THE HOGGATTEER REVOLUTION
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    • Cerebral Cinema >
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      • Mood Music
      • Music Appreciation
      • Positive Behavior Conversations
    • Coursework >
      • Cultivating America
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      • M4+HEM4+1C5
      • Missouri, USA
      • Recess Bell
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Take a Deep Breath...and Leap!

2/29/2016

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This is a special day - Leap Day.  How have you prepared to celebrate?

​What's that?  You didn't even see it coming?

Come to think of it, what exactly is Leap Day? Why does it only come in every fourth year?  And what will you be doing four years from now?
Through special activities,
​we'll answer those questions and more.

Music Appreciation

Much Ado About Leaping

Learn about Leap Year here:
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​Why Do Some Years
Leap Ahead?

A Good Place
​to Start

We're working together for this one.

Classic Literature

It seems appropriate for us to take a look
at a classic story
​from Missouri's own author Mark Twain:
​
The Celebrated Jumping Frog
of Calaveris County
.


Here's one presentation of the story:

Leaping Lizards and Other Critters

Take a moment to "research" some leaping animals.  Once you have, we'll review the information in an improv game.

Speaking of Frogs

Try your hand at some origami.

Did Somebody Ask for Spiders?


Take the Leap

What does it mean to you when someone gives the advice to "take the leap"?

Let's try our hand at some poetry for Leap Day.
​
How about an acrostic?

Four by Four...

What kinds of things come in sets of four?

How high can you count using multiples of four? By quarters?  By 25s?
How fast can you count using multiples of four? By quarters?  By 25s?

Let's make a timeline to show your future. Where will you be in four years?  Four years after that?  And so on... Write a letter to yourself in one of those future periods.
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Slow Motion Leaping


One Giant Leap

For more about the space race:
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Who Was the First Person in Space?

And Now, the Olympics

​​Awesome Air

The History Of High Jump


The History of the Steeplechase
​

​
Spectacular World Of Olympic Trampoline

​Speaking of people leaping:
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Who Jumps the Highest?

Finally, Just for Fun

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The Voice:  Blind Auditions

2/28/2016

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We recently found out that the husband of Hoggatteer alumna will make his first, but hopefully not his last, appearance on NBC's The Voice (season premiere tomorrow, Monday, February 29).  Look for Jared Harder to make his appearance before the spinning chairs, but while you're watching, see if you can find his wife, KYLAR, and her mother in the audience. How will you recognize them?  Her mother is Cecil Floyd second grade teacher, Mrs. Theilen!
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Write to Learn:  Ron Clark

2/27/2016

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The last day of our conference will start off with keynote speaker Ron Clark.  I've written about Ron on a few occasions after visiting his school and his classroom in Atlanta, Georgia, in 2012.  I can't wait for Mr. Culbertson, Mrs. McCombs, Mrs. Mouton, and Mrs. Nold to hear him speak in person before heading to our final sessions of the conference.  I predict that Mr. Clark will definitely energize us for the day (although 7:15 comes awfully early in the morning!).

Here's a video introduction to this amazing inner-city school:
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Write to Learn:  Yesterday and Today

2/26/2016

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Double Post Alert:
​

Yesterday with Kate Messner at the Write to Learn conference was interesting,
but today, we're headed to new places today.
Picture

Yesterday

Today

Kate Messner, via Skype, took us from a three-minute write into the process of revision by assigning us a "Sometimes" poem and then stressing senses, one at a time.  My original writing was about the place in my mind where writing is born:
Sometimes in the gray recesses
Clouds loiter silently
Vision blurs
Blinking does not help
I wonder to myself where I am going
 
Sometimes in the gray recesses
A lonely sound sneaks up behind me
Faintly approaching
I do not understand it is there,
But it is there
 
Sometimes in the gray recesses
A sound becomes a breakthrough
An idea emerges
Like a springtime bird struggles from
its egg
Sniffing the musty air
And achingly developing wings
Sometimes in the gray recesses
A sound or an image, tingling,
Appears from nowhere
Becomes clearer
And develops into a belief
An idea
A concept
 
Sometimes the gray recesses
Are brightened
By the presence of ideas
Clicking together with pictures
And words
From phrases, sentences
From sentences, paragraphs
From paragraphs, stories
 
Sometimes the gray recesses
Become brighter, warmer,
sweeter places
Where plots materialize
Where characters are created
Where “I don’t see it”
Becomes “Aha”
 
Sometimes the gray recesses
Are the birthplaces of fresh
magic
This guy should be able to wake us up bright and early, this morning!  Taylor Mali is our keynote speaker to get things started for the Write to Learn conference, today.

​This video shows what is probably his most popular poem (though somewhat milder than the original):
We're looking forward to kicking off the day, but then breaking into some shorter sessions about writing.  Hopefully we'll continue to find useful and supportive methods and ideas to bring back into our classrooms.
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Write to Learn:  Kate Messner

2/25/2016

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This will be our first day of the Write to Learn Conference.  I don't know where my teammates are going, but I'm headed to spend the day with author Kate Messner (Watch the video above.).  I hope to spend the day exploring writing techniques that I can implement with my students in the future.
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Write to Learn:  Sessions

2/24/2016

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While I will be absent from our fourth grade class for a couple of days this week, I will be attending "classes" of my own, all focusing on writing.  While I love to write, I find it one of the most time consuming of all academic subjects, not to mention that it's difficult to teach, as well.  Nevertheless, I also love to learn, and I'm always on the lookout for innovative methods and ideas.  The sessions in which I have enrolled are as follows (along with their descriptions):
  • Real Writing, Real Revision:  In order to create work that goes beyond the single-draft test essay, students need models and mentors in their writing lives.  This comes in the form of mentor texts, connections with favorite authors, and most importantly, from the lead learner in the classroom - you!  In this session, author/educator Kate Messner will share strategies for using mentor texts and connecting students with the authors whose books they love, and she invites teacher-writers to pick up their own pens or keyboards to experiment with tried-and-true author strategies for everything from brainstorming story ideas, to writing nonfiction leads, to revision.  Join Kate for a day of learning and writing bravely!

  • Remembering Why We Do What We Do:  Taylor Mali has made a career out of saying things often “thought but ne’er so well expressed,” which is actually a popular definition of a poem.  A veteran teacher who left the regular classroom in 2000, Mali has nevertheless continued to teach.  He brings new ‘spires for your inspiration and new fires for your hearths, even if you can’t spell “education” without “cautioned.” 

  • It’s Not a Bandwagon, It’s a Freight Train:  In this interactive BYOD [Bring Your Own Device] session, you will experience the blindingly fast freight train that is technology.  Barri, having just completed Apple Academy training this summer, will guide you through the tangled web of digital literacy and what it means to engage today's digitally literate learners.  With the help of her current student teachers, Barri will focus on apps and web-based tools that increase writing enthusiasm, participation, creation, and innovation.  This session will address the role of technology as a supplement to, and not a replacement for, quality writing, as well as how to encourage students and teachers to not only consume on their devices, but produce as well.
​
  • Metacognition:  The Transformative Power of Reflective Thinking:  Do you want to foster metacognition in your classroom?  Do you need ideas to help students make this abstract concept visible and concrete?  In this session, you will explore the intersection of research and practice to generate lessons that students will love.  Tanny will walk you through the use of realia, images, sketches, and text to help your students understand what metacognition is and what it can do for them as readers and thinkers. Our students have brilliant thinking; let's help them reflect upon it and enable them to share it with the world!

  • Making Content Count: Bringing Learning to Life:  Engaging students to use writing within all content areas is an effective instructional strategy that can bring learning to life.  Where does writing fit into your content instruction?  In this session, Jane, Beth, and Allison will address how to take students to a deeper level in all curricular areas by incorporating writing.  This workshop focuses on how student learning in the content areas can be enhanced through writing and technology integration.  Come join the presenters and learn how to make your content count!
​
  • Improv and Ink: Getting Students to Write More So You Can Teach Writing!:  Do you know a student in grades 4-12 who refuses to write or doesn't write enough?  When students don’t write long enough writing samples, it makes teaching writing or assessing content knowledge difficult, if not impossible.  Further complicating this situation is the fact that the student's reluctance to write may be rooted in either social emotional or literacy deficits, and you often don’t know if either of these issues is present.  So, how can you help students increase the length of their writing samples?  Improv!  Yes, improv, those [three- to five-] minute, spontaneous and sometimes hilarious games seen on stage or on television, can increase writing fluency.  Improv takes students rapidly through a series of essential literacy skills, while simultaneously nurturing social-emotional skills that impact their ability to write.  In this engaging, experiential session, you will learn how and why improv so effectively and efficiently increases writing fluency.  Come to this session and experience the power and potential of improv as a classroom writing strategy.

  • Teaching through Adversity: Facing Challenges and Making a Difference:  Ron Clark will share his journey from teaching in a low-wealth rural area in North Carolina to the inner-city streets of Harlem in New York City.  Along the way, Mr. Clark will share inspirational stories of how his students made outstanding growth in test scores, conducted projects that garnered worldwide attention, and were invited to the White House three separate years to be honored by the president.  Mr. Clark was the 2000 Disney American Teacher of the Year, and he has been featured on the Rosie O'Donnell Show and also the Oprah Winfrey Show, where Oprah dubbed him her first "Phenomenal Man." Mr. Clark has written three books about his teaching practices, The Essential 55: An Award-Winning Educator’s Rules for Discovering the Successful Student in Every Child, The Excellent Eleven: An Award-Winning Teacher’s Guide to Raising Children Who Love to Learn, which outlines qualities and characteristics parents and teachers should have to instill success in their children and students, and The End of Molasses Classes: Getting Kids Unstuck, 101 Extraordinary Solutions for Parents and Teachers.  This book offers the Ron Clark Academy's 101 innovative and classroom-tested ways for improving America's schools and leading our children to greatness.

  • Six Word Story, Six Unique Shots: Enhancing Writing through Multimedia:  Attend this session and explore an activity that brings the writing process to life with digital storytelling.  A simple six-word story, created as a video with six unique camera shots, allows students of any grade level to tell a powerful visual story.  In this presentation, Don will guide you through a unique project that addresses the fundamentals of media literacy, filmmaking, and the digital storytelling process.
​
  • Using Technology Tools to Support the Reading Process:  Bring your laptop or tablet to explore a variety of technological tools that can be used to facilitate the reading process.  Using technology in instruction helps engage students as well as give them skills they will need in their 21st Century world beyond school.  Tools you will explore in this session include websites intended to help a reader find the next great book, technology for recording reading done and your thinking about that, and digital tools that allow you to share your reading experiences with others.  You will have the opportunity to try out each tool for yourself and to collaborate with colleagues to identify ways you might use each with your students to facilitate their independent reading.

​​​I tried to choose a diverse set of courses that would support my teaching style, while at the same time challenging me to improve upon my weaknesses.  I will be accompanied in some of the sessions by various colleagues of my fourth grade teaching partners, but I made choices based on my own preferences and needs and not based on whether I would be sitting next to people I know.  I'm hopeful that I can come back with an overwhelming amount of information and ideas to use in the future.

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Writing to Learn and Learning to Write

2/23/2016

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Today, I'm making a rare double entry:

The post on the left refers to the Write to Learn conference I will attend later this week.
​The post on the right is about some writing we did in class on Monday.

I Do Not Make a Difference

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Later this week, I will accompany the fourth grade teaching team to the Write to Learn conference.  The PTA approved the expense to send us on this professional excursion to Osage Beach (Read more about this in future posts.).

In order to promote the spirit of writing, a micro-essay contest is offered to participants.  The rules are simple:  in 100 words or less, write to address the prompt "Teachers Make a Difference Because..."  I tend to look at things from a different perspective, so I quickly put together and edited my entry, which is exactly 100 words:
I do not make a difference in this world.
 
I am a teacher.
 
I lovingly educate 25 students in my classroom.  I teach them manners and math, communication and common sense, science and civility.  I encourage positive participation in society, in government and family, in discourse and problem solving.  I motivate students to get up when they fall, to punch forward through every difficult storm, to reach and raise their dreams.  I let them see me daily struggling to do the same.
 
I am a teacher.
 
Make a difference in the world?  I make EVERY possible difference in the world.

Setting the Scene

Part of empowerment involves giving students choices. When it comes to writing, I fully believe choices are a necessity.  I certainly wouldn't choose to write about the same things as everyone else.  In fact, I shared my own strategy for choosing writing topics in school:  I wanted writing to be a challenge, so I would habitually pick the topic that no one else would choose.

With the activity pictured below, I provided the class with a set of photos.  I wanted students to focus on setting, so the pictures we used, with few exceptions, do not have people in them.
I did not want a story.  I just wanted a descriptive writing about setting.  I wanted the writing to be so descriptive that I no longer need to look at the picture, but that I could imagine the scene.

With this in mind, we must also realize the structure of writing we are using.  This particular writing was not done in any chronological order.  It was not given as a problem and solution or cause and effect.  It was simply a descriptive page in which the reader, hopefully, was drawn into the scene.  And that's not always easy.
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ST0W4W4Y (IV)

2/22/2016

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Picture
You have been charged
with rooting out a stowaway.

One of the four shapes below does not belong with the rest.
​Your mission is to identify the intruder,
​and defend your identification mathematically.

From a different point of view, might a different shape be identified
​as the stowaway?
Picture
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M4+H LE46UE:  The Results Are In

2/21/2016

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Five members of the Cecil Floyd Math League have qualified to compete at the regional contest in Bolivar, next month.  On Saturday, the team participated in the math contest held at Thomas Jefferson Independent Day School, here in Joplin.  For fourth grade, DANIEL and LYDIA scored quite well (just as they did at our first competition), qualifying for regionals.  Fifth graders WILL, BYLER, and ALISA will now join them.  Parents, I will get the registration information to your qualifying child on Monday.  Hoggatteer alumna MAYCEE qualified, as well.  Finally, my daughter has also qualified for her school, so I guess I will be attending the contest after all.  She constantly amazes us.

Since there was no awards ceremony this time, ribbons are forthcoming.  In the meantime, here are our successes:

Number Sense
  • DANIEL - fourth grade, first place
  • WILL - fifth grade, fifth place
Target
  • LYDIA - fourth grade, second place
  • BYLER - fifth grade, fourth place
  • MAYCEE - Hoggatteer alumna, fifth grade, fifth place
  • My daughter (representing her own school) - sixth grade, third place
Sprint
  • DANIEL - fourth grade, third place
  • LYDIA - fourth grade, fifth place
Sweepstakes (based on Team and Individual scores combined)
  • ​AUSTIN, DANIEL, and KAIN - fourth grade, fourth place
  • MAYCEE'S team (Thomas Jefferson) - fifth grade, fourth place
  • COOPER, BYLER, WILL, and ABIGAIL - fifth grade, fifth place
  • My daughter's team (Carl Junction Intermediate) - sixth grade, first place
Overall Individual
  • DANIEL - fourth grade, second place
  • WILL - fifth grade, fourth place

​Mr. Culbertson and I can't help but feel proud of all of our team.  Not only did they perform academically, but they continue to impress us with their maturity.  Parents, thank you for your support, as well.

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The Eclectic Teacher

2/20/2016

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I suppose that could be the title to a professional book about education - The Eclectic Teacher.  I've often thought of myself in that term - The Eclectic Teacher - though I doubt many would understand what that is unless I defined it.  I know there is already an Eclectic Approach to Teaching Language, but my tome would be more along the lines of an eclectic approach to teaching in general, that is, to use an varied menagerie of teaching materials and methods.

The truth is, the definition of my approach is continually refining itself as my collection of teaching tools and knowledge develop.

Some of the stupendous math afternoons we've had in class of late have reinvigorated some things about myself that I had forgotten, and with the professional development presentation I gave, yesterday, I was able to pass on some of those tried-and-true methods and beliefs to some of my peers.

The fact is, as an eclectic teacher, I would never aspire to fully use any program set before me, but I will easily promulgate particular pieces that fit within my own program.  I choose the parts that fit with my personality, my beliefs, and my needs, and then I marry them with the conglomeration of tools that have already been established within me.

I understand that my methods will not work for everyone, but I also understand the things that work for me.  To force my square-peg personality into the round hole set forth by a scripted program is simply ridiculous.

Thus, I am pleased that our district finally recognizes individuality among its teachers.

And that's why I was reminded of some of Dr. Fred Jones's Positive Instruction strategies when presenting our math lessons.  Positive Instruction provides the teacher with an ability to see and help more students in a shorter period of time. "Needy" perpetual hand-raisers are no longer enabled by the teacher's inclination to nurture. Instead, a teacher helps just enough to get a student over an obstacle before the student is back on the road to independently solving his/her problem on an assignment.  No longer are two or three chronically disabled students (academically speaking) allowed to occupy the majority of the teacher's time, and no longer do they get free solutions by taking advantage of the teacher's natural penchant to take them by the hand and lead them to the final results. (i.e., free answers without doing the work themselves).

At the same time, I can get a pretty good immediate feel for the abilities within my class by taking a close look at their work as they work it, and when something is turned in, I have already checked much of their assignment.

Educators interested in Positive Instruction, along with guidance in other areas (discipline and motivation) should check out Dr. Jones's book Tools for Teaching on his website.

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OPTS:  Twelve Days of Christmas

2/19/2016

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​​In an attempt to address the eight Math Practices in the graphic at left, I will expose the class to One Problem to Solve (OPTS), one of which is displayed below. Students will discover and create their own problems, while being guided by the teacher.


Picture

Watch this video, and describe the situation:
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 somewhere in between.
​
​Place your guesses on the number line.

WHILE WE'RE ON THE TOPIC...

Learn more about
gift giving:
Picture
Why Do We
Wrap Presents?

Picture

What information is necessary in order to answer our central question?
​
What information is provided above?

What tools might you need to solve the problem?

​What strategies might you use?

Solve to answer the central question.

Picture

How close was the actual solution to your estimate?

What would have helped you achieve a more accurate estimate?

Picture

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?
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Math Sprints

2/18/2016

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Here's something new for us, and it could grow into something bigger.  Experts keep telling us that math fluency does not always translate to speed.  They talk about how, for years, teacher have administered timed tests - for us, involving 100 multiplication problems in five minutes.  I've not allowed myself to turn away from that thinking.

I know what fluency means.  It means overlearning. It's as if your hand can write the answer before your brain can constantly process the problem.  That's all I ask from your children.

If the experts are to be believed, I'm asking for pie in the sky.

Anyway...

Mathematician Bill Davidson puts together these Sprints to assist students with improving their fluency in math.  At first look, sprints, if executed properly, are different; one may even wonder what's happening, but even though it's different, that doesn't mean it's off base.  In fact, different fits in quite well with my own teaching personality and methods.
To begin, students are given 1 minute to attempt a page with 44 problems.  Since we're in the middle of a major math unit about fractions, we started with 44 fraction problems.  After the minute, students grade their own papers in a very specific manner, with the teacher saying the correct answers and the students replying with "yes" when they have a correct answer.  As the teacher continues, more and more students drop our of the chorus until the last student reaches the end of his/her completed problems.  At the end of the session, students will finally complete another, equally-difficult sprint, and calculate their improvement.

I'm leaving out some of the steps, and you're certainly free to explore Mr. Davidson's website for more information.
Between the two sprints, the teacher leads the class in a physical activity that reviews the multiples of given numbers.  Hoggatteers seemed to really enjoy the physical activity that accompanied this, and they did quite well with saying the multiples as we did it for the first time.  I think they're even looking forward to the next time we do this.  

Sprints, while they may resemble traditional timed tests, are not traditional.  In fact, each step of the sprint is carefully calculated for a purpose:
  • Making it like a speed race is to reinforce the idea that we are working toward automaticity.
  • Instructing the class to work on the remaining problems after checking the papers, lets students know there's no reason to be lazy during the first minute, since they'll need to do the rest anyway.
  • A brisk physical activity in between the two sprints, increases the heart rate and adds to the excitement.
  • A slower cool-down activity calms the stress and decreases anxiety before the second sprint.
  • Doing a second reinforces the concept of improvement.
  • We celebrate success after the first sprint, and improvement after the second.  Both high achievers and students who improve can feel successful.
​
​While Mr. Davidson recommends doing sprints as often as daily, I will probably alter how we approach fluency each day.  If it works, we may do different sprints daily to reinforce some of those other skills students are expected to gain in the fourth grade (yes, even multiplication and division).

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Making Music

2/17/2016

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We finally rewrote and recorded our new contribution to the Cecil Floyd songbook.  This one started with Colbie Caillat's Try.  Our rendition, titled Fly, changes the lyrics to marry our school's SOAR motto with the message of Growth Mindset:
Get your feathers on
Sharpen up your claws
Stretch your wings
Don’t forget to smile
Make a leap
Eagles will SOAR.  Eagles will SOAR
 
Be responsible
Be respectful
Keep it safe
Resolve your conflicts, turn it up
So you can SOAR, so you can SOAR

We are gonna fly so high
We always improve upon ourselves
We will never give up, give up, give up, give up
We just have to SET our goals today

We are gonna fly, fly, fly, fly-i-i
We are gonna fly, fly, fly, fly-i-i
We are gonna fly, fly, fly, fly-i-i
We are gonna fly
Weeee are gonna fly
 
Get your Science on
Do your Math
Social Studies too
You can read and write
Learn it all
So you can SOAR, so you can SOAR
 
Wait a second, why
Should you care, what they think of you
Make it positive, make the choice
Then you will SOAR, then you will SOAR
 
We are gonna fly so high
We always improve upon ourselves
We will never give up, give up, give up, give up
We just have to REACH for goals today
Picture
We are gonna fly so high
We are not afraid to make mistakes
We will never give up, give up, give up, give up
We are gonna MEET our goals today
 
We are gonna fly, fly, fly, fly-i-i
We are gonna fly, fly, fly, fly-i-i
We are gonna fly, fly, fly, fly-i-i
We are gonna fly

We are gonna fly, fly, fly, fly-i-i
We are gonna fly, fly, fly, fly-i-i
We are gonna fly, fly, fly, fly-i-i
We are gonna fly
Weeee are gonna fly
 
We are gonna fly so high
We will always learn from our mistakes
We will never give up, give up, give up, give up
We are gonna RAISE our goals today
 
We are gonna fly, fly, fly, fly-i-i
We are gonna fly, fly, fly, fly-i-i
We are gonna fly
We are gonna fly
 
At the end of day
Kick it back, relax
Take a breath
Look into the mirror, at yourself
Don’t you like you?
Eagles like you
If you'd like to check out the lyric video of Fly, you may see it now on the Hoggatt-Made Videos page.  Parents, ask your child for the password.  KRISTA provides the main vocal track, with 13 of her classmates backing her up.  We're pretty proud of the results.
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Mathstakes:  Guitar Hero III

2/16/2016

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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.

Use the worksheet (right)
to report your reasoning
​for the picture provided:

  • Write the problem as you understand it.
  • What solution is given in the picture?
  • Decide whether the solution is (yes) or is not (no) appropriate.
  • In the box you chose, explain why you think it is correct or incorrect.  If "no", fix it.
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Music Appreciation:  Banana Song

2/15/2016

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Students are often called upon
to read "chorally".
That is, they read together
simultaneously as a group.


Repeating this practice assists young readers with reading fluency -
the speed, accuracy, and inflection
​of  oral reading.


Why not, since it's called "choral" reading anyway, actually read the chorus of a song? 
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    Retiree, 32 years serving Joplin and Oklahoma City Schools, 2022
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    Selected Participant for 2020-2022
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    Selected Honoree/Celebrant, 2022
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    Outstanding Achievement, 2022
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    Ancestry Classroom Grant, 2018-2022
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    2021 Missouri History Teacher of the Year and National History Teacher of the Year Nominee
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    Recognized in Joplin Globe, February 2021
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    Teacher Institute Participant, 2019
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    Summer Residency Participant, 2018
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    "The Bus Stops Here" Grant, November 2018
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    Summer Residency, 2018
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    Recognized 2017
    Since 2017
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    MSTA Media Award, KOAM-TV's "Manners Matter", Featuring Our Class, May 2017
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    Third Place, 2016 Film Festival
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    Recognized 2016
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    Slide Certified, 2012
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    2009 Outstanding Class Website
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    2005 Nominee
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    2005 Joplin Teacher of the Year and Missouri Teacher of the Year nominee
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    2004 Recipient
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    2002 Excellent Education Program
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    2001 Nominee
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    1996 Outstanding Classroom Video
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    Grant Recipient, 1993

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    Fireside Chats

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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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