Encouraging Productive Student Conversations with VEX AIM
Research shows that when students talk, they think. Productive student conversations—especially in STEM and computer science (CS)—are a powerful tool for developing deep understanding. But the talk that happens in many classrooms doesn’t always lead to deeper thinking.
In traditional settings, student discourse often follows the IRE pattern: the teacher Initiates a question, a student Responds, and the teacher Evaluates. While familiar and easy to manage, this pattern cuts short opportunities for students to explain their reasoning, connect ideas, or build off one another’s thinking.
STEM and CS classrooms demand something different. They call for talk that is rooted in sensemaking, grounded in shared experiences, and focused on figuring things out together.
In VEX AIM, this kind of talk is not only possible—it’s built in.
A New Kind of Talk
Each VEX AIM unit centers on an anchoring phenomenon that invites students to explore a challenge. Unlike many CS programs that ask students to memorize or mimic code, VEX AIM positions students as investigators—actively using their robot to explore problems, generate ideas, and build understanding. This creates a shared experience that sets the stage for meaningful discussion.
In Unit 5 of the VEX AIM Intro Course—Transport Cargo—a short video introduces the challenge to students. They watch the robot complete a complex delivery task that involves moving at angles, picking up objects, and placing them with precision. After the video, students are asked:
- Compare the movements in this video to the movements of the robot in previous lessons. When does the direction the robot is facing matter? When does that direction not matter? How is the robot picking up and placing the barrels?
- Does precision matter for this challenge? Explain your thinking.
- What are some questions you have about coding the robot to face specific directions with VEXcode AIM?
- What skills and understandings will you need to develop to complete the challenge
These questions are intentionally open-ended. They encourage curiosity, prediction, and reflection. We do not expect students to know the answers—we invite them to make sense of what they’ve seen and what they’ll need to learn.
Talk as a Tool for Sensemaking
This approach shifts the role of talk from answering questions to figuring things out. When students share their initial ideas, listen to peers, and revise their thinking, they are doing the genuine work of STEM and CS. And because the context is concrete—anchored in what the robot is doing—it lowers the barrier to entry and increases engagement.
These conversations are where deeper learning happens. But they don’t happen automatically. They need to be supported—and that’s where the teacher comes in.
Classroom Tips: Teacher Moves That Support Student Thinking
The VEX AIM Intro Course already provides the shared phenomena and rich discussion prompts. What makes the difference in student learning is how teachers support the talk that follows. Here are four powerful teacher moves—drawn from the taxonomy of Ambitious Science Teaching—that help students engage in productive, collaborative sensemaking:
Press for reasoning
When a student offers an idea, follow up with:
“What makes you think that?” or “Can you explain your reasoning?”
This encourages students to move from guesses to evidence-based thinking, connecting their ideas to the robot’s behavior or to prior experiences in the course.
Revoice student ideas
After a student shares a thought, restate it clearly and publicly:
“So you’re saying that changing the angle might make the robot’s delivery faster?”
This both validates the contribution and helps clarify it for other students.
Ask students to respond to each other
Invite students to build on or challenge peer ideas:
“Who can add to that idea?” or “Do you agree or have a different thought?”
This turns the discussion into a collaborative effort, not just a back-and-forth with the teacher.
Highlight and revisit key ideas
When important thinking emerges—especially an idea that might help later in the unit—capture it and return to it:
“Let’s write that on our board. We might need to come back to it when we’re coding the robot later.”
These teacher moves don’t require more prep or new materials—they simply help students make the most of the experiences they’re already having. By creating space for students to think out loud, hear different perspectives, and refine their ideas, these moves turn talk into a powerful learning tool.
Building Thinkers, Not Just Coders
With VEX AIM, students aren’t just learning to code a robot. They’re learning how to analyze problems, interpret evidence, and collaborate with peers to figure things out. Supporting productive student talk helps unlock that potential.
When we give students something real to think about—and the space to talk their way through it—we prepare them not just to succeed in STEM and CS, but to participate fully as thoughtful, capable problem-solvers.
Schedule a 1-on-1 to walk through incorporating these types of conversations into your classroom. Or share your techniques for productive conversations in the PD+ Community.