Kimberly Skeadas Vision and Philosophy of Curriculum Development.

Kimberly SkeadasKimberly Skeadas

Vision and Philosophy ofVision and Philosophy of

Curriculum DevelopmentCurriculum Development

Mission StatementMission Statement

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

My BeliefsMy Beliefs

• All students have potential, the ability to learn, All students have potential, the ability to learn, and educators have a responsibility to encourage and educators have a responsibility to encourage each student to reach his or her maximum each student to reach his or her maximum potential.potential.

• Teachers need to foster an appreciation of Teachers need to foster an appreciation of knowledge by allowing students to share and knowledge by allowing students to share and work in a student-centered environment.work in a student-centered environment.

• Each student is a unique individual whose cultural Each student is a unique individual whose cultural diversity should be respected and appreciated diversity should be respected and appreciated through various instructional activities.through various instructional activities.

• Technology can motivate and enhance student Technology can motivate and enhance student learning (Newby, 2006).learning (Newby, 2006).

All students have potential, the ability to learn, and All students have potential, the ability to learn, and educators have a responsibility to encourage each educators have a responsibility to encourage each student to reach his or her maximum potential.student to reach his or her maximum potential.

Stage One: Desired ResultsStage One: Desired ResultsI have identified these established goals for this Belief Statement.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: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 A student’s prior knowledge, culture, and experiences are connected to

understanding.understanding.I ask these essential questions: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:I will know:• Students’ learning styles, motivations, prior knowledge, and culture.Students’ learning styles, motivations, prior knowledge, and culture.I will be able to:I will be able to:• Use student interests to drive my curriculum.Use student interests to drive my curriculum.Return to Belief StatementsReturn to Belief Statements Go to Stage Two: Assessment EvidenceGo to Stage Two: Assessment Evidence


Stage Two: Assessment EvidenceStage Two: Assessment EvidenceWhat performance tasks do I engage in to provide evidence that I embrace What performance tasks do I engage in to provide evidence that I embrace

this belief statement?this belief statement?• Using a layered curriculum (Nunley, 2003) that allows students to reach Using a layered curriculum (Nunley, 2003) that allows students to reach

their potential.their potential.• Creating a plan that offers students the freedom to choose activities Creating a plan that offers students the freedom to choose activities

that are of interest.that are of interest.Other Evidence and Academic Prompts:Other Evidence and Academic Prompts:• Co-plan with other teachers to ensure that my instructional activities Co-plan with other teachers to ensure that my instructional activities

accommodate all of the different learning styles.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:Self-Assessment:• Use WHERETO (Wiggins & McTighe, 2005) to evaluate UbDs.Use WHERETO (Wiggins & McTighe, 2005) to evaluate UbDs.

Return to Belief StatementsReturn to Belief StatementsGo to Stage Three: Learning PlanGo to Stage Three: Learning Plan


Stage Three: Learning Experiences and ActivitiesStage Three: Learning Experiences and Activities

• Learning Activity 1 – Conduct a “Learning Styles Inventory” Learning Activity 1 – Conduct a “Learning Styles Inventory” survey, and include this and other pertinent data (special survey, and include this and other pertinent data (special needs, limited English) on an excel spreadsheet.needs, limited English) on an excel spreadsheet.

• Learning Activity 2 – Create a pre-assessment, which will also Learning Activity 2 – Create a pre-assessment, which will also act as a post-assessment, for each unit to determine actual act as a post-assessment, for each unit to determine actual student progress/growth.student progress/growth.

• Learning Activity 3 – Manage on-line student focus groups to Learning Activity 3 – Manage on-line student focus groups to determine student interests, then tailor units around the results determine student interests, then tailor units around the results (motivational factors).(motivational factors).

Return to Belief StatementsReturn to Belief Statements

Teachers need to foster an appreciation of Teachers need to foster an appreciation of knowledgeknowledgeby allowing students to share and work in aby allowing students to share and work in astudent-centered environment.student-centered environment.

Stage One: Desired ResultsStage One: Desired ResultsI have identified these established goals for this Belief Statement.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 Lessons should be designed so students can learn independently and from one

another with the teacher guiding their practice.another with the teacher guiding their practice.I understand that: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 A student-centered environment needs to be continuously monitored for

understanding.understanding.I ask these essential questions:I ask these essential questions:• How can I encourage students to work cooperatively in order to support one How can I encourage students to work cooperatively in order to support one

another’s learning?another’s learning?• How can I guide student learning and act as a facilitator, instead of a sage on the How can I guide student learning and act as a facilitator, instead of a sage on the

stage?stage?I will know: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: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 StatementsReturn to Belief Statements Go to Stage Two: Assessment EvidenceGo to Stage Two: Assessment Evidence



this belief statement?this belief statement?• Designing UbDs with authentic assessments and performance tasks that Designing UbDs with authentic assessments and performance tasks that

allow students to share what they have learned.allow students to share what they have learned.• Creating a plan that offers students opportunities to work cooperatively Creating a plan that offers students opportunities to work cooperatively

in groups.in groups.Other Evidence and Academic Prompts:Other Evidence and Academic Prompts:• Co-plan with other teachers to ensure that my instructional activities Co-plan with other teachers to ensure that my instructional activities

include mixed groups that support all students.include mixed groups that support all students.• Continuously observe and monitor students to assess behavior, Continuously observe and monitor students to assess behavior,

language and cultural issues, as well as special needs.language and cultural issues, as well as special needs.Self-Assessment: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 StatementsReturn to Belief Statements Go to Stage Three: Learning PlanGo to Stage Three: Learning Plan



• Learning Activity 1 – Co-plan with the resource teacher to identify Learning Activity 1 – Co-plan with the resource teacher to identify special needs, and include student “snapshots” in resource binder. special needs, and include student “snapshots” in resource binder. Refer to ELL student’s MELA-O chart to maintain a firmer grasp of Refer to ELL student’s MELA-O chart to maintain a firmer grasp of their level of English proficiency.their level of English proficiency.

• Learning Activity 2 – Check MELA-O charts to assess student Learning Activity 2 – Check MELA-O charts to assess student progress/growth from fall to spring. Use student writing folders to progress/growth from fall to spring. Use student writing folders to assess their growth in discourse.assess their growth in discourse.

• Learning Activity 3 – Create reflective sheets for students to Learning Activity 3 – Create reflective sheets for students to complete following collaborative efforts, so they can evaluate the complete following collaborative efforts, so they can evaluate the role they have played within their assigned group.role they have played within their assigned group.


Each student is a unique individual whose cultural Each student is a unique individual whose cultural diversity should be respected and appreciated diversity should be respected and appreciated through various instructional activities.through various instructional activities.

Stage One: Desired ResultsStage One: Desired ResultsI have identified these established goals for this Belief Statement.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 Lessons should be designed to include literary works by authors from

different ethnic backgrounds.different ethnic backgrounds.I understand that: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: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:I will know:• Students’ ethnicity, cultural background, and native customs.Students’ ethnicity, cultural background, and native customs.I will be able to:I will be able to:• Use my culturally-diverse classroom to drive my curriculum, motivate my Use my culturally-diverse classroom to drive my curriculum, motivate my

students, and enhance learning.students, and enhance learning.Return to Belief StatementsReturn to Belief Statements Go to Stage Two: Assessment EvidenceGo to Stage Two: Assessment Evidence



this belief statement?this belief statement?• Using a layered curriculum (Nunley, 2003) that allows some students to Using a layered curriculum (Nunley, 2003) that allows some students to

translate literary works into their native language.translate literary works into their native language.• Creating a plan that offers students the freedom to choose activities that Creating a plan that offers students the freedom to choose activities that

are meaningful.are meaningful.Other Evidence and Academic Prompts:Other Evidence and Academic Prompts:• Co-plan with other teachers to ensure that my instructional activities Co-plan with other teachers to ensure that my instructional activities

accommodate all of the different ethnic backgrounds in my classroom.accommodate all of the different ethnic backgrounds in my classroom.• Survey students to assess their cultural background and celebrated Survey students to assess their cultural background and celebrated

customs.customs.Self-Assessment:Self-Assessment:• Listen and talk to students about their native homeland and their Listen and talk to students about their native homeland and their

ancestry.ancestry.

Return to Belief StatementsReturn to Belief Statements Go to Stage Three: Learning PlanGo to Stage Three: Learning Plan



• Learning Activity 1 – Conduct a survey to assess student Learning Activity 1 – Conduct a survey to assess student ethnicities, cultural background knowledge, special customs ethnicities, cultural background knowledge, special customs and celebrations.and celebrations.

• Learning Activity 2 – .Research resources designed for the Learning Activity 2 – .Research resources designed for the culturally-diverse learning environment.culturally-diverse learning environment.

• Learning Activity 3 – Manage on-line student focus groups Learning Activity 3 – Manage on-line student focus groups to determine student interests related to diversity, then to determine student interests related to diversity, then tailor units around the results (motivational factors).tailor units around the results (motivational factors).


Technology can motivate and enhance Technology can motivate and enhance student learning (Newby, 2006).student learning (Newby, 2006).

Stage One: Desired ResultsStage One: Desired ResultsI have identified these established goals for this Belief Statement.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 Assistive Technology can be used to accommodate all learners, not just

select groups.select groups.I understand that:I understand that:• Technology should not be used as a filler, but should be incorporated into Technology should not be used as a filler, but should be incorporated into

well-planned units.well-planned units.• Technology used for skill and drill practices do not necessarily increase Technology used for skill and drill practices do not necessarily increase

student achievement (McTighe & Seif, 2003).student achievement (McTighe & Seif, 2003).I ask these essential questions: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:I will know:• Students’ skill level and ability to use technology.Students’ skill level and ability to use technology.I will be able to: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 StatementsReturn to Belief Statements Go to Stage Two: Assessment EvidenceGo to Stage Two: Assessment Evidence


Stage Two: Assessment EvidenceStage Two: Assessment EvidenceWhat performance tasks do I engage in to provide evidence that I What performance tasks do I engage in to provide evidence that I

embrace this belief statement?embrace this belief statement?• Using technology (BrainPop.com) to hook students when introducing Using technology (BrainPop.com) to hook students when introducing

a new unit.a new unit.• Creating a plan that offers students assistive technology that helps Creating a plan that offers students assistive technology that helps

them overcome certain challenges.them overcome certain challenges.Other Evidence and Academic Prompts:Other Evidence and Academic Prompts:• Co-plan with other teachers to secure technology that will enhance Co-plan with other teachers to secure technology that will enhance

student learning.student learning.• Survey students to assess prior knowledge using technology.Survey students to assess prior knowledge using technology.Self-Assessment:Self-Assessment:• Use Technology Literacy Survey (Newby, 2006) to assess skills, Use Technology Literacy Survey (Newby, 2006) to assess skills,

ability and prior knowledge.ability and prior knowledge.

Return to Belief StatementsReturn to Belief Statements Go to Stage Three: Learning Go to Stage Three: Learning PlanPlan



• Learning Activity 1 – Conduct a “Technology Literacy Survey” Learning Activity 1 – Conduct a “Technology Literacy Survey” and include this and other pertinent data (special needs, and include this and other pertinent data (special needs, limited English) on an excel spreadsheet.limited English) on an excel spreadsheet.

• Learning Activity 2 – Improve existing webpage, that includes Learning Activity 2 – Improve existing webpage, that includes virtual models of me instructing, to benefit students absent virtual models of me instructing, to benefit students absent from the classroom.from the classroom.

• Learning Activity 3 – Collaborate with other educators to Learning Activity 3 – Collaborate with other educators to provide assistive technology that supports students who are provide assistive technology that supports students who are products of the “Digital Divide” (Newby, 2006, p. 267).products of the “Digital Divide” (Newby, 2006, p. 267).


ResourcesResources

• Massachusetts Department of Education (DOE) Standards for ELA Massachusetts Department of Education (DOE) Standards for ELA educators: educators: http://www.doe.mass.edu/frameworks/ela/0601.pdfhttp://www.doe.mass.edu/frameworks/ela/0601.pdf

• National Educational Technology (NETS) Standards for Teachers: National Educational Technology (NETS) Standards for Teachers: http://www.doe.mass.edu/edtech/standards/itstand.pdfhttp://www.doe.mass.edu/edtech/standards/itstand.pdf

• Capella University courses in emerging technology, curriculum Capella University courses in emerging technology, curriculum development, mapping, learning and theory: development, mapping, learning and theory: www.capella.eduwww.capella.edu


http://www.doe.mass.edu/frameworks/ela/0601.pdf

http://www.doe.mass.edu/edtech/standards/itstand.pdf

http://www.capella.edu/

ReferencesReferences

BrainPOP.com (2005). [Computer software]. Standards retrieved January 14, 2006 from BrainPOP.com (2005). [Computer software]. Standards retrieved January 14, 2006 from http://www.brainpop.com/support/standards_correlation.wemlhttp://www.brainpop.com/support/standards_correlation.weml

McTighe, J. & Seif, E. (2003). McTighe, J. & Seif, E. (2003). A summary of underlying theory and research base for A summary of underlying theory and research base for understanding by design.understanding by design.

Newby, et al. (2006). Newby, et al. (2006). Educational technology for teaching and learning. Educational technology for teaching and learning. Upper Saddle River, Upper Saddle River, N.J: Pearson Education, Inc.N.J: Pearson Education, Inc.

Nunley, K. (2003). Nunley, K. (2003). The layered curriculum: The practical solution for teachers with more The layered curriculum: The practical solution for teachers with more than one student in their classroomthan one student in their classroom. Kearney, NE: Morris Publishing.. Kearney, NE: Morris Publishing.

Oliva, P.F. (2005). Oliva, P.F. (2005). Developing the curriculum.Developing the curriculum. New York: Pearson. New York: Pearson.

Ormrod, J.E. (2004). Ormrod, J.E. (2004). Learning theory and the educational process: Materials excerpted Learning theory and the educational process: Materials excerpted from human learningfrom human learning, 4th ed. New Jersey: Pearson Prentice Hall., 4th ed. New Jersey: Pearson Prentice Hall.

Wiggins, G., & McTighe, J. (2005). Wiggins, G., & McTighe, J. (2005). Understanding by design,Understanding by design, (expanded 2 (expanded 2ndnd ed.). Alexandria, ed.). Alexandria, VA: Association for Supervision and Curriculum Development.VA: Association for Supervision and Curriculum Development.


Contact InformationContact Information

Kimberly A. SkeadasKimberly A. Skeadas

English Language Arts Teacher, Grade 8English Language Arts Teacher, Grade 8

Breed Middle SchoolBreed Middle School

Lynn Public School DistrictLynn Public School District

Lynn, Massachusetts 01905Lynn, Massachusetts 01905

Telephone: (781) 477-7330Telephone: (781) 477-7330

Email: Email: [email protected]@comcast.net

Web page: Web page: http://breed2.lynnschools.org/teacher%20notes-Kims-2.htmhttp://breed2.lynnschools.org/teacher%20notes-Kims-2.htm

mailto:[email protected]

http://breed2.lynnschools.org/teacher%20notes-Kims-2.htm

Kimberly Skeadas Vision and Philosophy of Curriculum Development.

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