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Daniel (with a sneaky grin): Mr. Hoggatt, do you have hippopotomonstrosesquipedaliophobia? Me (with a knowing smile): No, I've never been afraid of long words. He thought he had me!
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 Our trip to Missouri State University in Springfield is just around the corner. We will use our regular school day to visit the school on Wednesday, April 6. Electronics and music players (with school-friendly games and music) are acceptable for this trip. We just ask that the volume be turned off of earphones be worn while in use. Sack lunches (in completely throw-away containers) are requested from home, or will be charged through the cafeteria just like a regular school lunch.  It's easy to talk about my behavior expectations, but we will definitely be discussing and practicing good behavior and specific etiquette for each venue. Our goal, as always, is to humbly impress our hosts and onlookers. Ideally, no one should know we are entering a building, we must be complimentary to our hosts, and we will arrive and depart with handshakes and direct eye contact. We'll also create a list of possible questions to ask while we are there. This year, we will visit the university on the same day as other Joplin schools. This is truly our opportunity to make an impression - not because we need the recognition, but because we want to set a new standard for manners in our world. Another field trip is also in the works for the next couple of weeks, so stay tuned!
Mathstakes - or Math Mistakes - are an attempt to encourage students to find and correct mistakes. Most are introduced with a visual prompt, but there is no other word prompt outside of the visual. In addressing the visual, learners must first find, or construct, what they believe the problem. They must then figure out what was done in the visual to solve the given problem. The problem and solution are always provided in the visual. After this, learners are charged with the task of determining whether the solution is appropriate. If so, they must defend it; if not, they must explain - or teach - a better process.
Read the sentence below. Do you see any problems? i done the something wrong and i admitted it immediately Do not rewrite the sentence. In fact, don't even fix the sentence. Instead, on your paper, tell the writer three things that need to be corrected.
Watch this video, and describe the scene: Write down the first mathematical question that comes to mind. As a class, we will decide on a central question to work on. Make three smart guesses to answer the central question: a guess too low, a guess too high, and a guess in the middle. Place your guesses on the number line.
What information is necessary in order to answer our central question?
How does this information affect your strategy? What tools might you need to solve the problem? What strategies might you use? Solve to answer the central question.
Did you make any mistakes along the way?
Fix them. How might you avoid such a mistake in the future? Explain your work to someone else? Did s/he do the work differently? Can you explain the process using the other person's methods?  On Tuesday, I built a cottage, a book shop, a pub, and a castle. What did you accomplish on your day off? Actually, my wife and I assisted in the touring production of Beauty and the Beast at the beautiful Bicknell Family Center for the Arts on the campus of Pittsburg State University. Our day started at 7:30 a.m., unloading five semi-trucks - props, sets, costumes, lights, luggage, musical instruments, and sound equipment. While my wife was recruited to the costume room - repairing tears and pressing wrinkles, I spent the better part of my day constructing the elaborate (and heavy) sets.  A little before showtime, I was needed in costuming. Backstage, I was in charge of costumes for four of the men in the cast. These actors played various roles in the production - villagers, gargoyles, cutlery, and even the beast stuntman who gets "stabbed" and falls to his presumed death. With a couple of quick changes, and several costume changes, I am happy to proclaim that my part of the show went without a hitch. Whew! After spraying and rehanging all of the costume parts - multiple vests, breeches, pants, vests, aprons, shoes, knee pads, elbow pads, gargoyle claws, hats, a muscle suit, and more - we finally walked out of the Bicknell Center at 10:30 p.m., and we're looking forward to another day, today. Here's to doing things that give you positive experiences and glimpses at uniqueness. I like doing things that most people will never do. Certainly, working on stage and back stage at a nationally-touring musical is one more. What's next? I'm not exactly resting over my Spring Break. Now, I have to keep preparing for this Sunday. I will preach for a congregation in Columbus, Sunday morning (Sermon title: Fishing with Nets), and I preach here in Joplin, Sunday evening (Sermon title: Dove on Fire).
How exciting! Our video for "You're Gonna See Me SOAR" will be featured in the upcoming state Positive Behavior and Support Film Festival. The letter informing Assistant Principal McCombs is recopied below: Congratulations! MO SW-PBS is pleased to inform you that your video, “You’re Gonna See Me SOAR” has been selected for showing at the first annual MO SW-PBS Film Festival. Videos will be presented at the Summer Training Institute, which will be held June 13 – 15 at Tan-Tar-A. We hope that representatives from your school will be able to attend. My appreciation is offered to Mrs. McCombs for submitting the video, and once again to former student and current JHS senior, LAUREN, who provided the magnificent vocals for the video. We have been featuring this video - our take on Katy Perry's Roar - in our assemblies, and students still love to sing along with it.
Mathstakes - or Math Mistakes - are an attempt to encourage students to find and correct mistakes. Most are introduced with a visual prompt, but there is no other word prompt outside of the visual. In addressing the visual, learners must first find, or construct, what they believe the problem. They must then figure out what was done in the visual to solve the given problem. The problem and solution are always provided in the visual. After this, learners are charged with the task of determining whether the solution is appropriate. If so, they must defend it; if not, they must explain - or teach - a better process.
Sometimes, when we go to the movies or as we watch a show on TV, we are transported into the plot. Directors understand that their selection of background music can change and enhance a scene. Now it is time to turn it around. This time, the music comes first. Do not watch the video; instead, let the music lead your imagination. As it plays, allow it to transport you into a scene that has yet to be written. Then, write the scene. Use all the visual imagery you can muster in your writing. At the end, you will share your writing. Will it stand on its own, without the music in the background?
What information is necessary in order to answer our central question?
There is almost 1/4 cup of sugar in one 12-ounce can of Mountain Dew.
How close was the actual solution to your estimate?
What would have helped you achieve a more accurate estimate?
Did you make any mistakes along the way?
Fix them. How might you avoid such a mistake in the future? Explain your work to someone else? Did s/he do the work differently? Can you explain the process using the other person's methods? This one is a brush with real history. Though it's a bit predictable, it was entertaining and informative to keep my attention. I would have preferred a darker ending to the one author Deborah Hopkinson provides, but an author has to make those choices throughout the writing process.
One student asked me if there would be homework to do over Spring Break, so here it is. Not only will I expect every student to read for 30 minutes every day, we will also try something I like to call March Multiple Madness. This is a completely original idea (from my own brain) in which students are placed randomly on an organized list that I'm calling a bracket. They will compete head-to-head to say a randomly chosen list of multiples, starting at zero and working all the way to end of the list (below) and back down. Whoever makes it correctly through the list the fastest will move to the next section of the bracket, culminating in a sole champion for the 2016 season - er - school year. Don't fumble! Ha ha! That's a joke; I actually know that March Madness is really about baseball.  How fast can you say these lists of multiples - forward and back? |
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