Virtual SessionTotal Time: 60 minutes
1. Welcome and Framing (5 minutes)
Content: Introduce session objectives, ISTE standards, and transformational learning principles. Provide quick context on the 4Cs and Indiana’s Integrated STEM Standards.
Engagement: Brief poll or quick “turn and talk” where participants identify one of the 4Cs they most want to strengthen in their classroom.
2. The 4Cs in Integrated STEM (10 minutes)
Content: Overview of critical thinking, communication, collaboration, and creativity within an integrated STEM approach.
Engagement: Interactive discussion where participants brainstorm examples from their own teaching contexts.
Process: Use a digital polling tool or sticky notes to collect and display participant input.
3. Technology in Action: The Qball Example (15 minutes)
Content: Share how the Qball was used in a Social Studies Methods course to enhance communication and collaboration.
Engagement: Live demonstration of the Qball (or simulation if unavailable). Participants experience how the tool works.
Process: Audience members take turns participating in a mini-activity, demonstrating how the tool increases engagement and equitable participation.
4. Tech-Free and Low-Tech Strategies (10 minutes)
Content: Introduce additional strategies (discussion protocols, collaborative problem-solving, hands-on STEM activities) that do not require expensive tools.
Engagement: Small groups brainstorm tech-free strategies they already use, then share one back to the large group.
Process: Peer-to-peer interaction; chart ideas collectively.
5. Hands-On Collaborative Challenge (15 minutes)
Content: Participants apply both tech-powered and tech-free strategies to a short integrated STEM activity designed around the 4Cs.
Engagement: Small group problem-solving activity (e.g., designing a quick STEM solution with limited materials, using a discussion protocol to ensure all voices are heard).
Process: Groups present their solutions briefly, highlighting how the 4Cs were embedded.
6. Reflection and Takeaways (5 minutes)
Content: Summarize key strategies and connect to ISTE Standards. Share resource links for participants to use after the session.
Engagement: Quick reflection prompt: “Which of the 4Cs will you prioritize embedding in your classroom this semester, and what tool or strategy will help you do that?”
Process: Think-Pair-Share or digital exit ticket.
After this session, participants will be able to:
Identify practical strategies for embedding the 4Cs (critical thinking, communication, collaboration, and creativity) within integrated STEM instruction.
Analyze how technology tools such as the Qball, along with tech-free strategies, can support equitable participation and deeper student engagement.
Apply modeled activities to design learning experiences that connect the 4Cs to their own classroom contexts.
Reflect and share their own perspectives and experiences in fostering the 4Cs, expanding the collective dialogue on effective STEM practices.
Develop a set of ready-to-use strategies and lesson ideas that can be immediately implemented in their classrooms.
Trilling, B., & Fadel, C. (2009). 21st Century Skills: Learning for Life in Our Times. Jossey-Bass.
Partnership for 21st Century Learning (P21). (2019). Framework for 21st Century Learning. Retrieved from: http://static.battelleforkids.org/documents/p21/P21_Framework_Brief.pdf
Indiana Department of Education. (2023). Integrated STEM Standards. Retrieved from: https://www.in.gov/doe/students/stem/
International Society for Technology in Education (ISTE). (2016). ISTE Standards for Students. Retrieved from: https://iste.org/standards/iste-standards-for-students
Watanabe-Crockett, L. (2016). The Critical Thinking Companion. Solution Tree.
Hixson, N., Ravitz, J., & Whisman, A. (2012). Extended Professional Development in Project-Based Learning: Impacts on 21st Century Teaching and Student Achievement. West Virginia Department of Education.
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Fullan, M., Quinn, J., & McEachen, J. (2018). Deep Learning: Engage the World Change the World. Corwin.
Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054.
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