You know those creative assignments that should spark magic but end up falling totally empty…for you and for your students? I’ve been wrestling with that for a while, especially when it comes to things like “rewrite the ending” or “imagine an alternate scene.” And weirdly enough… it was a blurb about Squid Game fan rewrites that finally helped me figure it out.In this episode, I’m talking about:Why creative assignments don’t always work the way we hopeThe difference between critical remix and fandom remixWhat most student engagement is actually measuring (spoiler: not creativity)How to build real investment before you ask students to createThis one’s part teaching reflection, part mini-rant, part deep dive into what happens when we confuse caring with creativity—and why that mix-up shows up all the time in English classrooms.Check out my session on building engaging classroom communities based on fandom principles at The Joyful Reading Summit. Get your ticket here → https://dmhicks00--samanthainsecondary.thrivecart.com/the-joyful-reading-summit-2025/

Picture this: Everything you've ever owned, everything you've ever eaten, every experience you've ever had—all of it gets put on a bagel. That's the central image from Everything Everywhere All at Once, and it's exactly where we are as teachers right now with AI. Everything about AI is being put on the education bagel, and somehow, in the middle of all this noise, you're supposed to figure out what's actually good for the humans sitting in your classroom. In this episode, I explore how the film's framework helps us navigate the AI moment without losing ourselves (or our students) in it.

What if your students were living their own version of Severance? In this episode, I explore how science fiction can illuminate the hidden architecture of our classrooms — starting with the unsettling parallels between the world of Severance and the way students split their authentic thinking from academic performance.

From AI-written essays to the quiet grief of “bleed-through moments,” this is a look into cognitive residue, compartmentalized learning, and what it takes to build a classroom that resists separation and invites wholeness.