Stark Talking

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Nerds love to debate superhero superlatives. Who’s the strongest? Who’s the fastest? Who’s the most powerful?

Thanks to @reddit_user_1948, now we know which Avenger is the most talkative:

Iron Man a.k.a. Tony Stark.

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These results are based on comparing dialogue from the six original Avengers in the Marvel movies, summarized below:

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Dialogue in the classroom is another topic of extensive study. In such research, teachers are like Tony Stark in that they dominate the spoken word.

One of the most well-known researchers in classroom interactions is Ned Flanders.

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(No, not this Ned Flanders.)

Back in the 1960s and 70s, Flanders found that 70% of classroom time is talk, and 70% of this time is teacher talk (1970). He also reported that teachers of high-achieving students talked less (55% of the time) than teachers working with low-achieving students (80% of the time).

No mention of cause and/or effect here, but one could also consider the advice of Harry and Rosemary Wong (First Days of School), who note that those who are “doing” more are the ones who are learning more. In this case, it stands to reason that classrooms with higher rates of student talk (on task) would result in greater student learning.

Instead of Tony Stark/Iron Man, perhaps teachers should look to less vocal heroes like Hawkeye, the archer Avenger. Following Hawkeye’s example, teachers can use fewer words with more precision.

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Like well-aimed arrows, teachers could use purposeful questions and prompts to engage students, assess understanding, and guide discussion.

We’ve discussed questions before (such as here), and unfortunately, good questions don’t always come easily.

Additional research has found that of the 80,000 or so questions teachers ask annually, 80% of them are low level, requiring simple student responses without much thought (Gall, 1984; Watson and Young, 1986).

Like the Flanders research, some of these studies on teacher questioning are several decades old (“classic”). Effective teaching is timeless, however.

Likewise, several classroom habits still linger. For instance, I’ve studied pre-service teachers’ questioning (Bergman, 2013) and found classroom patterns similar to the past. Here’s a sample of those results:

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No matter how much you talk in the classroom, be sure to make it count. Be intentional in your speech with planned questions and responses to engage students in thoughtful learning.

At the same time, be thoughtful in your own teacher talk. Be flexible and nimble, too, ready to “ad lib” when necessary.

After all, one of Tony Stark’s most memorable movie lines was improvised. Maybe you remember this ending to the very first Iron Man film:

 

Here’s the “behind-the-scenes” story of this famous line, which was instrumental in shaping the entire Marvel Cinematic Universe. Consider how teachers’ words in the classroom can be equally impactful toward student learning and interest.

Adding some humor helps, too.

 

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Hidden Wasps

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This month saw the release of a new comic from Marvel:  The Unstoppable Wasp, which stars a new Wasp heroine who is the teenage daughter of Hank Pym (original Ant-Man) and his late first wife.

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The original Wasp, Janet van Dyne, is known as Hank Pym’s second wife and a founding Avenger.  In fact, she’s the one who named “The Avengers,” as seen at the end of issue #1 way back in 1963:

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Janet is perhaps most famous for her colorful variety of costumes.  In fact, someone actually went to the trouble of cataloging all of Wasp’s outfits from the past 50+ years.  Here’s just a few:

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Contrast the elder Wasp’s fashion sense above with younger Wasp’s mission, outlined in the comic panels below:

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Reviewers are mostly positive toward Marvel’s new take on the Wasp and its pro-STEM  message, especially for girls.  Unstoppable Wasp #1 has been called “relentlessly positive” with “infectious enthusiasm.”  Take a look and consider for yourself:unstoppable_wasp_1_3

I must admit, a mash-up of science, pop culture, and cheesy humor occurs in my classroom on a daily basis.  So of course I’m totally in favor of a comic like this.

In a universe known for its brilliant scientists–Tony Stark, Bruce Banner, Reed Richards, Hank Pym, Henry McCoy, etc.–Marvel is wise to put more emphasis on female contributions.

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And if you want more reasons for improving the gender balance in STEM-related work (science/technology/engineering/math) in the REAL world, take a look at some statistics here.

I’m not arguing that all students (male or female) should pursue STEM careers or college degrees.  But we do need students (and society) thoroughly educated in science and math, as well as ALL other disciplines.  Some folks add “Arts” to advocate for “STEAM” education.  I say throw in the Humanities, History, and Physical Education can call it “SHHTEAMPE” (Trademark 2017).

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Maybe you haven’t heard of The Unstoppable Wasp, but you might know about the movie Hidden Figures.  This recent film (based on the book) shares the story of REAL women and their challenges and contributions.

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Sadly, I haven’t seen this film yet. But it’s already one of my wife’s all-time favorite movies, so it’s only a matter of time.  Until then, Smithsonian Magazine‘s website provides an interesting overview, “The True Story of ‘Hidden Figures,’ the Forgotten Women Who Helped Win the Space Race.”

This feature also shares author Margot Lee Shetterly’s background (and ongoing) work in uncovering details about the people involved.  I appreciate the article’s final paragraph and quote from Shetterly, because it evokes super-heroics even as it emphasizes down-to-earth human effort:

“[Shetterly] hopes her work pays tribute to these women by bringing details of their life’s work to light. ‘Not just mythology but the actual facts,’ she says. ‘Because the facts are truly spectacular.'”

The impact of the people in Hidden Figures continues today, with reports about increased interest in STEM by girls and minorities.  I don’t know if The Unstoppable Wasp will have the same effect, but teachers may want to try both artistic resources in their classrooms.

Here are some other suggestions from “experts” talking with CNN about increasing girls’ interest in STEM.  I’d say that many of these ideas are applicable to all children and all subject disciplines.

What about you?  You don’t have to teach in a STEM-related field.  What “SHHTEAMPE” strategies do you use to make learning meaningful and memorable?