Author: deannawestedt

If you have spoken with me about the possibilities of engaging learning for all students, you know I am passionate about the topic. So much so, that I embarked on a journey of research for my doctoral dissertation that focused on how to serve students whose learning needs don’t quite fit inside that traditional classroom box. Yet, it is my firm belief that providing this is within our reach and an unparalleled challenge to ensure that all students access the curriculum in a way that suits their personal fingerprint.

Recently, state legislation surfaced that intended to redirect funds from charter schools. Some go as far as to say that even privatized education should not be allowed. But I put a challenge on that: instead of shutting down those opportunities, even if they appear to only serve the “elite,” let’s bring these opportunities to our public school system for those that need them.

At the end of the day, it isn’t the fabulous gymnasium with fancy equipment, state-of the-art stage and lighting, or gourmet cafeterias at elite schools that produce Ivy League scholars. It is the curriculum. It’s the expectations. And students in our public schools who find themselves on that path, who show the potential for acceptance at such schools, deserve the opportunity to access curriculum that will prepare them to compete with students who have attended the prep school. In other words, for students who need that type of preparation, let’s find out what is working to prepare students from prep schools and bring it to our public school charges.

Instead of trying to squash charter schools, let’s look at why some leave the traditional public school system in favor of a charter school. The way to grow stronger is to learn from those having success. What purpose does it serve to force individuals to stay in a system that may not work for them. Of course, there are plenty of students who may thrive in the current educational system. But clearly, data indicates there are many who do not. Education is not a one-size-fits-all and it is about time that the truth of providing more tailored learning opportunities for students is spoken. Students who are ready to work ahead, deserve to do so. Students who need extra support in an area, deserve to receive it an an effective, research-based way. Students who learn better with alternative seating, deserve the opportunity to explore that option, while those who need a more formal setting, deserve that as well. While this topic is truly a complex labyrinth and necessitates looking at the importance of early intervention and proper learning disability designation, as well as true identification of the gifted amongst us, the idea that by blocking access to some will somehow provide equity is a path that would like to avoid the hard work to provide our kids with what they truly deserve. Our world is changing all around us. Let’s make sure our schools keep up!

When you teach, you touch the future and that’s a pretty amazing place to be!

If you would like more ideas on how to apply differentiation and making curriculum accessible for all students, check out my website or contact me at deanna@deannawestedt.com.

As kids start filtering back for in-person learning, teachers, parents, and administration are left with the question: Where do we begin?

From the outset, it seems a momentous task to know just how to answer that question. Overwhelming, really. The challenge of transitioning back to a new normal where social distancing protocols will still be in place add additional layers to the task at hand for school officials. And at the center of it all is our most precious resource: our children.

To answer this question, it is fundamental that we lay a foundation. When we teach, we teach the whole child. Not just the brain, not just the child’s intellect. These are human beings that we are shaping. And humans are complex. Even if we were to solely focus on a child’s academic needs, research has shown over and over again the interlocking nature of a child’s social emotional well-being and their academic success. But we know that education is so much more than academic knowledge. We are teaching children ways to analyze and to approach their world, socially and emotionally. The purpose should be to help children thrive and for that we cannot ignore the very ways in which the events of the past year have affected our children.

Focus on social and emotional learning. Some might feel we just don’t have time, but truly we cannot afford to not spend time on children’s social emotional health. It is core to who we are as humans and basic psychology (think Maslow’s hierarchy) that our primary needs must first be met. And children have had a doozy of a year. They need us to lead the way in processing and naming the emotions that are coming along for the ride. Create space within your classroom that is peaceful. Let children know this is a safe space and then make sure that it IS a safe place emotionally and socially. Make sure to build a classroom community and help children learn the skills they need to communicate in a healthy ways. Both role play and constructed collaboration, where children learn the proper ways to communicate can be helpful. Providing students with routines and classroom traditions can also help solidify the classroom community. When children feel safe, they are twice as likely to learn. More importantly, they go out into the world as healthy human beings.

Identify critical skills for grade level success and know each student’s skill level for each of the identified critical skills. Critical skills are those skills that are not only fundamental to grade level success but can also be identified by looking at the scope and sequence across the grade levels to see which skills are continuously mentioned. Once identified, look for quick and efficient ways to implement formative assessment on these skills throughout the year and address them in small groups repeatedly. While the amount of skills covered in a grade level can be overwhelming for teachers, by targeting critical skills (while still covering all grade level skills, of course) we efficiently address gaps in learning for every child in a way that provides accessibility for each student and promotes growth.

If you are in need of some ideas on how to do this, contact me for additional support. I would love to work with you to help you develop this system as I did in my own classroom for 20 years. Check out my on-line or in-person sessions on my website for more info.

When you teach, you touch the future. And that is a pretty amazing place to be!

In this short video I provide an easy and effective strategy that can be completed in 5 minutes to help children learn how to blend words together! Perfect for pre-readers or emergent readers, or any student who is having difficulty learning to blend letters… this will help! All you need is yourself, a flat surface, and 3 lego bricks! Here we go…

In this short video, I share ways to maximize minutes with your child while reading and to really blend together a bonding time with learning.