When I worked at the District level, we introduced the 6 Cs. This at a time that we were rolling out 21C teams made up of an administrator, a Teacher-Librarian, a Special Education teacher and a classroom teacher (in year 1–by year 3 we were up to a team of 10 teachers per school). As a Catholic school board, we also thought about how our faith would permeate all of the Cs. After much debate, collaboration, and word smithing, we came up with this (the image underwent many iterations since then).
Our own interpretation was based on Michael Fullan’s 6 Cs which Sylvia Duckworth sketched here:
We changed character to Catholic Character and Citizenship made reference to Catholic Social Teaching and service in both local and global communities. I remember wondering how we were going to emphasize that these 6 Cs needed to be seamlessly addressed in the context of teaching and learning and that technology didn’t necessarily have to be a part of the lesson; but would be helpful. I also remember thinking that beyond content, these competencies or skills would be essential to students as they graduate into a world which is ever changing.
I have been thinking about how relevant these competencies are and how different Districts have embraced different iterations of this when a new iteration of Global competencies created by the Council of Ministers of Education for Canada was shared by Donna Fry on Twitter. These are :
Critical Thinking and Problem Solving
Critical thinking and problem solving involve addressing complex issues and problems by acquiring, processing, analysing and interpreting information to make informed judgments and decisions. The capacity to
engage in cognitive processes to understand and resolve problems includes the willingness to achieve one’s potential as a constructive and reflective citizen. Learning is deepened when situated in meaningful, real world, authentic experiences.
Innovation, Creativity, and Entrepreneurship
Innovation, creativity, and entrepreneurship involve the ability to turn ideas into action to meet the needs of a community. The capacity to enhance
concepts, ideas, or products to contribute new-to-the-world solutions to complex economic, social, and environmental problems involves leadership, taking risks, independent/unconventional thinking
and experimenting with new strategies, techniques, or perspectives, through inquiry research. Entrepreneurial mindsets and skills involve a focus on building and scaling an idea sustainably.
Learning to Learn / Self-Awareness and Self- Direction
Learning to learn and to be self-directed and self-aware, means: becoming aware and demonstrating agency in one’s process of learning, including the development of dispositions that support motivation, perseverance, resilience, and self-regulation. Belief in one’s ability to learn (growth mindset), combined with strategies for planning, monitoring and reflecting on one’s past, present, and future goals, potential actions and strategies, and results. Self-reflection and thinking about thinking (metacognition) promote lifelong learning, adaptive capacity, well-being, and transfer of learning in an ever-changing world.
Global Citizenship and Sustainability
Global citizenship and sustainability involves reflecting on diverse world views and perspectives and understanding and addressing ecological, social, and economic issues that are crucial to living in a contemporary, connected, interdependent, and sustainable world. It also includes the
acquisition of knowledge, motivation, dispositions, and skills required for an ethos of engaged citizenship, with an appreciation for the diversity of people, perspectives, and the ability to envision and work toward a better and more sustainable future for all.
Collaboration
Collaboration involves the interplay of the cognitive (including thinking and reasoning), interpersonal, and intrapersonal competencies necessary to participate effectively and ethically in teams. Ever-increasing versatility and depth of skill are applied across diverse situations, roles, groups, and perspectives in order to co-construct knowledge, meaning, and content, and
learn from, and with, others in physical and virtual environments.
Communication
Communication involves receiving and expressing meaning (e.g., reading and writing, viewing and creating, listening and speaking) indifferent contexts and with different audiences and purposes. Effective communication increasingly involves understanding both local and global perspectives, societal and cultural contexts, and adapting and changing using a variety of media appropriately, responsibly, safely, and with regard to one’s digital footprint.
(my emphasis added). Do check out the student descriptors.
Notably, technology is NOT optional. Also of interest is the addition of Entrepreneurship as well as Learning how to Learn as a competency. While I see so many of these mirrored in the teaching and learning I do (likely because they are not so different from the competencies so ingrained in me from my work almost a decade ago), I still wonder how we manage to make these a priority when our teacher plates are already so full.
Should these competencies become a part of our Teacher Appraisal reviews? Student feedback forms? A personal teacher checklist? Can we create a continuum to ensure all of these competencies are met K-12? Do we even need to? Does every task or learning opportunity offered to students need to hit one or a few of these?
Would love your thoughts as I continue to ponder these ideas in the New Year.
