Fantastic Teaching

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The latest superhero movie teaser to hit the internet is that of Fantastic Four, a.k.a: FANT4STIC: 

fantasic-four 2015 logo

If a Fantastic Four movie sounds familiar, that’s because there have already been two big budget FF films since 2005.

For an interesting comparison, take a look at the 2005 Fantastic Four movie‘s trailer (starring a pre-Captain America Chris Evans and a post-Commish Michael Chiklis):

Now watch the teaser of the 2015 version:

Quite the difference in tone, don’t you think?

But to me, that’s what makes iconic superheroes so special.  Building off a core of archetypal characters and themes, different creators can tell stories through a variety of styles.  (And it’s always fun to see fresh new takes on superpowers.)

Like parallel universes in comic books, a parallel application exists in the world of teaching.  In order to reach students and inspire meaningful learning, an effective teacher applies his or her individual personality and talents to a framework of fundamental research and established methods.

So let’s talk about some essential elements of effective fantastic teaching, using Marvel’s first family for inspiration (and images courtesy of artist Bruce Timm).

Mr. Fantastic (Reed Richards)

mr fantastic Egocentric name aside, Mr. Fantastic is known for his amazing intellect as much as his elastic superpowers.  Two things we can take from the Fantastic Four’s leader:

1. Teachers must be smart.  For those of us with normal IQ’s, we must do our best to study and develop rich understanding.  This growing knowledge base should be limited to our particular subject(s), but all the arts and sciences, and–perhaps more importantly–research on how people learn and applicable teaching strategies.

2. Teachers must be flexible.  You don’t have to wear a uniform made of unstable molecules (though it’d be cool to try), but you must be ready to bend, twist, and stretch if you want to stay sane.

Human Torch (Johnny Storm)

torch timm In addition to flexibility, fantastic teachers have a healthy sense of humor, much like the FF’s resident jokester.  And figuratively speaking, teachers should be able to instantly “flame on” and fire up a jaded class into a group of enthusiastic learners.

Invisible Woman (Susan Storm-Richards)

invis woman Here’s where we get more profound.  Teachers are often most effective when they stay out of the spotlight.  Instead, they put the primary focus on learning and encourage students to take responsibility and leadership in the process.

A common motto used among educators is to relinquish the classroom role of “sage on the stage” and be a “guide on the side.”  Sometimes, that guide is so good the students hardly notice his or her presence.

invisible woman force field In many ways, Sue Storm has the most powerful abilities among her teammates.  Not only can she turn invisible, she also can produce invisible force fields for both offensive and defensive purposes.  Teachers must also do their best to protect their students and colleagues from all kinds of dangerous attacks – unseen or otherwise.

The Thing (Ben Grimm)

thing bruce timm small In addition to protecting students, fantastic teachers also need to protect themselves.  Like the ever lovable, blue-eyed Thing, teachers must exhibit some thick skin.  We have to withstand a daily barrage of gripes and wisecracks that rival Dr. Doom’s black magic blasts.

dr doom blast

Fool! Doom never does homework!

To use another metaphor, teachers should be judicious in deciding when “It’s clobberin’ time!”

clobberin time

Even fantastic teachers have students who occasionally act out worse than Mole Man’s Moloids.  We can’t simply exile these misguided minions into the Negative Zone.  But we can’t allow class clowns to ruin everyone else’s opportunity to learn, either.

moloids crowd

Your teacher’s worst nightmare.

It takes wisdom (sometimes a Reed Richards-level of intellect) to know how to squash misbehavior without squashing the student (emotionally, that is).  It also requires a mix of courage and compassion.  Even the best teachers aren’t perfect in determining when and how to manage, discipline, and/or overlook student actions and attitudes.

Nobody’s perfect.  But we can strive to be fantastic.  Use insight from the “World’s Greatest Comic Magazine” to help you get there.

No cosmic radiation required.

fantastic-four cosmic

Flex Plan

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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).

upcoming-dc-films1

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.

Avengers-Infinity-War-logo

“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.

Art ScopeSequence BIG

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! 

mr fan in action

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.

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