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Critical Thinking for Leaders and Educators: An AI Framework

by Miguel Guhlin
written by Miguel Guhlin

Critical thinking frameworks and AI prompts: How do they mix? I’ve wrestled with this question. I know I’m thinking critically when I craft prompts, but the process eludes me. What if AI could map my thought process, label it, and fill in the blanks? That’s the challenge I tackled… And I found digital gold.

In this post, you’ll discover a battle-tested critical thinking framework. You’ll see how it supercharges AI prompt generation and you’ll see real education problems crumble under this one-two punch.

Graph reflecting perspectives on critical thinking
Graph reflecting perspectives on critical thinking

Why Critical Thinking?

A systematic approach to analyzing and improving our thought processes is essential. Survey findings (see graph above) reveal these insights:

  • 86% find critical thinking skills lacking in the public at large.
  • 60% of respondents reported not having studied critical thinking in school.
  • Only about 55% reported that their critical thinking skills had improved since high school.
  • 90% think courses covering critical thinking should be required in K-12 education

Take a moment to reflect on your own perspective on critical thinking. Also, ask yourself, “What process do I adhere to that ensures I think in a critical manner and don’t miss anything?”

Problems Perspectives Among Educators

If it isn’t enough that critical thinking skills and processes lack value in schools, our own perceptions as educators are concerning. Consider these teacher perceptions below. Do they reflect your own concerns about critical thinking instruction?

  • 42% of teachers reported that students should learn basic facts first, then engage in critical thinking practice.
  • 16% believed that basic facts and critical thinking should be taught separately.
  • 55% of teachers believed that the emphasis on standardized testing made it more difficult to incorporate critical thinking instruction in their classrooms (source).

What’s even more concerning is public perception about critical thinking among youth. “Only half of survey respondents say their experience in school gave them strong critical thinking skills”(source).

As AI rolls out in schools, one concern is that AI could short circuit critical thinking.

Short-Circuited Thinking: AI in Schools

These three quotes capture many of the concerns people have about AI, focusing on bringing AI into schools:

  • “Overdependence on AI for problem-solving can hinder students’ ability to think critically and develop independent learning skills” (source)
  • “A reliance on AI in a school setting restricts the development of critical-thinking abilities, causing significant laziness and decision-making skill loss among students” (source)
  • “Over-reliance on AI could lead to a loss of critical thinking skills and judgment among individuals” (source)

How could a critical thinking framework help?

The Paul-Elder Critical Thinking Framework

Few approaches to developing this skill are as comprehensive and well-structured as the Paul-Elder Critical Thinking Framework. Dr. Richard Paul and Dr. Linda Elder crafted the framework. It provides a systematic approach to analyzing and improving our thought processes.

This is a simplified version of the framework based on my own understanding. See a fully-elaborated version online via the University of Louisville, KY
This is a simplified version of the framework based on my own understanding. See a fully-elaborated version online via the University of Louisville, KY

The framework consists of three main components:

  • Elements of Thought (the tools):
    These are the different aspects of thinking. They include asking questions, gathering information, making assumptions, and drawing conclusions. Use these when you think about anything.
  • Intellectual Standards (how well you use the tools):
    These are ways to check if you’re using your thinking tools well. For example, are you being clear? Accurate? Relevant? Fair? These are how you use the thinking tools.
  • Intellectual Traits (becoming a skilled thinker):
    These are habits and attitudes. Using them improves your thinking over time. It’s like becoming a master carpenter with your thinking tools.

Want to learn more? Visit the Foundation for Critical Thinking website. You will find resources that Dr. Paul and Dr. Elder created. This includes their seminal work “The Miniature Guide to Critical Thinking Concepts and Tools” (Paul & Elder, 2010).

Critical Thinking (CT) Framework for AI

My interest in Paul-Elder’s Critical Thinking framework (PECT for short) is in adapting it for AI prompt generation. There’s a LOT to process in the original, but I’m wondering if that could be simplified.

Disclaimer: The following is my own understanding, assisted by AI, of some ways to apply Paul-Elder Critical Thinking Framework to prompt development. Any errors, mistakes are mine alone and should not reflect on the excellent work of Dr. Paul and/or Dr. Elder. So, with apologies to the authors, let us proceed.

Consider the following simplified version of the PECT framework:

You can see on the left side, what you need to do. On the right side, you will see how to write a prompt that instructs an AI chatbot. What I like about these instructions is that they cover quite a bit of ground.

Problems from the Field

Let’s examine these AI-centric instructions in the context of three problems you might encounter as an educator.

Problem #1: Curriculum Straitjacket

Here’s a problem many of us have encountered:

Ms. Johnson, a high school English teacher, struggles to implement a new standardized curriculum mandated by the district. The prescribed material feels rigid and doesn’t account for her students’ diverse needs and abilities. She finds herself torn between following directives and adapting lessons to engage her class effectively.

Problem #2: Discipline Tug-of-War

Here’s a problem a principal might encounter:

Principal Rodriguez faces mounting pressure from parents regarding the school’s approach to student discipline. Several vocal parents demand stricter punishments, while others advocate for more restorative practices. He must navigate these conflicting views while maintaining a safe and supportive learning environment.

Problem #3: Achievement Chasm

The widening achievement gap is a challenge, especially post-pandemic remote learning:

Mr. Chen, a middle school math teacher, notices a widening achievement gap in his classroom. Despite his efforts, a group of students consistently underperforms. He grapples with how to provide targeted support without neglecting the rest of the class or falling behind on the curriculum timeline.

How might the PECT framework adapted for AI help out?

The Solutions

To develop solutions for each problem, it’s important to first do your homework. Work through the instructions below for each problem. They invite you to be your best self and gather necessary information.

1. QUESTION (Purpose & Problem)

  • What exactly am I trying to solve or understand?
  • Why is this important?

2. CONTEXT (Information & Assumptions)

  • What key facts or data are relevant?
  • What assumptions am I making?

3. PERSPECTIVES (Point of View & Breadth)

  • What’s my viewpoint on this?
  • What other perspectives should be considered?

4. IMPLICATIONS (Consequences & Depth)

  • What might result from this?
  • What deeper issues are involved?

5. CLARITY (Standards for Answer)

  • How should the AI structure its response?
  • What level of detail do I need?

6. EVALUATION (Critical Thinking Traits)

  • How can the AI help check my reasoning?
  • What biases should I be aware of?

With those responses in hand, you can now put them into AI friendly instructions. Since organizing all these instructions might be difficult, I’ve organized them for each problem below.

First, you explore your responses to the “My Planning” portion. Then, ask the AI using instructions crafted from your responses. Finally, you assess the AI’s response in light of your awareness of real life variables. This could be a recursive process, where you fine tune the first two steps to get a better result from the AI.

ProblemMy PlanningAsk AI and Assess Response
Curriculum StraitjacketExploreAsk and Assess
Discipline Tug-of-WarExploreAsk and Assess
Achievement ChasmExploreAsk and Assess
Click to View Full Text

Critical Thinking for Leaders

Give the Paul-Elder Critical Thinking Framework for AI Prompt Development a try. You may find it helpful even if you do not use or rely on AI at all. Finally, please find the entire Paul-Elder Critical Thinking Framework for AI Prompt Development for viewing or to grab if you want a copy of it for printing and sharing with others.

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Curricular StandardsDigital LiteracyInstructional CoachingLeadership

TCEA ELEs: Essential Learning Expectations

by Miguel Guhlin
written by Miguel Guhlin

Wish you had an easy to understand and apply set of expectations for technology in education? The Texas Computer Education Association (TCEA) has you covered. We’ve introduced Essential Learning Expectations (ELEs) to guide educators in preparing students for the modern world. Let’s explore briefly how these ELEs can transform professional learning in schools.

Embracing Technology Integration

Technology integration is a cornerstone of the TCEA ELEs. Teachers are expected to seamlessly incorporate technology into their practices, including the use of AI tools to enhance student learning. TCEA offers student AI literacy frameworks, as well as a specific ELE for AI in Education.

Classroom Scenario: Mrs. Rodriguez uses AI-powered writing assistants in her English class. “By integrating these tools, students not only improve their essays but also learn to critically evaluate AI-generated content,” she explains.

Did You Know?
TCEA is available to provide professional learning on the topics covered in the TCEA Essential Learning Expectations. You can also access a list of TCEA ELEs aligned online, self-paced courses.

Fostering Digital Literacy

The ELEs emphasize the importance of digital literacy, particularly in evaluating online information and combating misinformation.

Classroom Scenario: Mr. Chen guides his students through a fact-checking exercise. “We’re learning to verify online sources and recognize credible information. It’s crucial in today’s digital age,” he notes.

Please align this curriculum chapter with the TCEA ELEs for instructional coaches.
Give the TCEA ELEs Alignment Assistant a try. It will align what you give it to the TCEA ELEs. Try it now

Promoting Inclusive Learning Environments

Creating inclusive classrooms that respect diversity is a key focus of the ELEs.

Classroom Scenario: Ms. Thompson implements culturally responsive teaching methods. “By valuing diverse backgrounds, we create an environment where all students feel engaged and motivated to learn,” she shares.

Essential Learning Expectations

The TCEA Essential Learning Expectations (get the PDF or align your documents to TCEA ELEs) provide a comprehensive framework for educators to create engaging, effective, and inclusive learning environments. By focusing on technology integration, digital literacy, and inclusive teaching, these ELEs prepare students for success in an increasingly complex world.

Guided Activities

Take a peek at how classroom learning aligns to an Essential Learning Expectation:

ActivityDescriptionTarget AudienceAligned ELE
AI Writing WorkshopIntroduce AI writing tools and discuss their impactHigh School StudentsTeacher ELE 1.0 Tech Integration, Student ELE 1.0 Tech Savvy, Education AI ELE 3.0 AI-Enhanced Learning
Digital Fact-Checking ChallengePractice verifying online informationMiddle School StudentsTeacher ELE 2.0 Digital Literacy, Student ELE 2.0 Online Safety, Education AI ELE 4.0 AI and Critical Thinking
Cultural Diversity ProjectCreate presentations celebrating different culturesElementary StudentsTeacher ELE 3.0 Inclusive Teaching, Student ELE 3.0 Collaborative Learner

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Back to SchoolCurricular StandardsLibrariesTechnology ApplicationsTEKS

Integrating the New Technology Application TEKS in the Library

by Patrina Nix and Stephanie Galvan Russell
written by Patrina Nix and Stephanie Galvan Russell

The new K–8 Texas Essential Knowledge and Skills (TEKS) are here and ready for implementation with the start of the 2024 school year! There are several changes and updates in these new technology application TEKS, but one of the most impactful changes is the integration of the TEKS into all subjects. This means everyone is responsible for the new TA TEKS, including librarians.

Librarians already teach many of the topics found in the new TA TEKS, but if you need new ideas, we’ve compiled several easy ways to integrate the TEKS into both elementary and middle school libraries. You can also see more ideas for implementation in Stephanie and Patrina’s Summer Librarians Conference presentation at this link.

TA TEKS 1. Computational Thinking: Coding and Breaking Down Ideas into Small Pieces

The new TA TEKS introduces coding starting in kindergarten, which means that you now have a documented reason to pull out those Beebots, Code and Go Mouse kits, and Spheros. Start with unplugged coding by breaking down a story into smaller sequential pieces. Make a giant grid on the floor and allow students to take turns being the main character of the story while the rest of the class helps (codes) the character through the story. Then try doing the same tasks using Beebots or other simple coding robots. 

In secondary libraries, implementing puzzles or logic games into your makerspace is a great way to start embedding computational thinking. Don’t forget online options too! Scratch, ScratchJr., Bloxly, Ozobots, Code.org, and lots of other websites offer online coding opportunities. 

TA TEKS 2. Creativity and Innovation: Understanding Design Processes, Emerging Technologies, and the Impact of Technology on the Community

Do you have a 3D printer that you don’t know what to do with? Well, it’s time to get that printer out of storage and learn how to use it! Students can use programs like Tinkercad to create 3D projects to solve everyday problems. If their designs don’t work (and they probably won’t), they can follow the engineering design process by returning to the online program to correct the problems.  

In the secondary libraries, teach students and/or teachers how to design comic strips using Canva. If you have access to Adobe Express, this is a great tool to implement as well. Secondary students also enjoy open-ended projects that can be done in a makerspace. 

TA TEKS 3. Data Literacy, Management, and Representation: Learning How to Find and Organize Data

From using keywords to demystifying the intimidating Boolean operators, librarians are uniquely equipped to help kids find reliable and relevant information. Librarians can make collecting data fun for younger students by posting data on their favorite or most checked-out books. Let students vote for their favorite book by putting a cotton ball in a jar. As the cotton balls grow, they will see the numbers grow. What a great way to help young students see a visual representation of numbers!

In secondary libraries, take a survey of favorite genres, books, or reading preferences (ebook, audio, print) and then show students how to take this data and manipulate it to make it visual! You can also collaborate with math/science teachers to show students how to manipulate and create visual data using Google Sheets and Google’s Looker Studio. 

TA TEKS 4. Digital Citizenship: Acting as a Responsible Citizen in a Digital Community

One effective way to teach Digital Citizenship is using picture books. This method is successful because of the conversations, and community building, that happen with a shared book. In Patrina’s TechNotes article “Seven Picture Books with Digital Citizenship Themes,” you can discover how to use picture books to teach digital citizenship concepts.

In secondary libraries, create a library blog where you have students write blog posts about digital safety and etiquette. You can also help students make Tik-Tok style videos and post them on the library blog as well. 

TA TEKS 5. Practical Technology Concepts: Using a Computer and Identifying the Pieces

With more and more state testing occurring online, our students are in dire need of correct keyboarding and mouse skills. Basic skills should be taught using a typing program, but you can reinforce those skills by having students type all kinds of things in the library. Let students type out book reviews or explanations for their coding activities. Students need to learn how to name, share, and organize their files, so let them share their documents with you. Buy nonfiction books about robots, computers, AI, coding, and other concepts that you can share with students. Display them with an old computer that you’ve taken apart so they can see the insides.

Librarians have been promoting makerspace, coding, robotics, good research practices, and digital citizenship for years. While these topics seemed like added components to the curriculum in the past, they are now a required part of every Texas school. Document your projects and share with your administrators the amazing work you are doing to support the new technology application TEKS in the library!

Patrina Nix

Patrina is a Library Media Specialist at Cedar Creek High School in Bastrop, TX, and the Lead Librarian for Bastrop ISD. She has been in education for 20 years as a teacher or librarian in Georgia, Colorado, Kansas, and Texas. She especially enjoys presenting at educational conferences and mentoring new librarians. When she’s not teaching or leading from the library, she loves two-stepping in dance halls and tubing down Texas rivers with her husband and three daughters! Patrina shares her library and family adventures on Instagram at @CedarCreekReads and @PattieNix

Stephanie Galvan Russell

Stephanie Galvan Russell is a School Librarian, Educational Technology Specialist, and Instructional Designer in Austin, TX. She serves as Chair of the TLA Spirit of Texas Reading List Committee, has been Chair of the Texas Maverick Graphic Novel Reading List Committee, and was a member of the 2023 TxLA Annual Conference Planning Committee. Stephanie is a graduate of the 2023 Class of TALL Texans Leadership Development Institute. Stephanie was the 2018 YART Young Adult Reading Incentive Winner and TASL Media Virtual Presence Honorary Award Winner for her blog, The Lispy Librarian. She also manages the TCEA Librarians Online Community. Her passions include effective technology integration, engaging and purposeful PD, and connecting students to diverse books. She can be found on socials @lispylibrarian.

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Back to SchoolDigital CitizenshipDigital LiteracyTechnology ApplicationsTEKS

Integrate the 2024 TA TEKS into Your Third Grade Classroom

by Macee Hall
written by Macee Hall

The Texas State Board of Education’s new Texas Essential Knowledge and Skills for Technology Applications for K-8 students has educators working to update their lesson plans to meet overarching educational goals. This change can feel overwhelming, but implementing the new 2024 TA-TEKS into your elementary coursework just takes some creativity and a little elbow grease! 

NOTE: For information on TA-TEKS for students in kindergarten, first, and second grade, check out our Technology Applications: TEKS for Grades K-2 online course. Keep an eye out for expanded grade level offerings in the near future. 

2024 TA TEKS Updates

The new TEKS list was formally adopted in 2022, but does not take effect until the 2024-2025 school year. With the former TEKS in place since the Fall 2012 semester, members of the board decided it would be more beneficial to set goals for each grade level, rather than banding several grades together as they had done in previous years. Third-grade TEKS, specifically, represent five core strands that include:

  1. Computational thinking
  2. Creativity and innovation
  3. Data literacy, management, and representation
  4. Digital citizenship
  5. Practical technology concepts

The new set of TA TEKS will place a heavy emphasis on problem solving. And, for educators, that emphasis is a great place to focus when creating lesson plans for the new year and beyond.

Three Ways to Use the New 2024 TA TEKS in Your Classroom

When crafting lessons that not only weave technology into core educational goals, but that also follow the required benchmarks set by the state, it’s important to emphasize critical thinking and digital literacy in an age-appropriate way. 

Keep in mind that, even though we’ve honed in on ideas for third graders in this specific article, these lessons can be tweaked and reshaped to fit any late-elementary grade levels. 

Encourage Creativity with Digital Storytelling

2024 TA TEKS strands involved:

  • Creativity and innovation
  • Practical technology concepts

To enable students to utilize technology in fun and creative ways, help them create and share multimedia stories. Start by introducing the concept of digital storytelling. At this point, students should be familiar with the general cadence and structure of their favorite books, so you may consider choosing an existing story to use as the basis for an example project where you share a tale they know and love in a new way. You may also want to provide a list of themes or prompts to help your students brainstorm or encourage them to think outside the box!

Have students utilize storytelling apps like Storybird or Book Creator to build their creations, complete with text, images, and even audio clips. Then have them share their finished projects with the class to encourage public speaking and presentation, skill building that they’ll need later on. 

Spark Interest with Digital Research Basics

2024 TA TEKS strands involved:

  • Computational thinking
  • Data literacy, management, and representation
  • Practical technology concepts

Help students develop priceless research skills by utilizing digital tools and resources to learn more about a fun topic of your (or their) choice. Start by teaching students how to gather accurate data from reliable sources. At a third-grade level, steer them towards education-focused sites like National Geographic Kids or Smithsonian Kids and help them learn to navigate using the search bar and menu. 

You may even want to take it a step further and teach them how to evaluate online sources for credibility and accuracy. Make it fun with some outlandish examples. There was a period in the late 2000s where a certain site listed George Washington as a ninja who had a black belt, so there’s bound to be a silly example to highlight your point somewhere on the web. If you can’t think of one, check the the “Save the Tree Octopus! Helping Students Develop Critical Thinking Skills” lesson plan. Don’t forget to finish the project by having students create a slide deck and present their findings for an added educational bonus.

Foster Critical Thinking with Digital Citizenship and Safety

2024 TA TEKS strands involved: 

  • Computational thinking
  • Digital citizenship

Build on the basic digital citizenship and online safety knowledge students already possess at a higher level each school year. In third grade, start with a discussion on what being a good digital citizen means. You may consider subjects like respecting others online and protecting personal information. Include positive and negative examples in your lesson, and invite your students to deduct whether the example is one of good digital citizenship or not. 

You can also role-play scenarios that highlight safe online behaviors when students encounter potentially unsafe situations online. Include tips on what to do if they encounter or experience cyberbullying, phishing, and more. There are several interactive websites that simulate real-world scenarios that your students can use for additional practice like the FBI’s Safe Online Surfing Internet Challenge. 

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ChromebooksContent CreationTEKS

Artful Analytics with DrawCharts

by Miguel Guhlin
written by Miguel Guhlin

As I’ve mentioned in previous posts, I’ve always felt a bit envious of those with a natural talent for drawing. My artistic skills are lacking and I struggle with color coordination. My attempts at drawing often result in unrecognizable shapes. The allure of a simple sketch or a grand painting is undeniable. Combining this allure with graph data could be powerful. But how to do it? Enter DrawCharts, an AI-powered tool that revolutionizes graphs as hand-drawn sketches.

Did You Know?

You can now generate and load your files into ChatGPT Plus. Connect your Google or Microsoft cloud storage. Then, turn ChatGPT Plus loose to make graphs.

Learn more now; sign up for the TCEA ChatGPT for Educators course.

How Does DrawCharts Work?

DrawCharts is a game-changer for anyone who wants to create engaging and fun visuals. You don’t need advanced artistic skills. The platform allows you to generate eye-catching charts and visuals and you can export your creations in a variety of formats, such as:

  • PNG
  • JPEG
  • SVG

Here’s a sample creation:

You can see the design screen below, which is simple:

Arranged into a Data and Design page, you can see several features are Pro only. These paid features include a CSV file import and removing the watermark. There are several hand-drawn styles that can make the graph visually appealing.

Why Use DrawCharts?

Instead of relying on pre-made graphics, you can now create a unique visual. This visual chart maker tool allows you to:

  • Illustrate stories,
  • Create informative charts for your projects, and
  • See how powerful hand-drawn sketches can be

What’s more, it can inspire you to make your own hand-drawn graphs with their prototype.

Can Students Use It?

Since you don’t need to have an account to use the free version, students can use it as well. Then they can snap a screenshot of the graph with a tool like Lightshot or use the built-in export to PNG or JPG image format. This makes it an ideal tool for Chromebooks or web browser-centric machines.

Some TEKS correlations appear below:

Math

Grade LevelTEKS Focus AreaSuggested Use of DrawCharts
Grade 6Ratios and Proportional RelationshipsCreate bar charts to compare ratios and proportions in different contexts.
Grade 7Probability and StatisticsUse pie charts and histograms to represent data distributions and probabilities.
Grade 8Linear Equations and FunctionsDevelop line charts to visualize linear relationships and functions.
Algebra IQuadratic FunctionsUse scatter plots to represent quadratic data and fit quadratic models.
GeometryGeometric RelationshipsCreate diagrams to illustrate geometric proofs and theorems.
Algebra IIPolynomial FunctionsDevelop bar and line charts to compare polynomial functions and their properties.
PrecalculusTrigonometric FunctionsUse polar charts to represent trigonometric functions and their transformations.

Science

Grade LevelTEKS Focus AreaSuggested Use of DrawCharts
Grade 6Earth and Space ScienceCreate interactive timelines of geological events and visual representations of the rock cycle.
Grade 7Life ScienceUse flowcharts to illustrate the processes of photosynthesis and cellular respiration.
Grade 8Physical ScienceDevelop charts to compare and contrast different types of chemical reactions.
BiologyGenetics and EvolutionCreate pedigree charts and Punnett squares to visualize genetic inheritance patterns.
ChemistryChemical ReactionsUse bar charts to represent reaction rates under different conditions.
PhysicsForces and MotionDevelop vector diagrams to illustrate forces acting on an object.
Environmental ScienceEcosystems and BiodiversityUse pie charts to show species distribution and bar charts for population studies.

Social Studies/History

Grade LevelTEKS Focus AreaSuggested Use of DrawCharts
Grade 6World Cultures and GeographyCreate map charts to show cultural regions and migration patterns.
Grade 7Texas HistoryDevelop timelines to illustrate key events in Texas history.
Grade 8U.S. History to 1877Use flowcharts to depict the causes and effects of major historical events like the American Revolution.
High SchoolWorld HistoryCreate comparative charts to analyze different civilizations and their contributions.
High SchoolU.S. GovernmentUse organizational charts to illustrate the structure of the U.S. government.
High SchoolEconomicsDevelop bar and line charts to represent economic data and trends.

Sample Science Lesson Plan for Ninth Grade Biology

Lesson Plan ComponentDetails
ObjectivesStudents will understand the structure and function of cells and viruses. Students will learn to create and interpret various types of biological charts and diagrams using DrawCharts. Students will be able to compare and contrast prokaryotic and eukaryotic cells.Students will investigate cellular processes such as homeostasis and transport of molecules.
PrerequisitesBasic understanding of cell biology.Familiarity with using computers and web applications.
Duration2 class periods (90 minutes each)
MaterialsComputers with internet accessAccess to DrawCharts (https://drawcharts.xyz)Biology textbooksProjector and screenHandouts with instructions for using DrawCharts
IntroductionBegin the lesson by discussing the importance of visual aids in understanding biological concepts. Explain how charts and diagrams can help in visualizing complex processes and structures. Introduce DrawCharts as a tool that can be used to create these visual aids easily and effectively.
GlossaryProkaryotic Cell: A cell without a nucleus or other membrane-bound organelles.
Eukaryotic Cell: A cell with a nucleus and other membrane-bound organelles.
Homeostasis: The ability of an organism to maintain a stable internal environment.
Cell Membrane: The semipermeable membrane surrounding the cytoplasm of a cell.
Virus: A small infectious agent that replicates only inside the living cells of an organism.
ReferencesTexas Essential Knowledge and Skills (TEKS) for Science, High School Biology [12][13]Biology Lesson Plans – The Learning Hypothesis [2]8 Lesson Plan Template Resources for Biology Teachers – Biology Junction [1]Visible Biology – 3D Visual Guide to Biological Processes [9]
Applicable TEKS for 9th Grade BiologyB.4.A: Compare and contrast prokaryotic and eukaryotic cells, including their complexity, and compare and contrast scientific explanations for cellular complexity.B.5.B: Compare and contrast prokaryotic and eukaryotic cells, including their complexity, and compare and contrast scientific explanations for cellular complexity.B.5.C: Investigate homeostasis through the cellular transport of molecules.B.5.D: Compare the structures of viruses to cells and explain how viruses spread and cause disease.

Final Thoughts

Use DrawCharts to make professional-looking visuals without advanced skills. Give it a spin and see how it can transform your content. And don’t forget to let your students explore it, too. Surprise yourself with your creativity.

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K-8 Tech Apps TEKS Free, Editable Spreadsheets with "I can" statements and standards.
Technology ApplicationsTEKS

The NEW K-8 Tech App TEKS and Free, Editable Spreadsheets

by Emily Horn
written by Emily Horn

Teachers all over the U.S. are getting ready for summer! Who’s ready? *raises hand* Teachers in Texas are also preparing to implement several new TEKS in the upcoming school year. One area that got an update in 2022 was Technology Applications. Let’s look at the new K-8 Tech Apps TEKS to be implemented in August 2024. You’ll also get some free, editable spreadsheets that include “I can” statements.

What Are the TEKS?

In short, the TEKS are the curricular standards adopted by the Texas State Board of Education. These standards outline what students should know and be able to do in each content area for each grade level. State-mandated tests are aligned with these standards to measure student achievement and skills acquisition. If you’d like to learn about other TEKS, take a look at these articles:

About the K-8 Tech App TEKS

The new K-8 Tech Apps TEKS were adopted in 2022 to be implemented in schools across Texas in August 2024. TEA has very clearly outlined the updates and revisions to these TEKS, and here are those updates summarized:

1. The Tech App TEKS are no longer presented in grade level bands (e.g., K-2). Each grade level has its own Tech App TEKS.

2. The knowledge and skills are organized into five strands with coordinating substrands that connect to real-world problems and encourage problem solving :

  • Strand 1: Computational thinking (new)
    • Foundations
    • Applications
  • Strand 2: Creativity and innovation
    • Innovative Design Process
    • Emerging Technologies (introduced in Grade 1)
  • Strand 3: Data literacy, management, and representation (new)
    • Collect Data
    • Organize, Manage, and Analyze Data (introduced in Grade 3)
    • Communicate and Publish Results (introduced in Grade 2)
  • Strand 4: Digital citizenship
    • Social Interactions
    • Ethics and Laws
    • Privacy, Safety, and Security
  • Strand 5: Practical technology concepts
    • Processes (introduced in Grade 3)
    • Skills and Tools

3. Communication and collaboration are woven throughout these TEKS.

4. The terms “with assistance” and “with or without technology” are included to clarify expectations regarding autonomy and technology use.

5. There is an emphasis on the fact that the Tech App TEKS can be integrated into all subject areas. Additionally, schools and districts have the freedom to use them in a “stand-alone course” or embed them within certain courses or subjects.

6. Within the standards, “such as” is used to illustrate examples, whereas “including” alludes to content that must be mastered.

For a breakdown of what is included in each grade level, you can see this slide deck published by TEA.

Screenshot by Emily Horn | “Understanding the Updated in the Revised Technology Application TEKS by TEA

Helpful TEKS Resources

Tech Apps TEKS Freebies from TCEA

As promised, here are some TCEA freebies for you! Below are links to editable spreadsheets for the K-8 Tech Apps TEKS. Within these spreadsheets, you will find a tab for the grade level TEKS and a second tab for “I Can” statements based on the TEKS. Feel free to make a copy of the spreadsheets and use them in whatever way would best benefit you. Is there something else TEKS-related that would be helpful? If so, let me know in the comments! We’d love to hear from you.

Free & Editable Tech Apps TEKS Spreadsheets
Grade K Technology Applications TEKS spreadsheet
Get a copy of the Grade K Tech Apps TEKS Spreadsheet
Grade 1 Technology Applications TEKS spreadsheet
Get a copy of the Grade 1 Tech Apps TEKS Spreadsheet
Grade 2 Technology Applications TEKS spreadsheet
Get a copy of the Grade 2 Tech Apps TEKS Spreadsheet
Grade 3 Technology Applications TEKS spreadsheet
Get a copy of the Grade 3 Tech Apps TEKS Spreadsheet
Grade 4 Technology Applications TEKS spreadsheet
Get a copy of the Grade 4 Tech Apps TEKS Spreadsheet
Grade 5 Technology Applications TEKS spreadsheet
Get a copy of the Grade 5 Tech Apps TEKS Spreadsheet
Grade 6 Technology Applications TEKS spreadsheet
Get a copy of the Grade 6 Tech Apps TEKS Spreadsheet
Grade 7 Technology Applications TEKS spreadsheet
Get a copy of the Grade 7 Tech Apps TEKS Spreadsheet
Grade 8 Technology Applications TEKS spreadsheet
Get a copy of the Grade 8 Tech Apps TEKS Spreadsheet

Additional STAAR and TEKS Articles You May Find Useful

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How Texas Schools Are Integrating the Tech App TEKS with Learning.com.
Technology ApplicationsTEKS

How Texas Schools Are Integrating the TA-TEKS

by Shari Tomlinson
written by Shari Tomlinson

Exciting developments are on the horizon for K-8 schools across Texas as they gear up to implement the new Technology Applications TEKS (Tech Apps/TA-TEKS) in the upcoming school year. With a focus on integrating the Tech Apps TEKS into core curriculum areas, schools and districts are charting their unique paths to ensure seamless adoption and effective instruction.

The essence of the new TA-TEKS lies in their integration into existing curriculum, rather than being taught in isolation. While this vision aligns with a holistic approach to education, many districts are grappling with the challenge of implementation. Understaffing and the rollout of new initiatives are causing administrators to tread cautiously and be mindful of not overwhelming classroom teachers already overwhelmed with responsibilities.

The Benefits of a Phased Approach

Learning.com's Tech App TEKS resources support computational thinking, digital literacy, and creativity.
Screenshot by Emily Horn | Learning.com’s TechApps for Texas

Districts like Deer Park ISD are launching an initiative that unpacks the new Tech Apps TEKS and provides comprehensive guidance for teachers. Kelly Grigg, Coordinator of Instructional Technology, highlights the dual purpose of this initiative: to visually introduce and embed Technology Applications TEKS into teaching practices, and to serve as a checklist for seamless integration across departments and grade levels.

Integrating TA-TEKS into core subjects emerges as a natural progression for many districts. English language arts and science curricula, for instance, seamlessly accommodate elements of the TEKS, fostering a symbiotic relationship between technology and traditional subjects. Moreover, districts with computer labs leverage these resources to cover additional TA-TEKS, supplementing classroom instruction effectively.

The phased approach not only cultivates teacher comfort with the technology curriculum but also sets the stage for broader adoption in subsequent years. Despite varied implementation strategies, the underlying consensus remains steadfast: the imperative to equip students with essential technology skills transcends any challenges encountered along the way.

How Learning.com Can Help

Learning.com offers supporting resources for integrating the Tech App TEKS.
Screenshot by Emily Horn | Learning.com’s TechApps for Texas

At Learning.com, we stand committed to supporting educators in this pivotal journey to implement the new TA-TEKS. The recent adoption of Learning.com’s TechApps for Texas further fuels our mission to empower teachers with equitable and easily implementable resources. From fostering digital literacy to promoting safe and responsible device usage, Learning.com is dedicated to ensuring that every student receives the essential tools to thrive in today’s digital landscape.

As Texas schools embark on this transformative endeavor, we invite educators to join us in shaping a future where technology empowers every learner to succeed. Together, let’s embrace the opportunities that lie ahead and equip our students for a world driven by innovation and digital fluency.

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Explore a program for reading comprehension that goes beyond multiple choice comprehension quizzes: Whooo's Reading!
English Language Arts Reading (ELAR)STAARTEKSWriting

Whooo’s Reading: Beyond Multiple Choice Comprehension Questions

by Shelli Harrel
written by Shelli Harrel

In an educational environment where students have been conditioned to expect multiple-choice assessments, educators are increasingly looking for new ways to gauge student learning. Are you looking for ways to help your students “think outside of the bubbles”? Whooo’s Reading is a program designed to help students improve both their reading comprehension and writing skills while creating a fun alternative to traditional assessments. With each successful completion of a task within the program, students earn coins that can be used to purchase items for their owl avatars. Hence the name, Whooo’s Reading!

Screenshot by the Author of Owl Customization with Coins

How Whooo’s Reading Benefits Students and Teachers

1. Whooo’s Reading Question Types

With the Whooo’s Reading program, students can read a book or text resource and take a quiz to determine their comprehension. Quiz questions are tailored to the TEKS (Texas Essential Knowledge and Skills) and are a mixture of short answer, fill-in-the-blank, and constructed response questions. 

2. Student Guidance for Constructed Responses

Screenshot by the Author of Constructed Response Guidance

Open-ended response questions allow students to more thoroughly express the details they remember from their reading experience. At the bottom of the screen, users can track their writing progress by watching as the line changes from red to yellow to green. By encouraging students to work toward the green, they gradually learn the importance of including enough information to adequately answer the question at hand. 

3. Immediate Feedback on Student Writing

The program gives feedback on typed responses that allows users the opportunity for self-correction as they work to complete the quizzes. In an effort to encourage students to correct potential mistakes in their writing, they are provided with feedback and the ability to earn additional coins if they make adjustments to their work before continuing with the quiz. At the end of each quiz, students are provided with feedback on the things that they did well and information on areas where they could improve. They are also given examples highlighted from their quiz responses. 

4. Use Any Text Resource 

Unlike similar reading programs, the Whooo’s Reading program can be used with virtually any text resource. By expanding the potential reading resources, students are not limited to specific titles or books. Teachers can also assign online reading resources for students, where they can access the online link and complete a quiz on the material. 

5. Track Student Progress and Vary Assessment Tasks

In addition, Whooo’s Reading offers educators the ability to assign various other assessment tasks to students such as writing essays or completing practice questions/exercises designed to help address specific skills. Both students and teachers also have the ability to construct their own practice questions related to titles that they have read. Educators also have the option of asking students to keep reading logs to gauge their reading progress and students can create book reviews that are visible to their classmates, providing additional encouragement to read new books. 

6. Adjust Reading and Grade Levels as Needed

One of the most beneficial parts of the Whooo’s Reading program is the ability to differentiate the experience for each student. Teachers have the ability to set the reading level and grade level for each individual. By making adjustments to each of these settings, the experience for each student can be more adequately tailored to their specific reading ability. Changing the levels for individuals means that the quiz questions for students will be more in line with their reading ability and thus provide them with an increased chance of successfully completing the quiz. 

7. Customize Assessments and Provide Sentence Stems

Screenshot by the Author of Customization Options

Teachers also have the option to choose the types and number of questions that appear in the reading quizzes, as well as provide students with sentence stems or sentence starters to assist them in successfully answering the constructed response questions. Quiz passing rates can be set by the teacher at a range from 2 to 4. This means that passing standards can be better adjusted based on student needs, with teachers also having the ability to provide student feedback on quiz responses and add credit points to quiz scores if needed. 

8. Accessibility Features 

Screenshot by the Author of Accessibility Features

In addition to these features, Whooo’s Reading also provides text-to-speech and speech-to-text capabilities. Within the program, settings can be adjusted so that students can click on the speaker icon to have information on the screen read to them. If they have access to a microphone, they can click on the microphone icon, speak their answers, and see their words transcribed on the screen. With these options to tailor the Whooo’s Reading experience for each user, students of all levels have an increased chance for success. 

9. Prep for the STAAR Test

Not only does Whooo’s Reading help students to practice expressing their thoughts by engaging them in more challenging questions than traditional multiple-choice assessments, but it can also help them enhance their writing skills as well. With recent changes to the STAAR (The State of Texas Assessments of Academic Readiness) tests, students are being tasked with answering more constructed response-type questions. This format within the Whooo’s Reading quizzes provides important practice that can help prepare students to have increased success on the state assessments. In addition, teachers have the ability to access and print out students’ quiz information that showcases each question and the student’s responses. This not only gives increased data on student progress but also provides educators with examples of students’ writing for targeted instruction.

Free Premium Features

For the 2023-2024 school year, Whooo’s Reading has offered interested teachers/schools the opportunity to try out all of the premium features of their program for free. I’ve been told by representatives that they will be doing the same for the 2024-2025 school year! During this time, Whooo’s Reading will be working to collect data and make important improvements to the program. Take advantage of this wonderful opportunity and discover the many ways that this program can benefit your learners!

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The new K-5 social studies TEKS will be implemented in August of 2024. Here are spreadsheets with the TEKS and coordinating "I Can" statements.
Social StudiesTEKS

The New K-5 Social Studies TEKS and Free, Editable Spreadsheets

by Emily Horn
written by Emily Horn

Today we’ve got more editable TEKS for you— the new K-5 Social Studies TEKS! Do you have a set of TEKS you’d like to see published? I’m working my way through the K-12 content areas. Leave a comment or send me an email at ehorn@tcea.org, and I’ll add them to my running list. Today, we’ll be exploring the revised Social Studies TEKS that will go into effect on August 1, 2024. Here we go!

What Are the TEKS?

In short, the TEKS are the curricular standards adopted by the Texas State Board of Education. These standards outline what students should know and be able to do in each content area for each grade level. State-mandated tests are aligned with these standards to measure student achievement and skills acquisition.

About the K-5 Social Studies TEKS

The new K-5 Social Studies TEKS were adopted in 2022 and take effect at the start of the upcoming 2024 school year. The introduction for the Social Studies TEKS is similar to that of the 2018 TEKS. Let’s take a look at the main points.

  1. The first section of the introduction outlines the focus of study for each grade level. To support teaching, a variety of rich materials and resources, including those from museums and historical sites, are encouraged.
  2. There is a focus on integrating the social studies TEKS with other disciplines and critical thinking skills to facilitate deeper understanding.
  3. Additionally, the eight strands are clearly outlined for grades K-12:
    • Strand 1: History
    • Strand 2: Geography
    • Strand 3: Economics
    • Strand 4: Government
    • Strand 5: Citizenship
    • Strand 6: Culture
    • Strand 7: Science, technology, and society
    • Strand 8: Social studies skills
  4. The curriculum across grades K-12 builds a foundation in various social studies disciplines and skills, emphasizing the importance of patriotism and functioning in a free enterprise society.
  5. “Free enterprise society” may also be referred to as capitalism or the free market system within the curriculum.
  6. There is an emphasis on helping students understand the values of our state and nation and the nature of a constitutional republic as a representative government.
  7. Additionally, it outlines that discussions about U.S. citizens’ and governments’ actions in achieving the ideals of the founding documents are part of the curriculum.
  8. There is also mention of Celebrate Freedom Week requirements specific to each grade level.
  9. Within the standards, “such as” is used to illustrate examples, whereas “including” alludes to content that must be mastered.

Helpful TEKS Documents

K-5 Social Studies TEKS Freebies from TCEA

Now it’s time for the editable freebies! Below are spreadsheets for the grades K-5 Social Studies TEKS. Each spreadsheet contains one tab with the TEKS and a second tab with “I can” statements. I hope you find these useful and that they save you a little time.

K-5 social studies TEKS spreadsheets
K social studies TEKS editable spreadsheets and "I can" statements
Click to make a copy of the Kindergarten Social Studies TEKS and “I Can” Statement Spreadsheet
Grade 1 social studies TEKS editable spreadsheets and "I can" statements
Click to make a copy of the Grade 1 Social Studies TEKS and “I Can” Statement Spreadsheet
Grade 2 social studies TEKS editable spreadsheets and "I can" statements
Click to make a copy of the Grade 2 Social Studies TEKS and “I Can” Statement Spreadsheet
Grade 3 social studies TEKS editable spreadsheets and "I can" statements
Click to make a copy of the Grade 3 Social Studies TEKS and “I Can” Statement Spreadsheet
Grade 4 social studies TEKS editable spreadsheets and "I can" statements
Click to make a copy of the Grade 4 Social Studies TEKS and “I Can” Statement Spreadsheet
Grade 5 social studies TEKS editable spreadsheets and "I can" statements
Click to make a copy of the Grade 5 Social Studies TEKS and “I Can” Statement Spreadsheet

Additional STAAR and TEKS Articles You May Find Useful

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A whimsical little robot with the title "K-8 Coding and Robotics Activities with Teacher Clarity Questions" and an image of activity sheets for K-2, 3-5, and 6-8.
Coding/Computer ScienceCurricular Standards

A Scope and Sequence for Computational Thinking: Part 2

by Miguel Guhlin
written by Miguel Guhlin

You may recall that part one of this article shared a story. I had questioned a small private school about its coding curriculum vision. They had the tech but no clear plan. A curriculum map and content standards for computational thinking were absent or unavailable, and part one proposed a potential solution. In this follow-up article, we’ll delve into coding and robotics for grades K-2, 3-5, and 6-8. Keep reading to get activity sheets with digital tools, objectives, activities, and teacher clarity questions.

“Yes, you too can develop complex scope and sequences in a single bound through the AI magic of interactive prompt engineering. Come study with TCEA Prompt engineers and earn your ChatGPT for Educators and Artificial Intelligence digital badges, certificates, and CPE hours.”

-Miguel Guhlin, author

Breaking Activities Down Further

In grades K-2, 3-5, 6-8, you can see a natural progression for computational thinking through the use of digital tools that aid in coding. But generating projects and classroom activities can be an ongoing challenge. Luckily, AI tools can help. Let’s take a look at a detailed sampling of activities for K-8 generated through interactive prompt engineering and various AI tools.

K-2: Introduction to Coding

Digital Tools

Learning Objectives:

  1. Understand basic block coding concepts.
  2. Create simple stories and animations using Scratch Jr.
  3. Engage in basic robotics tasks with Sphero and Dash-n-Dot.
  4. Explore introductory engineering concepts with SPIKE™ Essential.

Activities:

  • Scratch Jr. Storytelling: Students will create a short, interactive story that includes characters moving across the screen, using basic block coding sequences. Questions for teacher clarity include:
    • What am I learning? You’re learning to make your own little stories on a computer. You’ll use blocks like puzzle pieces to tell the computer what you want your story’s characters to do.
    • Why am I learning it? It’s fun to tell stories, right? By making stories on the computer, you also learn how to solve problems and make your ideas come to life. It’s like being both a storyteller and a magician!
    • How will I know I learned it? You’ll know you’ve learned it when you can make a character move, jump, or even dance across the screen by yourself. If you can watch your story play out the way you imagined, you did it!
  • Robotics Exploration: Using Sphero and Dash-n-Dot, students will complete a series of challenges, such as navigating a simple maze, to understand cause and effect in coding. See teacher clarity questions below:
    • What am I learning? You’re learning to be a robot helper. You’ll use a tablet to tell robots named Sphero and Dash-n-Dot how to move around, like going through a maze.
    • Why am I learning it? Playing with robots helps you understand how things cause other things to happen, like how pressing a button can make the robot move. It’s important because it teaches you how to think step by step to solve a puzzle.
    • How will I know I learned it? You’ll know you learned it when you can make the robots go where you want them to, like through the maze without getting stuck. If the robot does what you planned, you’re a great robot helper!
  • Building Simple Structures: With SPIKE™ Essential, students will follow guided instructions to build simple machines or figures, introducing them to basic engineering concepts. See teacher clarity questions below:
    • What am I learning? You’re learning to build things like a young engineer. Using something called SPIKE™ Essential, you’ll put together pieces to make simple machines or figures.
    • Why am I learning it? Building helps you learn how things fit together and work. It’s like playing with your favorite building blocks but even cooler because you’re making machines that can move!
    • How will I know I learned it? You’ll know you learned it when you can follow the steps to build something on your own. If your machine or figure looks like the picture and can do something special, like move or spin, you did a great job!

Grades 3-5: Building Computational Thinking

Digital Tools

Learning Objectives:

  1. Develop problem-solving skills through more complex block coding projects.
  2. Introduce text-based coding concepts.
  3. Undertake intermediate robotics projects with SPIKE™ Prime.
  4. Apply the engineering design process in project development.

Activities:

  • Advanced Scratch Projects: Students will develop interactive games or stories that require logical thinking and sequencing, incorporating variables and conditional statements. Teacher clarity questions include:
    • What am I learning? You’re learning to create your own games and stories on the computer with Scratch. You’ll use coding to make things happen, like making a character move or score points in a game. You’ll learn about variables, which are like invisible boxes that can hold information, and conditional statements, which are like making the computer make decisions based on what you tell it.
    • Why am I learning it? Creating games and stories helps you become a better problem-solver. You’ll learn how to think logically, organize your ideas, and make your digital creations interact the way you want. It’s a fun way to learn how computers follow instructions and make your ideas come to life.
    • How will I know I learned it? You’ll know you’ve learned it when you can make a game or story that works the way you planned. If your character can move around and react to different situations because of the code you wrote, you’ve done it right!
  • Micro:bit Experiments: Introduction to simple text-based coding tasks, such as creating a digital thermometer or basic games, to understand inputs, outputs, and processing. A few teacher clarity questions:
    • What am I learning? You’re learning to program a tiny computer called Micro:bit to do cool things, like measure temperature or play simple games. You’ll write code using text, which is a bit like writing instructions for the Micro:bit to follow. You’ll learn about inputs, which are like the Micro:bit’s senses, and outputs, which are the ways it can respond or show you what it’s thinking.
    • Why am I learning it? Programming the Micro:bit teaches you how everyday technology works and how you can control it with coding. It’s exciting to see your code make something happen in the real world, like creating a gadget or a game. It also helps you understand how computers process information.
    • How will I know I learned it? You’ll know you learned it when your Micro:bit can do the task you programmed, like showing the temperature or playing a game you made. If it works just like you wanted, you’ve successfully learned how to program it!
  • SPIKE™ Prime Robotics: Design and program robots to complete specific tasks, such as carrying objects or navigating obstacles, emphasizing the iterative design process. Teacher Clarity questions:
    • What am I learning? You’re learning to build and program robots using SPIKE™ Prime. You’ll design your robot to do tasks, like picking up objects or moving through a course. You’ll also learn about the iterative design process, which means planning, building, testing, and improving your robot step by step.
    • Why am I learning it? Building and programming robots with SPIKE™ Prime helps you understand how technology can interact with the physical world. It’s a hands-on way to learn about engineering, coding, and problem-solving. You’ll see how your ideas can become real and work on improving them, just like real engineers do.
    • How will I know I learned it? You’ll know you’ve learned it when your robot can complete the task you designed it for. If it can carry an object or navigate an obstacle course because of how you built and programmed it, you’ve mastered the challenge!

Middle School (6-8): Applied Coding & Robotics

Digital Tools

Learning Objectives:

  1. Master text-based coding languages for app, game, and web development.
  2. Understand the fundamentals of computer science and software development.
  3. Design and implement advanced robotics projects that solve complex problems.
  4. Apply design thinking in developing technology solutions for real-world challenges.

Activities:

  • App Development: Using Swift or JavaScript, students will create a simple app that addresses a community need, focusing on user interface design and basic functionality. Teacher clarity questions:
    • What am I learning? You’re learning how to create an app using programming languages called Swift or JavaScript. This involves designing how the app looks and making it do things, like helping people in your community through technology. You’ll focus on the user interface, which is how users interact with your app, and the basic functions that make your app work.
    • Why am I learning it? Developing an app teaches you how technology can solve real-life problems. By focusing on a need in your community, you’re learning to think like a developer who not only codes but also considers how technology impacts people’s lives. It’s a way to combine creativity with technical skills and make a difference.
    • How will I know I learned it? You’ll know you’ve learned it when you’ve created an app that works — one that people can use to do something helpful or important for your community. If your app’s design is user-friendly and its functions perform as intended, you’ve successfully learned app development.
  • Game Development with Python: Design and code a game that incorporates complex logic, player scoring, and multiple levels. Teacher Clarity questions:
    • What am I learning? You’re learning to design and code a video game using Python, a powerful programming language. This includes creating the game’s logic, like how players earn points or advance through levels, and making sure the game is challenging and fun.
    • Why am I learning it? Game development with Python introduces you to complex programming concepts in a fun and engaging way. It helps develop critical thinking and problem-solving skills as you figure out how to make your game work. Plus, it’s a creative outlet that lets you bring your ideas to life.
    • How will I know I learned it? You’ll know you’ve learned it when you’ve built a game that others can play, with rules, scoring, and multiple levels that you designed. If players can interact with your game as expected and enjoy the challenge, you’ve mastered game development with Python.
  • Advanced Robotics with VEX: Simulate and build a robot that performs tasks in a virtual or real environment, such as environmental monitoring or assisting in daily tasks, using coding for control and automation. Teacher Clarity Questions:
    • What am I learning? In this adventure with VEX Robotics, you’re stepping into the role of both an engineer and a programmer. You’ll learn how to bring robots to life, giving them tasks to perform in both simulations and the real world. These tasks could range from keeping an eye on environmental changes to lending a hand with day-to-day chores. By writing code, you’ll be the brain behind the robot’s movements and actions, teaching it to think and act on its own.
    • Why am I learning it? Diving into advanced robotics with VEX Robotics isn’t just about building and programming robots for fun. It’s a powerful way to see firsthand how technology can be harnessed to address challenges we face every day, from monitoring our environment to making our lives easier. This journey equips you with a blend of critical thinking, creativity, and technical skills that are vital for innovators and problem solvers of the future.
    • How will I know I learned it? Your moment of triumph comes when your robot accomplishes the mission you’ve programmed it for. Whether it’s successfully navigating an obstacle course by itself or accurately collecting and reporting data about its surroundings, if your robot can carry out these tasks smoothly based on your instructions, you’ve nailed it. This shows not only your mastery of coding and robotics engineering but also your ability to turn ideas into real-world solutions.
  • Design Thinking Project: Identify a real-world problem, brainstorm solutions, prototype a technology-based solution, and test it, applying coding and robotics skills. Questions for teacher clarity include:
    • What am I learning? You’re learning the design thinking process, which is a way to solve problems by understanding the needs of people, brainstorming ideas, prototyping solutions, and testing to see what works. You’ll use your coding and robotics skills to create a technology-based solution for a real-world problem.
    • Why am I learning it? Design thinking teaches you to approach problems creatively and empathetically. It’s a valuable skill not just in technology, but in any field, because it focuses on finding innovative solutions that meet people’s needs. By applying this process, you’re learning to think like an inventor and an entrepreneur.
    • How will I know I learned it? You’ll know you’ve learned it when you can identify a problem, come up with a creative solution, build a prototype, and test it to see if it solves the problem effectively. If your solution works and meets the needs you identified, you’ve successfully learned and applied design thinking.
Get fun ideas for K-8 computational thinking activities, like making games, creating stories, programming robots, and solving problems!
Get the K-8 Activity Sheets

Get the PDF version of the Activity Sheets

In the end, these computational thinking activities do more than teach coding or building. They turn students into creators, thinkers, and solvers. Whether it’s building an app, crafting a game, making a robot, or solving real problems, students learn to make a real difference. They see how technology solves problems and brings ideas to life. A worthwhile endeavor, no?

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