NaNoWriMo’s “In Your Pocket” Summer Drive officially launches today! We need your help to make our sites mobile-friendly; in return, we promise to get you 100% ready for July and November’s noveling madness, with exclusive donor goodies marking you as a NaNo-pro.
We’ll also be hosting a series called “My First NaNo”, where we ask you, our amazing participants, about your very first NaNoWriMo adventure, and the writing tips you gleaned from your maiden voyage. First up? Denise Krebs, who took on her first NaNoWriMo with her crew of eighth-grade students:
My first NaNoWriMo was in 2008: My sister had written a novel the year before, and I was so impressed. “I want to write a novel too,” I mused in her presence. She remembered my proclamation and sent me an invitation to join her in October. I remember feeling tentative and scared as the calendar days ticked by.
report on Teacher Quality released by U.S.News & World Report and the National Council
There’s a ton of information in this report [pdf], but this finding stuck out to me for reasons. Mostly because I hate buzz words. Just prior to this section, they tore apart directives to differentiate as “overly general or unrealistically expansive.”
Our SPED teachers still put learning styles in IEPs. And I’m like *cough*bullshit*cough*. And I have found the only think differentiation is good for is maintaining interest and student buy-in.
But differentiation isn’t just the type of activity or form of assessment - it can also be in your pacing and the difficulty level. For example, in a prek room at the beginning of the year I have some students that know no letters and some that know most. I would start working on beginning sounds with the group that knows most of their letters while I work on letters and letter sounds with those that don’t.