4D Competencies
Infusing Knowledge instruction with Skills, Character, and Meta-Learning is the core principle of a 4D Education. But how is that done? By breaking these three dimensions into Competencies and then further into Subcompetencies, instructors have the details to make their lessons more effective, focused, logical, and relevant.
The 4D Competencies and Subcompetencies (+) are:
Skills
How we use what we know
Creativity
including related ideas such as
imaginativeness | imagination | ingenuity
| CRE1: Generating and seeking new ideas |
| CRE2: Developing personal tastes and aesthetics |
| CRE3: Being comfortable with risks, uncertainty, and failure |
| CRE4: Connecting, reorganizing, and refining ideas into a cohesive whole |
| CRE5: Realizing ideas while recognizing constraints |
| CRE6: Reflecting on processes and outcomes |
Critical Thinking
including related ideas such as
problem-solving | analysis | reasoning
| CRI1: Identifying, clarifying, and organizing information |
| CRI2: Considering other points of view |
| CRI3: Applying sound reasoning to decision-making |
| CRI4: Assessing validity and quality of information |
| CRI5: Reflecting critically on one’s own reasoning and assumptions |
Communication
including related ideas such as
dialogue | listening | speaking
| COM1: Asking questions and actively listening |
| COM2: Clearly and concisely articulating ideas or messages |
| COM3: Using and understanding nonverbal and paralingual communication |
| COM4: Communicating via multiple modes (digitally, orally, etc.) |
| COM5: Empathizing with audiences and adapting messages accordingly |
Collaboration
including related ideas such as
cooperation | teamwork | group cohesion
| COL1: Taking and sharing responsibility with others |
| COL2: Utilizing each individual’s unique skills and perspectives |
| COL3: Navigating and resolving interpersonal conflict |
| COL4: Giving and receiving constructive feedback |
| COL5: Empathizing with and actively supporting team members |
Character
How we behave and engage in the world
Mindfulness
including related ideas such as
self-awareness | presence | self-management
| MIN1: Attending to one’s body, emotions, and reactions in the present moment |
| MIN2: Understanding by describing one’s emotions and reactions |
| MIN3: Building effective habits for regulation of inner experience |
| MIN4: Cultivating positivity, open-mindedness, patience and compassion |
Curiosity
including related ideas such as
open-mindedness | wonder | exploration
| CUR1: Seeking to understand deeply |
| CUR2: Seeking out novelty and trying new things |
| CUR3: Seeking different perspectives to broaden understanding |
| CUR4: Actively pursuing one’s own interests and passions |
Courage
including related ideas such as
bravery | confidence | risk-taking
| COU1: Pursuing ambitious goals despite social, financial, physical, or emotional risk to self |
| COU2: Standing up for one’s values |
| COU3: Engaging with others in a vulnerable way |
Resilience
including related ideas such as
perseverance | grit | persistence
| RES1: Adapting flexibly |
| RES2: Building strong social networks |
| RES3: Managing stress and expressing emotions appropriately |
| RES4: Orienting to a meaning or purpose |
| RES5: Persevering through challenges but seeking help when needed |
Ethics
including related ideas such as
integrity | fairness | virtue
| ETH1: Identifying and describing ethical concepts |
| ETH2: Making ethical decisions and taking ethical actions |
| ETH3: Understanding the ethical perspectives of others |
| ETH4: Understanding and assessing values, (civil) rights, and responsibilities |
Leadership
including related ideas such as
responsibility | accountability | decision-making
| LEA1: Determining challenges and setting goals |
| LEA2: Managing power ethically |
| LEA3: Thinking strategically to best utilize resources (people and material) |
| LEA4: Evaluating team outcomes and adapting accordingly |
| LEA5: Respectfully collaborating with others |
| LEA6: Contributing to the broader group or community |
| LEA7: Sharing one’s vision and inspiring others |
Meta-Learning
How we reflect, adapt, and learn how to learn
Metacognition
including related ideas such as
thinking about thinking | self-reflection
| MET1: Reflecting on processes, achievements, learning, and/or identity |
| MET2: Determining goals, plans to achieve those goals, and monitoring one’s progress |
| MET3: Monitoring comprehension and managing information accordingly |
| MET4: Evaluating one’s actions and their consequences |
| MET5: Considering alternatives and different perspectives |
| MET6: Practicing awareness and regulation of internal state |
| MET7: Thinking and adapting flexibly |
Growth Mindset
including related ideas such as
self-efficacy | productive failure
| GRO1: Believing in one’s agency and having high self-efficacy |
| GRO2: Learning from mistakes and welcoming feedback as a chance to grow |
| GRO3: Persevering for deeper expertise and understanding |
| GRO4: Understanding one’s current strengths and weaknesses |
| GRO5: Finding joy in learning and becoming a lifelong learner |
For more information on:
- the goals and drivers in synthesizing research to develop this framework, see Theory of Change & Research Process
- the Skills framework, see Skills for the 21st Century: What Should Students Learn?
- the Character framework, see Character Education for the 21st Century: What Should Students Learn?
- the Meta-Learning framework, see Meta-Learning for the 21st Century: What Should Students Learn?