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NWEA Testing Begins Today

1/31/2018

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Though we don't necessarily enjoy the testing process and all the headaches that technology can cause, we do get excited to have the chance to show growth.

Starting, this morning (and continuing tomorrow), our class will participate in NWEA testing.  In all, there are three exams to be taken on the iPads:  Reading, Language Arts, and Mathematics.  Students are expected to demonstrate improvement in these areas in anticipation of and preparation for the state MAP test in the spring.

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Innovator's Mindset:  Relationships

1/30/2018

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It's an all-too-common scenario.  The people who deal with the customers don't have the power to help them.  But the representatives' inability to resolve your issue isn't their fault.  It's a leadership problem.  In those companies, the "customer service representative" isn't trusted to do the right thing.
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This is likely to be one of the biggest reasons some of the biggest, old-school retailers are struggling to stay alive in the 21st Century.  It speaks to the distrust management has for its employees.  When it occurs in education, it is a tragedy.  I might even understand the point of view of the retailers:  their employees are hired off the street, often they are without a specialized education, and they do not carry any loyalty to the company.  In education, however, in a great percentage of cases, quite the opposite is true.  While I could see an advantage in empowering a cashier with the authority to make decisions in dealing with customers, how much more so should an administration work to empower the teachers.

If the weapon is stripped from the soldier on the front line, the line will not hold.

Author George Couros expresses this well in his book, The Innovator's Mindset.  Quoting Stephen Covey, he writes:

When trust is low, in a company or in a relationship, it places a hidden "tax" on every transaction:  every communication, every interaction, every strategy, every decision is taxed, bringing speed down and sending costs up.  My experience is that significant distrust doubles the cost of doing business and triples the time it takes to get things done.
That, friends, is 100% true.  The cost comes in stress levels, fatigue levels, a lack of forward movement when the system gets gummy, and a complete deficiency in the level of education being delivery.

Additionally, the word equity is finally getting a workout.  It is quite tempting for administrators, legislatures, and even tip-of-the-spear educators to lower opportunities for some schools/classrooms/students in an effort to make everything equal.  The expectations, materials, and training can quickly become less than tolerable.  Instead, we absolutely must fight for equity - but at the highest level.
Another concern often voiced in response to innovative initiatives is that the new program or approach might create superior learning opportunities - opportunities that aren't offered in another learning environment.  If what's best for learners is our primary concern, equity of opportunities will be created at the highest levels, not the lowest.
There is more to this equity misnomer than that.  Equity is also misapplied to professional development for teachers.  It's ridiculous that the cookie cutter approach for training teachers who naturally enter the room with varying knowledge and abilities.
Staff professional development can provide opportunities for creating a shared understanding of the group as a whole, but we also have to remember that the whole is made up of individuals.  I have been in schools where everyone received the same book to read and learn from together.  This standardized approach assumes the educator hasn't already read the book, the content is relevant to everyone, and everyone has the same needs to move forward.  That's a lot of assumptions.
I have long contended that the shotgun approach that defines most professional development is not the most effective way to use a district's money.  Instead, why not surgically train our teachers in the areas that will make them most effective.  Aren't there ways to identify which teachers can benefit by which training?

I must admit, it's refreshing to discover a book that speaks to the importance of relationships between administrators and teachers, rather than the same old focus on teacher-student relationships.  In this way Couros throws a bone to teachers, who are so often disregarded as having needs of their own.
Fifty years ago, relationships were the most important thing in our schools, and fifty years from now, it will be no different.
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A Story of Units

1/29/2018

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As I wrote, yesterday, I have been using Eureka Math for a couple of years.  I discovered the program being discussed in several professional blogs, and I finally checked it out for myself.

​I also found Scott Baldridge, Lead Mathematician and Lead Curriculum Writer.  Scott and his daughter Autumn introduce Eureka in the video posted here.  I encourage parents and teachers at all elementary levels to view this video to understand more about the heavy emphases on number sense, multiple methods, and more.
For a number of years, education - and math instruction - seem to have been in flux.  We've endured a couple of major swings in math until we finally tried to squeeze it down to a short block of the day to make room for something called literacy.  It turns out that if a subject is not taught, it doesn't get learned, so we've brought math back on line in a big way.

I suppose Common Core is greatly responsible for our new understanding that math must be emphasized at elemental levels if our nation is to compete globally in areas such as engineering.  Now, I know, Common Core is a dirty word among many, and I fully understand - but to dismiss it completely is a mistake.  It is responsible for a renewal in the importance of math.  The problem was, it was foisted upon us by a government that intended to take a nationalized approach to education - something fully outside the Constitutional responsibilities of the U.S. government in the first place.

Another problem was that Common Core was too hard to understand.  Who in the real world understands the following math standard?
Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model.
To be honest, many educators didn't understand that standard, so it became very hard to teach it.  As a result, we didn't see it in print until spring standardized testing arrived (and even then, we're not really supposed to look at the questions).  This, along with the great educational textbook scams that are out there, have held us back and tied our hands.

Thankfully, Scott Baldridge and the team at Eureka Math have at least given us some visuals and practical approaches to these types of standards.  Without all the extra bells and overpriced whistles of the conglomerate textbook companies, Eureka Math is the first math package this teacher can sink his teeth into.  Too much about it confirms my strongest teaching methods.  Too much about it just makes sense.  When I needed to embed more number sense in my instruction, Eureka Math came to the rescue, referring me even to a new exercise called Sprints, developed by Bill Davidson.  When I wanted something to take students deeper, Eureka came into focus:  I'be found the lessons do not hold back, and when it's necessary, they guide students through the steps that not only challenge, but explain.

I bought into this curriculum two years ago, and it's interesting - through the major transitions of our district and its leadership - that we are adopting it in all of our schools.  It makes me happy to bring others on board.

My only concern is that other schools and other states have a head start on us.  Plus, if teachers simply follow the literal script that is laid out in each of the lessons, Joplin Schools will only be as good as any others when our students enter the workplace or college.  We must make this curriculum our own in the classroom.  We must take the solid curriculum we've been given and mold it into our individual teaching personalities.  If we don't, we might easily justify teacherless classrooms, just like the auto industry is starting to phase in driverless cars.  If we are all the same, artificial intelligence will take over our classrooms.  Automated online instruction will become the norm and not the exception.

​Instead, let us embrace the opportunity to run with ​Eureka Math.
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Band-Aids

1/28/2018

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Every Band-Aid used in Wednesday's surgery indicates a mistake that had to be fixed.
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In our class, we're not afraid to make mistakes; in fact, we choose to use our mistakes to improve our abilities.
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Fourth Grade Fractions

1/27/2018

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Ask just about anyone what the worst part of fourth grade was, and he'll tell you it was fractions.  Even so, when you look at what we're working on, I'm going to guess it didn't look much like this.
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This is Lesson Six of the Fractions unit in Eureka Math, which will serve as our Math curriculum, officially starting next year.  I've been using parts of Eureka Math for some time now, and I have found that it addresses our standards more directly than any textbook I've seen.
As complicated as the image above appears, my students (for the most part) are able to follow along and keep up. We've been composing and decomposing fractions, finding fraction equivalencies, and starting down the road to using fractions in problems involving normal mathematical operations.

I found Eureka Math a couple of years ago through various sources and started implementing parts of it in my classroom.  I was amazed that fourth graders are able to pick some of these concepts up so easily.  As much as we like to go into the deeper waters, this year, students keep telling me they want to go deeper.
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Motion and Design:  Adding Weight

1/26/2018

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We changed another variable in our force testing, this week.  To discover more information and apply it to the real world, students added a block of wood - and then a second block of wood - to their vehicles.

​These group activities are quite active, quickly performed, and a little louder than the average lesson.  That's OK; we like to see students engaged with a purpose.
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I'm Not a Doctor, but I Play One in the Fourth Grade.

1/25/2018

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Future doctors of America?  Perhaps, but our "medical" exercise wasn't really about the operations at all.  In fact, we began our day by talking about Dr. Benjamin Rush, a man who not only trained Meriwether Lewis for his expedition to the Pacific, but a man who also contributed to the medical and psychology fields and who signed the Declaration of Independence
After hearing about Yellow Fever and Smallpox, students donned scrubs and masks to face the operating tables themselves, trying everything possible and using their extensive training to save their patients from impending doom, performing transplants, and stitching them up as quickly as possible.

Special effects and a little costuming made the experience come to life throughout.
We're really mixing things up in Room 404 these days.  Not only did we discuss history and science with all the talk about Dr. Rush, but the patients all tended to have medical needs based on inefficient math and grammar intake. Students had to find the correct "organs" to "stitch" onto the patients in order to call each operation a success.

As the chief surgeon, it fell upon me to check my apprentices' work and put corrective bandages on problems that required correction.
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Motion and Design:  May the Force Be with You

1/24/2018

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The Motion and Design unit we began recently continues this week.  With their cars built and revving to go, we conducted a test, changing the variable of force.  The drop-weight system allowed us to gradually add weight, recording the results of each run.

Photographs (below) and a video (right) demonstrate our tests.
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Spelling Bee Finalists to Compete

1/23/2018

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And then there were two.  After a long spelling battle, CADENCE and JORDAN were the victors in our classroom.  These two will represent our class in the fourth and fifth grade Spelling Bee.  Always good for some tense drama, the Bee will be held on the Cecil Floyd stage at 1:45, next Monday, January 29.
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M4+H LE46UE Contest Results

1/22/2018

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Eleven Cecil Floyd students attended Saturday's Math League competition at Thomas Jefferson Independent Day School here in town.  They tested in several formats during the morning hours before leaving the site to continue their day.

At this contest, only first place through fifth place receive awards, but I've included all of our top ten achievers in the list here.  Fourth graders are listed in blue, and fifth graders are in red.
Number Sense:
DANIEL - 8th
Sprint:
CHRISTIAN - 6th
​DANIEL - 7th
Target:
​GREY - 8th
Qualifiers to the Next Level:
CHRISTIAN
DANIEL
Our two qualifiers to the next level will be invited to compete at the regional contest held in Bolivar, Missouri, on March 10.  There, they will be in the running to compete at the state level in Columbia on May 5.
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Who Were the Hessians?  (October 1776 and August 1777)

1/21/2018

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To get to know the Hessian soldiers, we will consider them at two different moments during the American Revolution.  Notice that the Liberty's Kids video below depicts events that occurred in 1777.  A year earlier, Hessians made their presence known in a number of battles.  During the Battle of White Plains, one particular soldier lost his life.  Read the Headless Horseman legend from 1776.

Introduction

The Hessians were a group of soldiers from Germany. They were well trained and disciplined on the battlefield.  We might tend to be confused by the Hessian presence in a war between the United States and England.  The fact is, the Hessians were mercenaries for hire, and England hired them to assist in their war against American independence.

Liberty's Kids

Distinctive Headgear

The Hessian helmets are one of the first things we notice when we see them in paintings or reenactments.  They were both decorative and protective, but perhaps more importantly, they intimidated the enemy - in this case, the ragtag American soldier.

Have a look at the front and rear views of the metallic plates from a helmet.  The plates in those images were found in a British military supply ship at the bottom of the Delaware River in 1915.  Notice the intricate design.

Now it's your turn.  Use the same bullet shape of the Hessian helmet, but make it to represent our school, our town, our state, or our nation today.  What symbols will you include?  What other flourishes will finish your design?
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The Headless Horseman

Were you aware that the infamous Headless Horseman is supposedly the apparition of a Hessian solder?  Read the ​Wikipedia entry below.  Then consider a retelling of the story through the eyes of Wishbone.  Wrap up your study with your own visit to Sleepy Hollow.
The legend of the Headless Horseman begins in Sleepy Hollow, New York, during the American Revolutionary War. Traditional folklore holds that the Horseman was a Hessian artilleryman who was killed during the Battle of White Plains in 1776. He was decapitated by an American cannonball, and the shattered remains of his head were left on the battlefield while his comrades hastily carried his body away. Eventually they buried him in the cemetery of the Old Dutch Church of Sleepy Hollow, from which each Halloween night he rises as a malevolent ghost, furiously seeking his lost head.

Wishbone Retelling

Sleepy Hollow, NY

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Spelling Bee:  Still in the Running

1/20/2018

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ARIANA, CADENCE, CHRISTIAN, JORDAN, and LUKE are all in the running to represent our class in the schoolwide Spelling Bee, later in the month.  They will compete in the final classroom round, this Monday.

​Two representatives will be determined from each of our eight fourth and fifth grade classes.  These Sweet 16 will face each other on stage to find our school champion, who will then represent the entire school in the upcoming Joplin Globe Spelling Bee.

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M4+H LE46UE Competition

1/19/2018

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The Cecil Floyd Math League will compete, tomorrow morning, at the Thomas Jefferson Independent Day School across town.  Five rounds, each styled differently to test different skill sets, await our fourth and fifth grade competitors, including four from our class (CADENCE, CHRISTIAN, JORDAN, and RAHAF).  We wish them all the recall they need to make these tests work in their favor.

​All who make it to the regional round, held at a later date, will be reported here on Sunday!

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An Obelisk in DC

1/18/2018

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The Washington Monument most of us think of (There are others.) is the obelisk that stands prominently in Washington, DC.  The tallest structure in the city, the monument proudly announces the glory and our appreciation for the "Father of our Country".
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Measure It Out

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Standing at 555 feet tall, and spreading to 55.5 feet wide at the base, DC's Washington Monument is one of our greatest landmarks.  But just how big is that?  We can easily calculate the area and perimeter of the monument's footprint (which we should do), but we should also head out of doors to measure it for ourselves.

​How might we get a good idea of its height?

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Some Lofty Comparisons

It's not our tallest monument any more.  Compare the Washington Monument with some of our other great monuments.
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What else might we compare to the height of the Washington Monument?  Make scale illustrations for display.
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Five Whys

According to CNN, following damage by a Virginia earthquake and Hurricane Irene, both in 2014, the Washington Memorial needed to be closed and restored.  It would cost millions:
For the restoration project, Congress allocated $7.5 million, and philanthropist David M. Rubenstein matched those funds with a $7.5 million donation via the Trust for the National Mall.

Keep that in mind when you realize the total cost of building the monument in the first place, from 1848-1888, was only $1,409,500.

Here is an explanation for the reason why the monument was deteriorating in other ways:
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Now, let's make a Five Whys explanation for something else that has happened.  In a silly way, this might sound like The Old Lady Who Swallowed a Fly, but it's really an exercise of Cause and Effect.  Pick the result of something (big or small) that you have seen or that has happened, and trace that event or result back, in five steps, to its initial cause.

Can you find a picture to illustrate each step?  Perhaps this can become a slide show, poster, presentation, or video to be presented.
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Build It Up

So we know the Washington Monument in Washington, DC, was the tallest structure when it was completed.  Since then, many have dwarfed it.

How tall of a tower can your team build?  Using the building tools and the guidelines provided by the teacher, and building within the time limit (also provided by the teacher), which team can build the tallest tower. Be ready to discuss the thinking and methods that make a tower strong.

While We're on the Subject

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How Tall is the Washington Monument?
When Is Presidents' Day?

Records

  • Stretching 555 feet in the air, the Washington Monument is the tallest thing in the city.
  • The monument is the world's tallest stone structure.
  • The monument is the world's tallest obelisk.
  • Upon completion, it became the world’s tallest structure, a title previously held by the Cologne Cathedral. The monument held this designation until 1889, when the Eiffel Tower was completed in Paris, France
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Time Capsule

A fascinating part of the Washington Monument story lies in its cornerstone.  According to a History Channel webpage:
On July 4, 1848, the monument’s cornerstone (embedded with a box containing such items as a portrait of George Washington, newspapers, U.S. coins and a copy of the Constitution) was laid in a ceremony attended by thousands, including a then little-known U.S. congressman from Illinois, Abraham Lincoln.
Sometimes we forget that George Washington was only a man - not a superhero - an ordinary man who achieved extraordinary status.

Each of us has different opportunities in life, but we all have opportunities.  Perhaps we must make those opportunities for ourselves, but we each have the chance to make the world a better place.

If we were to build a monument to commemorate your accomplishments, why items might we include in its cornerstone?  Choose five items that would represent you and tell your story.  Choose items that demonstrate your interests and accomplishments, but remember to keep them small (They have to fit in a small area.).  Be prepared to show and tell about your selected items.

The DC monument itself is a time capsule.  There is a complete documentation of the monument in a 241-page pdf provided by the National Park Service.  Beginning on page 25, you can find a record, including photos, of the commemorative stones that are located along the stairwell.  Apparently these awesome stones are only visible through the elevator window.

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A regal statue of George Washington stands atop another monument to our first president in Baltimore, Maryland.  A time capsule was included in it, as well.  Watch the videos below to find out more about the items in the capsule.

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Numbers for Math

Create some Math word/story problems from the following factual information:
  • In 1854, building was halted.  At that stage, only 150 feet of the structure was complete.
  • President Ulysses Grant approved funding to complete the monument in 1876, 100 years after the founding of the United States.
  • The Washington Monument was officially complete on October 9, 1888.
  • The above-ground portion is estimated to weigh over 80,000 tons.  Including the foundation, the structure weighs around 100,000 tons.
  • An elevator carries visitors to an observation deck at the 500-foot mark.
  • A small museum is located at the 490-foot level.
  • There are 897 steps, closed to the public, that lead from the ground to the observation deck.
  • Attendance at the monument averages 631,000 visitors a year.
  • Fifty American flags encircle the monument at its base.

MAKE ONE

Build the Washington Monument
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Professional Pet Peeve:  Stop Posting Snow Days

1/17/2018

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Teachers love Snow Days; there's no denying that fact (You may even notice that I capitalized the two words as if they were a national holiday.).  I am no different.  I like being out of school as much as the kids do.  I like getting to watch a few episodes of a favorite TV show, work on a hobby, and catch up on folding the laundry (maybe not).  I even like clearing the driveway and cleaning off the cars.

But I don't need everybody I know telling me it's a Snow Day.

I wake in the morning, and I look outside to see if the predicted snow came.  The ground is covered, including the street.  The cars are white lumps in the driveway.  I check all forms of modern technology to see if we're out of school.  Everything is blank, and if were warmer I crickets would fill the silence.

Text message?  Nope.

Email alert?  Huh uh.

Facebook?  Negative.


Repeat.

I continue with my morning routine, with the understanding that today's drive is not going to be pleasurable.  Snow is still blowing around, accumulating on the deck.  It's not going to get better, but they haven't called our day off yet.

Shower.

Dress.

Brush the teeth.

All of that stuff.

And that's when the phone in pocket buzzes.

Of course.  Ain't that the way it goes (I can say ain't; it's my day off.)?

The first text is from the principal:  "Go back to bed."  The second text comes from the district.

I got awake and dressed and clean for nuttin'!

The next alert is an official robocall cancelling our district's day of professional development, and I am deeply saddened (Where's that sarcasm punctuation I've been asking for?).

And then it begins.

A co-worker has been told to send a text to me about our day off.

The message is even scrolling on the TV screen.

The official word comes through the email stream - the exact wording from the robocall and text messge from earlier.  Another email is directly from the superintendent:  "Enjoy your snow day!"  She doesn't capitalize the holiday like I do, but she uses an exclamation point which encourages me that it's OK to feel pleasure in having the day off.

But then I make the mistake of checking the facebook.

Apparently somebody else thinks she can save me from my own stupidity.  Apparently I can't be trusted to check all of the outlets for myself.  Apparently, I haven't already been told seven times through official channels that I can relax for the day.  Apparently, I'm not an adult, and I don't know how to find the information that I need.

"Snow Day for Joplin peeps," announces one friend (especially annoying because I am also not a sugary Easter treat).

"Teachers get a snow day!" another proclaims.  Is it so hard to capitalize a holiday?

"It's a Teacher Snow Day!!!"  We're depleting our allotment of exclamation points, today.

"Go back to bed staff!"  You're missing a comma, staff.

"Teachers go back to bed!"  Thanks for your permission.

Still others have posted screen shots from their phones and email messages, and now I'm questioning whether or not I should go to work, or could this just be an elaborate hoax to get me in trouble for not reporting in.

The thing is, I get that you're happy.  And excited.  And relieved.  I totally do.

But teachers need to stop telling the world that we work long hours - that we take our work home with us, that we are underpaid, that we have to stay after hours to grade papers and attend special school events - and then announce in very public manners that we get another day off.  I know we have to make up the Snow Day, but that's not how those announcements can be perceived.

There they go again - those teachers - getting yet another free day on the public dole.

​Why make those posts on social media in the first place?  Did you think I'm not going to check for the official announcement before I take your word for it?  Are you providing a public service announcement for the people who genuinely didn't get a half dozen authentic and direct messages?  Are you bragging to the world that you have a day off when many your readers do not?  Do you think you are heroically scooping everyone else?

Our message of educators being overworked and underpaid is diminished when we publicly proclaim our days off for summer, Spring Break, Winter Break, Thanksgiving Break, and others.

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    December 2013
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    Checks & Balances

    Links to external sites
    on the internet are for convenience only.

    No endorsement or approval of any content, products, or services is intended.

    Opinions on sites are not necessarily shared
    by Mr. Hoggatt
    (In fact, sometimes
    Mr. Hoggatt doesn't agree with anyone.)
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    Lobbyist

The Hoggatteer Revolution

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