Kimberly Skeadas - PowerPoint PPT Presentation

About This Presentation
Title:

Kimberly Skeadas

Description:

Title: PowerPoint Presentation Last modified by: Barry Thibault Created Date: 1/1/1601 12:00:00 AM Document presentation format: On-screen Show Other titles – PowerPoint PPT presentation

Number of Views:66
Avg rating:3.0/5.0
Slides: 19
Provided by: stuWestga
Learn more at: https://stu.westga.edu
Category:

less

Transcript and Presenter's Notes

Title: Kimberly Skeadas


1
Kimberly Skeadas
  • Vision and Philosophy of
  • Curriculum Development

2
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.

3
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.
  • 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.
  • Technology can motivate and enhance student
    learning (Newby, 2006).

4
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.
  • 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.
  • A students 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 motivate students to learn?
  • I will know
  • Students learning styles, motivations, prior
    knowledge, and culture.
  • I will be able to
  • Use student interests to drive my curriculum.
  • Return to Belief Statements Go to Stage Two
    Assessment Evidence

5
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.
  • 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.
  • Survey students to assess prior knowledge and
    motivations.
  • Self-Assessment
  • Use WHERETO (Wiggins McTighe, 2005) to evaluate
    UbDs.
  • Return to Belief Statements Go to Stage Three
    Learning Plan

6
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 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).
  • Return to Belief Statements

7
Teachers need to foster an appreciation of
knowledgeby allowing students to share and work
in astudent-centered environment.
  • Stage One Desired Results
  • I have identified these established goals for
    this Belief Statement.
  • 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.
  • I understand that
  • All students in a group will not achieve the same
    level of performance.
  • 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 anothers
    learning?
  • 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.
  • I will be able to
  • Use students strengths and weaknesses to form
    productive groups.
  • Return to Belief Statements Go to Stage Two
    Assessment Evidence

8
Teachers need to foster an appreciation of
knowledgeby allowing students to share and work
in astudent-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.
  • 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.
  • 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.
  • Return to Belief Statements Go to Stage Three
    Learning Plan

9
Teachers need to foster an appreciation of
knowledgeby allowing students to share and work
in astudent-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 students 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 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

10
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.
  • 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.
  • A students culture should be respected and
    appreciated.
  • I ask these essential questions
  • How can I encourage students to celebrate their
    diversity?
  • How can I get students to respect one another?
  • I will know
  • 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.
  • Return to Belief Statements Go to Stage Two
    Assessment Evidence

11
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.
  • 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.
  • Survey students to assess their cultural
    background and celebrated customs.
  • Self-Assessment
  • Listen and talk to students about their native
    homeland and their ancestry.
  • Return to Belief Statements Go to Stage Three
    Learning Plan

12
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 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).
  • Return to Belief Statements

13
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.
  • 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 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 I use technology to motivate students to
    learn?
  • I will know
  • Students skill level and ability to use
    technology.
  • I will be able to
  • Use technology to engage students and, therefore,
    increase achievement.
  • Return to Belief Statements Go to Stage Two
    Assessment Evidence

14
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.
  • 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.
  • Survey students to assess prior knowledge using
    technology.
  • Self-Assessment
  • Use Technology Literacy Survey (Newby, 2006) to
    assess skills, ability and prior knowledge.
  • Return to Belief Statements Go to Stage Three
    Learning Plan

15
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 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).
  • Return to Belief Statements

16
Resources
  • Massachusetts Department of Education (DOE)
    Standards for ELA educators http//www.doe.mass.e
    du/frameworks/ela/0601.pdf
  • National Educational Technology (NETS) Standards
    for Teachers http//www.doe.mass.edu/edtech/stand
    ards/itstand.pdf
  • Capella University courses in emerging
    technology, curriculum development, mapping,
    learning and theory www.capella.edu
  • Return to Belief Statements

17
References
  • BrainPOP.com (2005). Computer software.
    Standards retrieved January 14, 2006 from
    http//www.brainpop.com/support/standards_correlat
    ion.weml
  • 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 2nd ed.). Alexandria, VA
    Association for Supervision and Curriculum
    Development.
  • Return to Belief Statements

18
Contact Information
  • Kimberly A. Skeadas
  • English Language Arts Teacher, Grade 8
  • Breed Middle School
  • Lynn Public School District
  • Lynn, Massachusetts 01905
  • Telephone (781) 477-7330
  • Email k.skeadas_at_comcast.net
  • Web page http//breed2.lynnschools.org/teacher20
    notes-Kims-2.htm
Write a Comment
User Comments (0)
About PowerShow.com