How can you promote global citizenship in your classroom through critical reading?

2 Model and teach critical reading skills

To promote global citizenship through critical reading, the second step is to model and teach students how to read critically. This involves more than just understanding the main idea and details of a text; it also requires analyzing its purpose, audience, tone, bias, evidence, and implications. To help students develop these skills, you can use open-ended questions to encourage interpretation, evaluation, and synthesis. Additionally, graphic organizers like Venn diagrams or T-charts can be used to compare and contrast different texts or perspectives. Think-alouds, annotations, or reflections can help students monitor their own comprehension and metacognition. Finally, rubrics, checklists, or peer feedback can assist in assessing their own critical reading performance and setting goals for improvement.

3 Facilitate discussions that promote dialogue and diversity

Facilitating discussions is the third step to promote global citizenship through critical reading. Discussions are a great way for students to share their opinions, listen to others, and learn from different perspectives. To ensure effective discussions, set clear norms and expectations for respectful and constructive communication. You can also use prompts, sentence starters, or protocols to help students express their thoughts and questions. Additionally, strategies such as fishbowl, jigsaw, or Socratic seminar can help students engage in different roles and formats of discussion. Finally, strategies such as exit tickets, surveys, or polls can help students reflect on their learning and provide feedback.

4 Connect reading to action and advocacy

The fourth step to promote global citizenship through critical reading is to connect reading to action and advocacy. Your students can be inspired by reading to take action and advocate for positive change in the world. To help them do this, you can use project-based learning, service learning, or inquiry-based learning to design and implement solutions to real-world problems related to the texts they read. Additionally, digital tools such as blogs, podcasts, or videos can be used to create and share their own messages or stories related to the texts they read. Lastly, strategies such as letters, petitions, or campaigns can be employed to communicate and collaborate with local or global communities or organizations related to the texts they read.

5 Here’s what else to consider

This is a space to share examples, stories, or insights that don’t fit into any of the previous sections. What else would you like to add?