activities. Stage Three: Learning Experiences and Activities Learning Activity 1 – Conduct a survey to assess student ethnicities, cultural background knowledge, special customs and celebrations. Learning Activity 1 – Conduct a survey to assess student ethnicities, cultural background knowledge, special customs and celebrations. Learning Activity 2 –.Research resources designed for the culturally-diverse learning environment. Learning Activity 2 –.Research resources designed for the culturally-diverse learning environment. Learning Activity 3 – Manage on-line student focus groups to determine student interests related to diversity, then tailor units around the results (motivational factors). Learning Activity 3 – Manage on-line student focus groups to determine student interests related to diversity, then tailor units around the results (motivational factors). Return to Belief Statements Return to Belief Statements

Technology can motivate and enhance student learning (Newby, 2006). Stage One: Desired Results I have identified these established goals for this Belief Statement. Technology should be used to enhance learning. Technology should be used to enhance learning. Assistive Technology can be used to accommodate all learners, not just select groups. Assistive Technology can be used to accommodate all learners, not just select groups. I understand that: Technology should not be used as a filler, but should be incorporated into well- planned units. Technology should not be used as a filler, but should be incorporated into well- planned units. Technology used for skill and drill practices do not necessarily increase student achievement (McTighe & Seif, 2003). Technology used for skill and drill practices do not necessarily increase student achievement (McTighe & Seif, 2003). I ask these essential questions: How can use technology to enhance learning? How can use technology to enhance learning? How can I use technology to motivate students to learn? How can I use technology to motivate students to learn? I will know: Students’ skill level and ability to use technology. Students’ skill level and ability to use technology. I will be able to: Use technology to engage students and, therefore, increase achievement. Use technology to engage students and, therefore, increase achievement. Return to Belief StatementsGo to Stage Two: Assessment Evidence Return to Belief StatementsGo to Stage Two: Assessment Evidence

Technology can motivate and enhance student learning (Newby, 2006). Stage Two: Assessment Evidence What performance tasks do I engage in to provide evidence that I embrace this belief statement? Using technology (BrainPop.com) to hook students when introducing a new unit. Using technology (BrainPop.com) to hook students when introducing a new unit. Creating a plan that offers students assistive technology that helps them overcome certain challenges. Creating a plan that offers students assistive technology that helps them overcome certain challenges. Other Evidence and Academic Prompts: Co-plan with other teachers to secure technology that will enhance student learning. Co-plan with other teachers to secure technology that will enhance student learning. Survey students to assess prior knowledge using technology. Survey students to assess prior knowledge using technology.Self-Assessment: Use Technology Literacy Survey (Newby, 2006) to assess skills, ability and prior knowledge. Use Technology Literacy Survey (Newby, 2006) to assess skills, ability and prior knowledge. Return to Belief StatementsGo to Stage Three: Learning Plan Return to Belief StatementsGo to Stage Three: Learning Plan

Technology can motivate and enhance student learning (Newby, 2006). Stage Three: Learning Experiences and Activities Learning Activity 1 – Conduct a “Technology Literacy Survey” and include this and other pertinent data (special needs, limited English) on an excel spreadsheet. Learning Activity 1 – Conduct a “Technology Literacy Survey” and include this and other pertinent data (special needs, limited English) on an excel spreadsheet. Learning Activity 2 – Improve existing webpage, that includes virtual models of me instructing, to benefit students absent from the classroom. Learning Activity 2 – Improve existing webpage, that includes virtual models of me instructing, to benefit students absent from the classroom. Learning Activity 3 – Collaborate with other educators to provide assistive technology that supports students who are products of the “Digital Divide” (Newby, 2006, p. 267). Learning Activity 3 – Collaborate with other educators to provide assistive technology that supports students who are products of the “Digital Divide” (Newby, 2006, p. 267). Return to Belief Statements Return to Belief Statements

Resources Massachusetts Department of Education (DOE) Standards for ELA educators: Massachusetts Department of Education (DOE) Standards for ELA educators: National Educational Technology (NETS) Standards for Teachers: National Educational Technology (NETS) Standards for Teachers: Capella University courses in emerging technology, curriculum development, mapping, learning and theory: Capella University courses in emerging technology, curriculum development, mapping, learning and theory: Return to Belief Statements Return to Belief Statements

References BrainPOP.com (2005). [Computer software]. Standards retrieved January 14, 2006 from McTighe, J. & Seif, E. (2003). A summary of underlying theory and research base for understanding by design. Newby, et al. (2006). Educational technology for teaching and learning. Upper Saddle River, N.J: Pearson Education, Inc. Nunley, K. (2003). The layered curriculum: The practical solution for teachers with more than one student in their classroom. Kearney, NE: Morris Publishing. Oliva, P.F. (2005). Developing the curriculum. New York: Pearson. Ormrod, J.E. (2004). Learning theory and the educational process: Materials excerpted from human learning, 4th ed. New Jersey: Pearson Prentice Hall. Wiggins, G., & McTighe, J. (2005). Understanding by design, (expanded 2 nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development. Return to Belief Statements Return to Belief Statements

Contact Information Kimberly A. Skeadas English Language Arts Teacher, Grade 8 Breed Middle School Lynn Public School District Lynn, Massachusetts Telephone: (781) Web page: 2.htm 2.htmhttp://breed2.lynnschools.org/teacher%20notes-Kims- 2.htm