Panelists emphasized that it’s also important for administrators and teachers to understand that instruction focused on the 4Cs doesn’t just work for certain kinds of subjects, students, or teachers.
“The 4Cs work for every kind of student and teacher in classrooms across the country,” said Donna Harris-Aikens, director of Education Policy and Practice at the National Education Association (NEA). “It’s less a series of requirements and more just authentic learning. For example, a math class could use its English and design skills to help draft a proposal to help senior citizens in their community make their homes more accessible. For this kind of project, you need the 4Cs in STEM, English, and community service.”
Fielding said it’s important that school and district leaders support teachers in working together to develop collaborative projects for their students.
One of the schools his firm works with has a student-run lunch program through which students negotiate with local farmers. They serve the week’s menu selections on carts around the school so students can taste-test their creations. Students in the program generate quarterly reports on profit and loss, and send those reports off to the school board.
“Students get credit for working in this program, which essentially teaches them collaboration skills, analytical skills, and even creative skills, thanks to cooking,” he said.
However, panelists said that there are still barriers for teachers who want to pursue the 4Cs, including getting first-world experience on how to actually teach broad concepts like creativity.
“That’s why we introduced the Creative Innovator Network in our district, which allows teachers to collaborate with not only their peers on different projects, but also local businesses to brainstorm ideas on how students can better serve the community,” said Strother. “We also bring students into the teacher professional development sessions to hear their voice and how they enjoy learning, so that teachers can adapt their instruction.”
“The biggest barrier for teachers is time,” said Harris-Aikens. “Finding time to make everything work effectively and collaborate is hard, especially because planning, or collaborating, time needs to be on a consistent and continual basis. Students also need a large amount of time to work on these projects, and to have time flexibility in case they make mistakes, as well. Administrators need to make sure teachers and students can have that time in their day.”
For more on this topic, watch the full webinar.