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Clint, an AP U.S. History teacher, first used Superstructures to review prior learning. What stood out was how quickly students engaged with the feedback loop, revising and improving their responses during the activity rather than after instruction. “They wanted to better the response to get more badges—more recognition for the response,” he recalled, as students worked to add detail and strengthen their thinking in real time.
He also saw an impact on participation, especially for quieter students who were able to contribute by typing their thinking instead of speaking out loud. As he noted, Superstructures helps students “be involved in the class and the discussion” in a way that feels more accessible for some learners.
In his AP classroom, students also responded directly to each other’s ideas, connecting responses and engaging with different perspectives to deepen understanding. Clint emphasized the value of the teacher view, which gives real-time summaries of student thinking and suggested questions, allowing him to adjust instruction in the moment based on what students need.