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Charles, a 5th grade teacher, first used Superstructures during a lesson on states of matter and immediately saw students engage in a new way. “I got a badge! What does that mean?” he recalled students asking as they learned how their responses were measured using benchmarks tied to different levels of understanding. For Charles, Superstructures quickly became a classroom staple because students became highly motivated by earning badges and began adjusting their thinking based on the badge feedback.
Over time, he noticed the energy shift from excitement to focused collaboration, with students helping each other improve their responses and earn more badges. He described it as “ highly collaborative” even though students were working on their own structures.
He also saw a clear impact on quieter students, who began gaining confidence through the visibility of their thinking. As he put it, “My quiet students aren’t so quiet anymore” once they saw their ideas being recognized. Charles emphasized that the platform helps surface every student’s thinking in the moment in a way that whole class discussions or group work can’t accomplish—making it possible to capture voices that would otherwise be missed and use that insight to guide instruction.