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'.

Learn about our courses

More blogs from ÃÛÌÒapp

  • Two school girls getting onto. a schoolbus

    4 steps to make sure the transition back to school goes well

    By Donatella Fitzgerald MBE

    As we start thinking about returning to school, the big question for teachers and parents is: How can we help our children get off to a smooth start?ÌýÌýÌý

    After the long break, students might be keen to see their friends again. But it's not always easy to get back into the class routine. It's especially difficult when students are moving into a newÌýclass orÌýare facing important exams.Ìý

    So what can you do to support children in transitioning back to school at the beginning of the academic year?Ìý

    Here are 4 steps to help them get off to a great start.ÌýÌý

    1. Be organized and create routines

    Organizing is what you do before you do something, so that when you do it, it's not all mixed up.Ìý – A. A. MilneÌý

    Have a "family meeting" to brainstorm the routines for the school year,Ìýe.g., tidying room, getting school clothes/uniform/bag ready the evening before, homework routines, familyÌýmeal times and exercise. Ensure each member of the family has input into the routine too. Create a chart with the routines so everyone can see what has been agreed upon and how they are being adhered to.

    2. Start bedtime routines early

    Early to bed and early to rise, makes a man healthy, wealthy, and wise. – Benjamin FranklinÌý

    Agreeing on firm bedtimes during the school week is very important for everyone in the family.ÌýÌý

    If children and teenagers do not get enough sleep, it can negatively impact their healthÌýand academic achievement. It's important that they are aware of this too.ÌýÌý

    In an ideal world, we should ensure that adults and children are not exposed to any form of screen time for at least 30 minutes to one hour before bedtime. This will help everyone sleep better.ÌýÌý

    Start the back-to-school sleep transition gradually. To help your child adjust, move bedtime up by 30 to 60 minutes at a time over the course of a few days or a week before the start of school so the transition from a later bedtime to an earlier one is progressive.Ìý

    3. Talk about homework and teach organizational skillsÌý

    When it's obvious that the goals cannot be reached, don't adjust the goals, adjust the action steps. – ConfuciusÌý

    Organization needs to be taught and practiced. As children get older, homework usually increases. Take an active interest in your child's homework.ÌýÌý

    Parents can be supportive by demonstrating organizational skills and helping children with time management. Assist them with creating a plan for their homework and encourage your child (whatever age) to have a study plan of some sort and to set goals for their homework which are SMART:Ìý

    • Specific – Describe in detail what activities they are going to do.Ìý
    • Measurable – How will they know when they are progressing/finished?ÌýÌý
    • Achievable – Do they have the skills and resources to get to their goal?ÌýÌý
    • Relevant – How does this goal connect to short and long-term targets?Ìý
    • Time-bound – Set a concrete deadline.

    Teach them how to approach homework with a "strategy". How much homework do they have? How long will it take to do it? Prioritize urgent homework and do more difficult things when they are less tired.ÌýÌý

    Make sure there's adequate space in your house and set up a homework-friendly area that is wellÌýlit, andÌýhas a table with enough room to put their pens and books. Of course, this is preferably somewhere quiet.ÌýÌý

    Also, it's important that parents are motivators and monitors and that they try to make themselves available for advice. Always praise children for their work and efforts. If you spot any problems, try and address them. Keep distractions to a minimum at home while they are doing their homework.

    4. Make mealtimes quality family time: listen and share one good thing about each dayÌý

    Kids who grow up having family dinners, when they're on their own, tend to eat more healthily.Ìý – Anne Fishel Ìý

    A meal around the table can bring to the entire family and be an important opportunity for daily interaction. Sitting down to eat as a family provides the opportunity to have an influence over both short and long-term familyÌýhealth, andÌýcan help children establish resilience and the ability to cope with the demands of life as we know it now and in the future. It can also be an opportunity to introduce mindful eating too – being more aware of what and how we are eating.

    Additionally, this time together allows for members to talk and share things about their day and also offers an opportunity to establish a strong and powerful bonding experience. How can we make sure family mealtimes are quality time? Ìý

    • Be attentive and offer undivided attention during this time.ÌýÌý
    • Turn all modern technology off during the meal so everyone is focused on each other.ÌýÌý
    • Talk to each other about topics such as: What lessons do you have today (at breakfast)? What did you enjoy about today? What did you have for lunch (while sharing the evening meal). Tell me one thing you learned today. What made you laugh today? What made you happy today?ÌýÌý
    • Listen mindfully to your child's thoughts and worries (if any).Ìý
    • Encourage each member to talk about one good thing that has happened to them that day. This lets them know you are there for them.ÌýÌý
    • Assign mealtime jobs to involve everyone, e.g.: setting and clearing the table and putting away the dishes.

    However, sometimes it's not possible to share meal times during the week so plan at least one on the weekend if possible.Ìý

    The benefits of any small moment of time can have long-lasting positive influences on your child's mental and physical health. Children model adultÌýbehaviorÌýand if they see you eating and engaging positively with them and others, they will carry this into their own lives.Ìý

    With a bit of preparation, the leadup and transition back to school can be smooth and enjoyable not only for children but also for the rest of the family.

  • friends chatting around a laptop

    Realistic practice scenarios to boost your English skills

    By ÃÛÌÒapp Languages

    It's essential to engage in real-life conversations to truly become proficient in a language. By immersing yourself in realistic situations, you can really boost your English skills. Of course, it can be difficult to find people to speak to if you aren’t in an area with many English speakers. By practicing different possible scenarios, when the time or situation arises, you know you’ll be ready to take on the challenge.

    You might be preparing to work or study abroad, trying to connect with a new friend or improving your workplace communication. Let’s explore some realistic practice scenarios that can help you feel more confident and fluent when speaking English in your everyday life.

  • A server standing and smiling at a group of ladies smiling sat at a table

    Language and employability skills: Critical thinking, creativity, and communication

    By

    Why learn a language?

    For most, it's part of academic studies. For some, it's a fun social opportunity. But for many, language learning is aimed at getting a job.

    Language teachers didn't always consider the reasons students were motivated to learn a language. Instead, they focused solely on the central parts of language learning: phonology (sounds of letters and words), morphology (the meaning of parts of words), lexicon (vocabulary), grammar (word order) and to a lesser extent, discourse (the intent of language).

    But today, beyond the mechanical aspects of language teaching and learning, language teachers and their teaching and learning materials try to align with students' motivations. This includes exploring a wide variety of social issues from global warming to racism to homelessness. Reasons for teaching these issues are based on the notion that language is culture, and students want to learn broad topics and be able to contribute to conversations about the issues of the day.

    Employability skills

    A related challenge facing students is employability skills. In the past, students were largely taught the types of language expected of factory workers: giving and responding to simple instructions. Most students learning via the audio-lingual method would consider the question "How are you?" to always be answered with the response, "I'm fine, thank you." The reality, of course, is that you might just as well say, "I'm okay." "Can't complain!" "Not too bad." or even the little-used but truthful, "I feel terrible!"

    The Communicative Approach challenged this pre-programmed speech and reflected changes in the workplace. As robots and artificial intelligence agents take over more and more factory work, today's language students are graduating into jobs that require critical thinking, creativity, and broad communication skills. What are these skills and how do they relate to employability?

    Critical thinking is about examining problems to better understand them. Sometimes critical thinking helps students make choices between one or more alternatives. Like creativity and communication, critical thinking is vital in both academic and employment situations where, for example, staff might try to decide between two locations to build a new factory.

    Creative thinking is about looking for new solutions. In the factory example, a solution might be to build a factory on a boat so it travels between where the raw materials are collected to the market where they're to be sold.

    Communication is about explaining ideas, listening to others' views, and using persuasive speaking and writing to structure arguments. Is the factory boat the best idea? It might be, but without clear communication and debate, it will be tossed aside.

    In terms of employability, the ÃÛÌÒapp series Step Up outlines the varied needs faced by adult learners: "to improve their employability skills to get their first job, secure a promotion, find a different job, re-enter the workforce after an absence or change fields."

    Meeting these needs requires new teaching and assessment approaches.

    Be collaborative

    Teaching has to become more collaborative. This reflects the nature of modern work, where most people work in teams, rather than in the factory model where workers were interchangeable parts of a machine. Workers today need to identify problems, share ideas about how to solve them and negotiate, using critical and creative thinking.

    Assess positively

    Similarly, assessment needs to change to a model that allows students opportunities to show what they know in open-ended ways with multiple opportunities to achieve success. Tests with closed-ended questions aimed at tricking students are a thing of the past. Assessment today needs to present students with chances to learn and try again and again until they and their teachers are confident of their abilities.

    Learning a language and related abilities, like employability skills, is not a narrow classroom-bound experience. Students continue to learn and improve throughout their lives. More than anything else, the role of today's teachers is to set their students on a path of lifelong learning.