One comic book character who is prime for a screen adaptation is DC’s The Question. In fact, the folks at WhatCulture.com list The Question as one of their “10 Obscure Superheroes That Badly Need a Movie Treatment.”
A movie may work fine, but an ongoing Question TV Series would be a perfect fit, featuring a street-level noir hero with regular crimes and conspiracies to solve. If you want to see The Question in animated action, you can find some highly regarded appearances in the Justice League Unlimited series.
You can also find a nifty short YouTube documentary on “Who is the Question?” right here. The most iconic version is Vic Sage, although more recently the moniker (and mask) was taken over by Renee Montoya, best known as a detective in the Gotham City Police Department. [A live TV version of Det. Montoya has appeared in Fox’s Gotham series. No sign of any Question(s), though.]
In case you’re wondering, there IS a superhero known as The Answer in comic books. You can read more about The Answer here and here. Judging from his appearance, I’d say a more appropriate name is The Exclamation Point or The Interjection!
In teaching, we know that “Questions are the Answer.” Often, what makes or breaks a lesson is how the teacher interacts with students during the activity.
Rather than just talking at students, teachers must ask questions throughout each lesson. Questions and similar prompts are effective ways to encourage thoughtful reflection, promote engaged discussion, monitor student thinking, and more.
Unfortunately, research has found that a vast majority (70-80%) of questions asked by teachers require nothing more from students than reciting facts or guessing simple answers (Gall, 1984; Watson & Young, 1986; Bergman & Morphew, 2014).
So the question is this: What kind of questions do you ask?
Challenge yourself to challenge students by habitually asking questions that require high-level thinking, such as those skills classified in Bloom’s taxonomy of educational objectives: Application, Analysis, Synthesis, and Evaluation (Bloom, 1956).
How do you begin? Here are a few resources I’ve recently come across that may be a good start:
– From Edutopia: “5 Powerful Questions Teachers Can Ask Students”
– From The Huffington Post*: “25 Ways to Ask Your Kids ‘So How Was School Today?’ Without Asking Them ‘So How Was School Today?'”
*This second resource is more for parents, but teachers can gain ideas from the example questions for encouraging conversation.
The goal is to get kids thinking, reflecting, and sharing so you and their classmates can also think, reflect, and share ideas.
I’m glad there are two Questions running around in comic books. It reminds us that teachers need to use multiple questions in our interactions with students. One question is often not enough.
Like Batman and his utility belt, you should have an entire arsenal of prompts and queries at your ready, posing the right one at the right time.
I don’t own a utility belt, but I do keep a small index card in my pocket with question stems such as “In what ways . . .?” “For what reasons . . .?” “How might you . . .?” and many more. Whenever I’m stumped for a good question, I can check my list to keep the conversation going. And like Batman with his belt, you should continuously update and improve your questioning strategies.
Unlike the hero The Question, however, you will want to add engaging facial expressions. Smile a little. Make appropriate eye contact. And talk in a welcoming tone of voice.
Not the face you want to see in a classroom.
The Question wants to hide an identity and frighten bad guys. Teachers, on the other hand, need to be personable and supportive of students. Your questions and interactions, when used effectively, are an important part of this equation.
Speaking of which, there is no mainstream superhero called The Equation. Get on it, math teachers!