Walk into classrooms using Superstructures and you’ll notice the same thing happening at different grade levels: students are doing the thinking together. Instead of waiting for a hand to go up or for work to be collected later, students are responding as ideas are introduced, seeing how their classmates think, and adjusting their own understanding in the moment.
What changes from classroom to classroom is the content. What stays consistent is the structure around the learning. The testimonials below show how that structure plays out across elementary, middle, and high school classrooms, and what becomes possible when student thinking is made visible during instruction.
Seth, an 8th grade social studies teacher, first used Superstructures to teach the Reconstruction era and was impressed with the level of student engagement. Using a Spectrum structure, he asked students to place events from “most impactful success” to “most impactful failure,” which helped them think more deeply about the topic and evaluate Reconstruction as a whole.
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Makenzi, a middle school science teacher, used Superstructures with her 6th, 7th, and 8th grade classes and saw an immediate shift in engagement. “Each class really, really enjoyed participating,” she explained, noting that students felt more confident and more willing to engage in the curriculum.
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