Exploring the four Cs: Using future skills to unlock young learners’ potential

Annie Altamirano
Students sat together in a classroom working together
Reading time: 5 minutes

What do we mean by future skills?Ìý

The skills students will need in their future studies and careers are dramatically different from those required previously. Times are changing rapidly and educational institutions and teachers have a critical role to play in developing those skills in our young learners so that they are able to fulfill their potential and have bright futures ahead of them.Ìý

These skills are referred to as future skills. There is no common consensus on how to define these skills but, broadly speaking, they can be grouped into four categories:Ìý

1. Ways of thinking

Skills in this category include critical thinking, creativity, innovation, problem solving, metacognition and learning skills.

2. Ways of working

Here, we’re talking about the skills of communication and collaboration.

3. Tools for working

Information literacy is an important 21st-century skill, as well as ICT literacy and citizenship, both global and local.Ìý

4. Life skills

The final category covers life and career skills, and is all about personal and social responsibility.Ìý

One way you can encourage young learners to build these skills is through STEAM subjects (that’s science, technology, engineering, arts and math), which will equip them with functional skills such as organizing, planning, cognitive flexibility and self-regulation.Ìý

The four CsÌý

The four Cs refer to four important skills for young learners to master: communication, collaboration, critical thinking and creativity. These are essential, not just in an educational context, but in everyday life.Ìý

Falling into the first two categories of future skills (ways of thinking and ways of working), these can help children build confidence and self-esteem. They also encourage healthy emotional development.ÌýÌý

So let’s take a closer look at the theory behind them.

1. Communication

We usually think of communication as speaking and listening, but it’s actually much broader than that. Communication encapsulates telling stories, reading, sharing ideas and experiences, body language, facial expression, eye contact and tone. Children learn to decipher the world around them by learning and practicing these skills.

Strong communication skills, developed early, are directly related to their literacy success. These skills allow children to articulate their thoughts and ideas effectively, and listen to decode meaning. Students then begin to use communication for a range of purposes, and communicate effectively in diverse environments. Furthermore, developing strong patterns of verbal and non-verbal communication also fosters self-esteem and social skills.Ìý

2. Collaboration

Collaboration is how young children begin to build friendships with others. At first, young children will watch what others do and say, before moving on to playing together. As they get older, they become aware of other children’s feelings and ideas. Friendships become motivating and they learn how to make compromises and respect each other’s perspectives and skills.Ìý

Collaboration is enhanced through group work and project-based activities, sharing time with peers. Children thrive when they feel valued by the people around them, not just adults but their peers too.Ìý

3. Creativity

Creativity is a complex concept. Many people think that creativity is being good at painting or drawing, but actually, creativity can manifest itself in a multitude of ways. Some of the key attributes of creative thinking include divergent thinking, imagination, flexibility, and the ability to tolerate ambiguity.Ìý

Children who can express themselves creatively show less frustration and develop a joy of learning. And this expression can take many forms: writing, drama, scientific exploration, and dance and other movement – to name just a few.

Part of creativity is learning to innovate. Innovation is how children test their thinking and how they interact with their world. Creative children are able to create content from their own ideas or other resources. They can use that newly created content to solve problems and participate in creative activities.Ìý

4. Critical thinking

Critical thinking refers to the higher levels of thinking that learners need to enable them to think rationally and effectively about their needs, the best way to do things, identifying links between ideas, analyzing points of view, evaluating arguments, and supporting evidence and reasoning. It’s about thinking in a non-linear, open-ended way, allowing for multiple responses and unspecified answers, and considering issues from various perspectives, challenging assumptions and exploring possible alternatives.Ìý

Critical thinking is not a natural function like sleeping or eating. Children benefit significantly from teaching methods that take the development of their thinking skills seriously. And when children start applying critical thinking skills, they’ll begin to enjoy more challenging tasks.Ìý

Five steps to the four Cs

So how can teachers plan their lessons to develop these four skills in their young learners? There are five steps that provide a framework that challenges and stimulates students:Ìý

1. Determine learning objectives and define behaviors that learners should exhibit

Think about the purpose of your lesson. What new concept or information do you want your students to absorb? And what learning behaviors do you want to elicit from them? Clarifying these aims before your lesson will help you to measure its success afterwards.Ìý

2. Model a new concept and encourage students to think critically and creatively through questioning

It’s important for the teacher to plan significant questions and give students time to respond. Follow up on those responses by asking probing questions and periodically summarizing key points of the discussion. There are various types of questions you can use in class:Ìý

  • Clarification questions, for example, What do you mean? Can you explain that more? Could you put that in another way?Ìý
  • Assumption questions, for example,ÌýWhy do you think so? Would you make this assumption?Ìý
  • Evidence questions, for example,ÌýCan you give me an example? Do you think this is true?Ìý
  • Origin or source questions, for example, Where did you get that idea? Is this your own idea or did you hear it from someone else?Ìý
  • Consequence questions, for example, What effect would that have? What would the implications be? What alternatives could there be?Ìý
  • Viewpoint questions, for example, How are these ideas different? How would different groups of people respond?Ìý

It’s important to include as many students as possible in the discussion. In this way, they are more likely to communicate with each other and discover knowledge on their own.Ìý

3. Choose activities that promote active learningÌý

One activity that typically receives a positive response is the KWL approach. Create a table with three columns:

  • K = what students knowÌý
  • W = what they want to knowÌý
  • L = what they have learned

Once the class has completed the first two columns, you can put the table aside until the end of the lesson or the topic. Then complete the final column as a way of reviewing everything that has been covered in the lesson.Ìý

Also, try think-pair-share activities. Assign students short tasks to complete individually. Just make sure that they prompt learners to come up with creative responses. Once students have had an opportunity to think critically and creatively about the concept, they can share their ideas with a partner before sharing with the whole class.Ìý

4. Prompt communication and collaboration, and give students an opportunity to review and refine their ideasÌý

Moving into larger groups, learners can share their work, accept different perspectives and defend their own point of view. Presenting to one another and answering questions will prompt them to review and refine their ideas before the final step in the process.

5. Learners present their work, getting feedback and creating an opportunity for self-assessmentÌý

Depending on the type of work you’re doing, presenting could be as simple as sharing answers to questions or giving a project presentation with a group spokesperson. Encourage the other members of the class to ask questions and provide feedback, as well as giving your own feedback. Then, encourage learners to reflect on their participation in the lesson.

Read our blog posts 'Activities to nurture creativity in the classroom' and '21st-century skills and the English language classroom'.

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  • A teacher sat with students at a table, the students are using tablets.

    Benefits of using tablets in the primary classroom

    By Jacqueline Martin

    Reading time: 5 minutes

    Interactive whiteboards, PCs and laptops are common in many schools worldwide, but have you ever considered using tablets in your young learners' classes?Ìý

    Tablets can be used for many things. Online research, watching and creating videos, playing games, and digital storytelling are just a few examples. Of course, there's also the added environmental benefit of going paper-free.

    In this post, we're going to explore some of the reasons why using tablets can be beneficial in the young learner's classroom and what to consider before you do so.

    What are the benefits of using tablets in class?

    1. Facilitating engagement

    With good direction from the teacher, tablets can emulate natural social interaction and interactivity. They can also offer problem-solving activities, set achievable goals and provide instant feedback.

    Moreover, when young learners are truly engaged in an activity, it may be perceived as effortless - and they learn and use their second language (L2) without even realizing it.Ìý

    2. Introducing authenticity and autonomy

    In terms of content, tablets allow us to bring the real world into the classroom at the tap of a screen. We can provide learners with authentic materials via level-and-age-appropriate videos and real-life communication. As well as interaction with other teachers and learners through teams or by using a secure app such as .Ìý

    Tablets also promote learner autonomy. They are easy to use, allowing us to take a step back and let our students work at their own pace, being on stand-by as a facilitator when students require help or a little push in the right direction.

    3. Promoting creativity, communication and inclusion

    Nearly all tablets have a webcam and voice recorder, which means that learner-generated content can be created easily - even without dedicated software.Ìý

    You can have your students make their own vlogs (video diaries), ebooks, comics, cartoons and movie trailers. All you need to do is to install apps such as Ìýor from Duck Duck Moose. While these apps have been created for 'fluent-speaker' classrooms, they can easily be adapted to an ELT context.

    Tablets also promote communication. This can help improve students' L2 oral skills at any level, when the teacher is there to support and guide them.

    One of the greatest advantages of a tablet as opposed to a computer is that anyone can use one and they are much more portable.Ìý

    For students with special educational needs, tablets can be an essential learning tool and they can also be used by students with low-level motor skills, such as very young learners. Similarly, tablets can work really well with multi-level classes, as they allow you to offer differentiated materials, activities and support where necessary.

    4. Enabling online assessmentÌý

    Tablets can also facilitate interactive online exams or help measure progress. Tests such as 'English Benchmark - Young Learners' are designed with primary learners in mind, to be taken anytime, anywhere.ÌýIts game-like format engages students and takes the fear out of being assessed. It also provides instant feedback to the teacher with informative reports and advice for future study.Ìý

    5. Building relationships with caregivers

    Finally, as with any online content, tablets allow you to connect with our learners outside the classroom. You can quickly send links to classwork and feedback to the children's caregivers, fostering a positive relationship and a greater interest in their child's progress and learning.Ìý

    Tips for using tablets in class

    Before implementing the use of tablets in your classroom, there are some things you should consider. Here are some useful tips that will help you gain the maximum benefit from tablets.

    Usability:

    • Decide what you are going to use the tablets for and when. Are you going to allow students to use the tablets for all parts of the lesson or only for specific activities? This may depend on the number of tablets you have available.
    • Use technology to improve an activity or design new activities that would not be possible without the tech, rather than using it to carry on as normal. Think about when a tablet will help learners do something they wouldn't be able to do without one, e.g., make a video or create and share a piece of writing with the whole class.
    • Think about using tablets for creation rather than consumption. Your students can (and probably do) spend a fair amount of time consuming videos in their free time. Whether they do this in English or not is another story, but in the classroom, students should use the language as much as possible (see the next point).
    • Use the tablets for collaborative tasks that require social interaction and communication. It's unlikely that you will have one tablet per student. Make the most of this limitation by having students work in pairs or small groups. Students can use their own devices individually outside the classroom.
    • Try to incorporate tablets into regular classroom activities and interactions. Avoid making them a "reward" or just for "games". Even if games are part of your planned tablet usage, make it clear that students are playing them in order to learn English. Encourage students to think of the tablet as a tool to help them on their learning journey.

    General tips

    • Try out any apps or widgets before asking students to use them. If necessary, make or find a step-by-step tutorial to help students use an app. There's nothing worse than having a class of twenty-five students all raising their hands at the same time because they don't know where to start.
    • Have clear rules and guidelines for tablet use. Educate students about using the equipment responsibly. Do this before you hand out tablets the first time.
    • Provide students and parents with a list of recommended apps to continue their home learning. Whether you have a class set of tablets or are using BYOD (Bring Your Own Device), many students will have access to a tablet or mobile phone at home, which they can use for further practice. Students will likely be motivated to continue playing games at home and may wish to show their parents and friends any content they've created in class.

    Practicalities

    • Consider the hardware and technical requirements. Do you need a Wi-Fi connection? How many devices will you have? Which apps and programs do you want to use?Ìý
    • Ensure the features and apps you plan to use suit the age group you're teaching. Do some research, and if possible, choose apps designed for educators, avoiding freebie apps that may contain advertising. Block any websites you think unsuitable and install a search engine with child-friendly filters.
    • Set the language of the devices to English. Even if your students are very young, they'll pick up useful language and will be more inclined to use English as they are using the tablet.
    • Decide where you will keep the tablets and how they will be maintained. How often and where will they be charged?Ìý
    • Think about how you can flexibly set up your classroom to incorporate collaborative tablet use. Move tables together to make group work easier. Create workstations or even have cushions or bean bags in a corner of the classroom.

    Using tablets to assess student progress with Benchmark

    With the right software, tablets can allow us to conduct formative assessments through immediate feedback and learning analytics.Ìý

    We have developed our own English-language test for children aged 6 to 13 in an app designed specifically for tablet use. This fun, game-like test is highly motivating and assesses all four skills in a relaxed environment, removing the stress of traditional exams. It also allows you to see where each learner needs more improvement, providing recommendations on what to teach next and suggested activities in selected ÃÛÌÒapp courseware.

    Find outÌýmore information about the English BenchmarkÌýtest.

  • A child running with a rugby ball outside, with children behind them

    How can gaming support language learning?

    By Jacqueline Martin

    Reading time: 5 minutes

    Academics and teachers have been writing about the benefits of using games in the language classroom for many years. Wright et al (1984), Lee Su Kim (1995), Ubermann (1998), Ersoz (2000), Yong Mei and Yu-Jin (2000) and Thi Thanh Huyen and Khuat Thi Thu Nga (2003) all pretty much agreed that games provide a useful and meaningful context for language use; encourage students to interact and communicate; can both challenge and reduce anxiety (as the emphasis is on the message, not the form); provide practice in all four skills; and help students to make and sustain the significant effort involved in learning a language.

    Kim and others have also noted that games can offer a welcome break from the usual routine of the language class. Playing a game after an intensive test or with over-excited students after break time can help re-engage learners instantly in your lesson, and you'll maximize your time with them.

    Lengeling and Malarcher (1997) took the list of potential benefits of games in the classroom even further.

    Affective

    • Games lower the affective filter
    • They encourage the creative and spontaneous use of language
    • They promote communicative competence
    • Games are both motivating and fun

    Cognitive

    • Games reinforce learning
    • They both review and extend learning
    • Games focus on grammar in a communicative manner

    Class dynamics

    • Games are extremely student-centered
    • The teacher acts only as a facilitator
    • Games build class cohesion
    • They can foster whole-class participation
    • Games promote healthy competition

    Adaptability

    • Games can be easily adjusted for age, level and interests
    • They utilize all four skills
    • Games require minimum preparation after the initial development stage

    It is important to bear in mind that when the above was written over 20 years ago, it was with reference mostly to more traditional games. But more recent evidence seems to indicate that the same principles apply. Some additional benefits cited by teachers I've spoken to are that:

    • Games could make language lessons less threatening for less confident pupils as their concern about getting sentence form wrong was reduced, and so their production greater.
    • Students learn more than just the language of the lesson when playing a game; they may learn instructional language through discussion or rules and sometimes negotiation skills and a lesson in cultural differences too.
    • Students can form a greater variety of emotional connections with language through playing games, for example acting out a word or seeing another student do so, or remembering a clue for a word.

    So, playing games can help students learn a language – but is just playing them enough? Some teachers like using games with less motivated classes who won't engage with straight practice activities and will willingly use key vocabulary and structures in a game, gaining much-needed practice without even realizing it. In today's language-learning context, though, is that a good thing?

    Motivating the unmotivated

    In recent years, much research has shown that students learn better when the intention or objective of the lesson is clear to them. In short, they understand what they're supposed to be learning and why and, when taking it to the next level, can assess their own learning and be actively involved in planning their next steps.

    Would knowing that the games they play are actually a way of doing some additional language practice make these students engage less? Opinion differs, and some discussion seems to center around the actual activity involved. Some games are thinly veiled group-work tasks, but other games that are at the right proficiency level (or slightly above) and take into account factors like cultural context, available time, learning topic and the classroom setting are generally considered to have a positive impact.

    Another major influence on improving motivation is the feedback a student receives, and this is something games can also support. Online games can provide richer simulated learning experiences and immediate feedback to students in a variety of ways.

    Above all, the main issue for the less motivated students is usually that they can't see why they need to learn English. Playing games not only simulates 'real' contexts but also helps them understand that they can accomplish a variety of tasks using English as a medium, which is motivational in itself.

    As teachers, there is a responsibility to explain how or why games will help students learn. This can equally motivate learners (or parents) who fear that playing games is just frivolous time-wasting. For example, informing even adult students that a simple hangman or hot seat game helps them improve spelling skills, gets their brains focused on recognizing the shape and structure of new words, and facilitates their learning of new vocabulary soon helps them see the value (Simpson 2011).

    Can games help learners acquire 21st-century skills?

    Maybe we can draw the conclusion that games can positively impact learning – but is that even enough? Today's teachers have to ensure not just that their students learn but that they acquire the skills they need for life and jobs in the 21st century. Can games help here too? This is a newer area of research, but evidence seems to indicate that games can help students learn a variety of important skills such as critical thinking skills, creativity, teamwork and good sportsmanship.

    These ideas were taken seriously by Robert Morris University Illinois, who offered an e-sports scholarship for the first time in 2014. They studied two groups of students – football players and gamers – and found that levels of competitiveness, perseverance, focus and determination were very similar. Both groups showed a similar desire to excel as part of a team. Both 'sports' required the team members to be detail-orientated, have good hand-eye coordination and have a strategic mind. The only difference was in the level of cardiovascular activity. Both groups received performance analysis and tactical advice from coaches and both subsequently made improvements.

    How many universities will start to offer these types of programs remains to be seen. Still, the idea that online competitive gaming can improve performance is being brought to the workplace too. Think about what virtual teams could learn from playing role-based collaborative games. Team members have set roles and clear and shared goals and have to work closely together to formulate an action plan to achieve them. Teamwork, skill, strategic thinking and communication are essential.

    All these are important skills for today's workplace, so maybe gaming can provide an opportunity to hone these in a lower-risk environment and improve business performance.

    These examples are clearly far from the norm, but they do seem to indicate that using gaming to support learning in the classroom is not a waste of time. When you get the right mix of gaming and learning, it develops a student's autonomous learning skills and encourages them to spend more time on task – both of which greatly impact learner outcomes.