Our group has been giving the aspects of ADST (ideating, making and sharing) a great deal of thought in regards to our classroom and a school wide environment. First of all, we have been thinking about our current coding practice and how simple tasks are guiding students through the ADST curricular competencies: generating ideas, making choices, creating a product, making changes, sharing what they’ve done and reflecting on their level of success. For example, students have been asked to create a scene using Scratch involving some kind of checklist or criteria (3 sprites, one needs to spin, one needs to change colour and one needs to speak. Make sure there is a background and see if you include a glide.) This activity allows for exploration, but provides some definite parameters that allow us to see who is developing certain skills. Second of all, we have been thinking about our coding goal of game creation and how this task asks students to not only make use of their coding skills, but also explore the bigger picture of “What makes a good game?” The kids are starting to have to think about what will the purpose of their game be? What skills will it address for their K buddy? How will a score be generated? And so many other questions. That concept of identifying need is addressed as the students actually think about the current needs and abilities of their buddies. Again, the kids are going to be guided through idea generation, making a product, refining and sharing. Finally,our students are about to engage in a whole school ADST activity (that does not involve coding.) Students are going to be asked to revisit the same creation process as they build leprechaun traps. It is expected that they research, plan, gather materials, build, test, explain and share their creation. We are hoping to make connections between our digital experience and this physical experience as a way of encouraging students to persevere, test and refine their designs. The kids will have several opportunities to share how their contraptions work as conversations could happen school wide. We are seeing that ADST does not have to mean reinventing the wheel. Whether it’s coding, challenges that are meant to be silly, team building activities or problem solving tasks, we can just add an ADST lens as we observe kids engage in the creative process over and over again.