Where will you be in five years?
If you like superheroes, a good bet is you’ll be sitting in a theater watching the latest Marvel or DC movie. And chances are you’ll have seen multiple superhero movies between now and then.
A recent Warner Bros. shareholder meeting featured the announcement of several tentpole movie projects into the year 2020. This list includes TEN films starring DC Comics superheroes (and antiheroes).
Not to be outdone, Marvel Studios held a special shindig where they announced NINE movies set in their “Marvel Cinematic Universe,” involving the Avengers, Guardians of the Galaxy, Black Panther, Dr. Strange, and more.
“Infinity” sounds about right.
If you add in movies based on other Marvel Comics heroes (X-Men, Spider-Man, Fantastic Four, etc.), that makes OVER 40 FILMS currently planned for Marvel or DC comic book characters.
And that’s not even counting additional comic book and superhero projects. So we’re headed either into the Double Platinum Age of Comic Book Movies or Major Market Saturation.
Of course, many of these projects may get derailed or delayed along the way. (Don’t hold your breath for “Unannounced Female Character Spider-Man Movie” in 2017.)
Plans change, and no one knows that better than teachers.
Adventures with Scope & Sequence
Those of us in the field of education know about something called “Scope and Sequence.” Not only does “Scope and Sequence” sound like a terrific crime-fighting duo, S&S is a general phrase given to long-term planning in the school year.
Here is an example Scope and Sequence from an elementary art teacher, courtesy of the smARTteacher website.
I think of scope as the overall main ideas and concepts students should learn in a class, and sequence is the general order in which they could learn, connect, and practice these main ideas.
Notice the language used here: “overall” “general” “could.”
It’s important to remember that long-term planning should be flexible, like the Ever-Elastic Mr. Fantastic!
Sometimes adjusting to curriculum guides can feel like deflecting bullets.
All kinds of variables arise during a school year that require adjustment and revisions: prior knowledge, curriculum mandates, assessment schedules, special events, weather cancellations, and–MOST IMPORTANTLY–student learning.
Districts often have a Pacing Guide that indicates the key content, units, and even activities teachers should use in their specific courses. Here are some pacing guides for science teachers in Mobile County Public Schools (AL), if you’re curious.
The key word here is “guide.” Classroom teachers know their students best, and therefore the best methods and schedules for helping students learn.
To coin a scientific-sounding mantra: Student learning should be the constant, with time as the dependent variable.
If students require more time to master a topic, give them more time. Don’t plow through a chapter just because you think you need to stay “on track” to finish a certain textbook. (Who said you had to finish the textbook in the first place?) Conversely, don’t slog through something the kids already know or don’t need to know.
A Super Biology Teacher
I met a science teacher who was just one of six teachers who taught Biology 1 in his school building. The basic requirement was all Biology 1 teachers had to get through Chapter 10 by the end of December. The reason was students could switch teachers at the semester break, so everyone needed to be at “the same spot” beginning in January.
Sounds logical, but not every teacher (or student) will work at the same rate or want to focus on the same content. Some concepts and skills are more important than others. So what do you do if you don’t agree with a prescribed schedule?
I love what this science teacher did. He made sure he was done with Chapter 10 by the end of December, but he shuffled chapters to create the most meaningful sequence for his students. Moreover, this teacher spent more time on some chapters and less time on others that weren’t as necessary for learning fundamental biology concepts.
Sound out of order? That’s nothing new to readers of comic books, where odd numbering systems abound (see multiple #1 issues, #0 issues, #-1 issues, backwards releases, flipped issues, etc.). Heck, there’s even a blog totally committed to the convoluted topic of Comic Book Numbering.
The bottom line in comic books is finding strategies and gimmicks to sell the most issues. The bottom line for teaching is arranging lessons and units to encourage the most learning.
So whether you’re talking about billion-dollar film franchises or the infinite potential of today’s students, do take time to plan ahead. But always keep your plans open to change.
And always leave the door open for a dynamite sequel.