3. What is important to our
The following skills and competencies have been articulated within my
organization as priorities for employee development, talent management, and
succession planning in the next one to three years.
Disagree Neutral Agree Strongly
Critical thinking 2.2% 8.6% 17.3% 36.4% 35.5%
Communication skills 2.0% 6.5% 15.9% 35.7% 39.9%
Collaboration / team building 2.1% 6.8% 18.5% 38.8% 33.8%
Creativity and innovation 2.9% 10.5% 22.8% 36.1% 27.7%
4. My organization makes an effort to assess these skills and competencies when
hiring new employees
Disagree Neutral Agree Strongly
Critical thinking 1.9% 9.0% 20.0% 38.0% 31.1%
Communication skills 1.4% 5.8% 17.4% 43.0% 32.4%
Collaboration / team building 2.7% 10.0% 27.1% 39.4% 20.8%
Creativity and innovation 3.6% 10.7% 32.4% 34.5% 18.8%
What is important to our
5. • Critical thinking and problem solving
• creativity and innovation
• collaboration, teamwork, and leadership
• cross-cultural understanding
• communication and media literacy
• computing and ICT literacy
• career and learning self-reliance
But what does this mean for language teaching?
What skills? And how do they fit
6. What skills? And how do they fit
7. 4Cs and digital tools
• BYOD (Bring you own device)?
• Rich or discrete content?
• Push content or pull content?
• Strategic use or discrete use?
• Consumption or production?
Situation: A company is deciding whether to move
its manufacturing base from the UK to India.
We are unlikely to locate to India as it’s too far away from our
We might move to India because the labour costs are lower.
We might need to work in a different way to be successful in
It’d be a good idea because manufacturing methods are very
advanced in India.
Economic geographical technological cultural
Underline the words that gave you your answer
16. De Bono’s thinking hats
The Red Hat – Intuition,
The White Hat – Information
available and needed. Facts.
The Black Hat – Caution,
difficulties, risks and
The Yellow Hat – Benefits,
value, positive aspects
The Blue Hat –
Managing the thinking,
The Green Hat – Creativity,
17. Thinking Hat Activities
Assign students a coloured hat each. Ask them to research arguments
that their coloured hats can make in relation to a particular topic using
Quora.com, Wikipedia, or Youtube.
Before the next class, all ss with one hat collaborate to produce a
paragraph according to a particular coloured hat on Google docs.
In the next class, lead a discussion about the structure of the essay.
Give language feedback
Students collaborate in groups (each student with a different colour) to
produce a first draft on Google docs. Send by email to T.
18. Thinking Hat Activities
Give students a hat for a particular discussion. Put
all the hats into the same group to brainstorm
ideas. Afterwards, form groups that contain each
hat colour. Students make notes during the
20. Creativity & Digital tools
86% of all American teenagers have published
– Youtube videos
– Instagram photos / photoshop
22. Some ideas
Students create a survey about sport either on paper
or using a tool like survey monkey
Conduct the survey amongst classmates / people at
work / family and friends
Collect data into Excel, or Google Sheets
Discover which is the least popular. Create a poster /
advertisement to promote the sport and make it more
popular either on paper or using digital tools such as
Youtube, Instagram, Photoshop, Audacity
Redefinition Modification Augmentation Substitution
23. Some ideas
Cut lines of some tongue twisters and distribute them to
Students mingle, repeating their lines, putting the strips in
Discuss which sounds are most difficult for them
Collect words with the same sounds either on paper, or
Students work in pairs / groups to write as many
sentences as they can using the words.
Re-pair the groups to put their sentences together to
create a tongue twister
Vote on the most difficult
24. Some ideas
Create a tour guide of the city in a short video
Script and create a podcast on a topic
Design a new product and produce a sales pitch /
26. Using digital tools – augmented
Record yourself speaking for a short time on a particular topic. Once
recorded, send the link to the students. Individually, they write down
what they hear. Afterwards, they work together on Google Docs to
create a final version
Make the students do the work! Have students record the vocabulary
from lessons onto Quizlet flashcards and share with their classmates.
Share resources, invite students to take part in the syllabus, encourage
communication outside the class.
27. Using digital tools – augmented
Create one huge document on a
particular topic. Can be done by
Create tests and quizzes and deliver
them through a phone or tablet.