The Four Cs

Recently, The National Education Association has released "An Educators Guide to the Four Cs". The Four Cs claim to be an approach in the preparation for 21st Century Students for a Global Society. In other words, this document is going to help me and my other fellow student teacher peers and current teachers to get our own minds and brains thinking as to how we can turn our classrooms into an environment where students are effectively practicing what they will for their predicted futures.

'Old School' Digital Classroom that is still mostly relevant.
Image sourced from: https://search.creativecommons.org/photos/72e3024b-4b4c-4015-8910-abdc0682bf30

Common modern digital learners
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The Four Cs are:

1. Critical Thinking and Problem Solving
2. Communication
3. Collaboration
4. Creativity and Innovation 

Image sourced from: http://projects.upei.ca/ed626-2015/2015/07/24/4-cs-21st-century-skill-for-success/

How can Critical Thinking and Problem Solving be developed in the classroom? 

Critical thinking and problem solving are very useful skills as they also help students to develop other skills such as higher levels of concentration, improvements in thought processing and deeper analytical abilities. The Guide to 'The Four Cs' by National Education Association (NEA) presents a strategy for Year 8 geography to practice critical thinking and problem solving strategies. The idea presented involved groups within the classroom researching state parks and state populations to develop a case study using maps and facilities of other state park examples as a quest to increase amenities at local state parks.

These skills are crucial for development in my classroom and will be an important focus to also assist students with their future choices in life. An idea for practicing this would be to providing students as well as requiring them to find their own case studies to analyse and evaluate for the 'what ifs' that can occur to the natural and physical world through events such as natural disasters, wars or financial crisis' etc. To extend these skills, as a teacher I could create an online escape room for students to use problem solving and critical thinking to prevent, relieve or overcome stress from disaster events.

How can Communication be developed in the classroom?

In terms of developing communication skills for Year 8 Geography, the NEA suggests activities that involves connecting and understanding perspectives such as getting groups of students to take on different perspectives. With this they are required to create a slideshow that presents a recent world or local event from these different points of view. They are then required to reflect on the way that perspectives can alter perceptions. 

With the ever changing use of communicating through technology, I believe that students need to develop communication skills beyond the classroom. With teacher guidance, students could connect with the relevant community through digital mediums such as Twitter, emailing people such as council members or local reporters to gain their perspectives on the issue at a first hand level. The next could be for students groups to create a scene by developing, filming and editing the perspectives of typical characters from a particular scene that is regarding a natural or physical issue. Depending on willingness, the interviewee could make an appearance in the filming process to share a glimpse of their own perspective. 

How can Collaboration be developed in the classroom?

The NEA suggests promoting collaboration for Year 8 Geography could be developed by students composing emails to the appropriate officials of local, state and national levels regarding an environmental issue. In this email they are required to offer alternative methods to resolve the issue. Students would be effectively working with diverse teams, considering the audience and therefore developing an impacting and insightful email. 

With my guidance as a teacher, I would have students appropriate communicating to audiences through email and perhaps going that extra step to organise an online video call through Skype or similar if an official was willing. This could be taken further by organising for an official or youth development officer to visit the class and collaborate with the groups that have been formed to create a persuading resolution to the chosen and discussed environmental issue. The next step would be for the students to collaborate to create an illustrative presentation using a program such as PowToon or Doodly to communicate the resolutions. 

How can Creativity and Innovation be developed in the classroom?

For Year 8 Geography, the NEA recommends that students conduct their own primary research for a local issue so that they can gather numerical data to convert to statistical information. Students would present the position on the required issue using digital data base software. Students then had the option to prepare an editorial slideshow presentation for the related local board or to develop a website that presents the position or a multimedia presentation that also presents the supported position. 

With all the useful knowledge students are learning they need to learn what be done with it beyond writing notes, reports, essays, etc. Therefore, students should practice using online tools to learn exciting ways to present their knowledge. Selecting a local or global issue that has been identified, students can use primary data that has been collected and transferred to online holding spaces. From here, the student can easy evaluate and assess it for trends along with factors effecting the issue. Students can use this data and research to create an interactive or still image of what will happen in the future due to the trends of the particular issue. 

It is beyond incredible too see just how much learning is changing. As a future teacher, it makes me so so excited to be able to foster a love of quality learning through fun and creative ways.