Standards & Strategy Correlation · Grades 3–8 & High School

Every unit → its standard & its high-effect strategies

How the Problem-Solving Teaching suite maps to the Texas social-studies TEKS (19 TAC Ch.113) and to high-leverage teaching moves. Each unit builds surface → deep → transfer, and every unit's transfer phase enacts that grade or course's problem-solving & decision-making process standard step for step.

Problem-Solving Teaching itself carries d ≈ 0.61 and Problem-Based Learning d ≈ 0.53 — but only when learners have something to reason with. That is the case for putting surface and deep learning first, then releasing students into transfer.

The high-effect strategies each unit uses

Every activity names a high-leverage teaching move and its Visible Learning effect size (d). These recur across all units, sequenced by phase:

① Jigsaw method · 0.92 ① Vocabulary & feedback · 0.62 ① Direct instruction · 0.56 ② Concept mapping · 0.64 ② Elaboration & organization · 0.72 ② Argumentation · 0.86 ③ Problem-solving teaching · 0.61 ③ Problem-based learning · 0.53 ③ Transfer strategies · 0.75

Every unit, its aligned TEKS, and its problem-solving anchor

Unit	Grade / Course	Aligned to (TEKS)	Problem-solving anchor (transfer phase)

📊 Each unit's own hub carries its full activity-by-activity TEKS table. The suite dashboard shows live counts of activities, strategies, and arcade tickets; the games correlation maps every arcade ticket.

Aligned to (not reproduced from) the Texas Essential Knowledge and Skills for Social Studies, 19 TAC Ch.113. Effect sizes from the Visible Learning MetaX synthesis. Confirm citations against the current standards before adoption.