How we approach teaching global justice issues is central to the learning and outcomes of our students. Global Citizenship Education (GCE) can be seen as overwhelming, given the scale and depth of issues which it covers. However, the approach we take and methodologies we use are central to breaking issues down and unpacking them with students.
GCE Methodologies & COVID-19
Active and participatory learning methodologies are key to GCE. In our current climate of COVID-19, some of our tried and tested methodologies (see below), may not be suitable in a socially distanced classroom.
During our “WWGS Approach to GCE and adapting to COVID-19” training in October 2020, we asked teachers to share how they are adapting their methodologies to the new climate. Here are their suggested activities depending on the technology available in the classroom.
Active and participatory learning methodologies are key to GCE. Teachers take on a facilitation role – using methodologies to support students learning, rather than them being the central port of information and answers. Students are therefore enabled to play an active role in shaping their learning, and teachers learn alongside them.
Utilising active and participatory learning methodologies, teachers can support students to build their knowledge, skills, values and attitudes to ultimately take action on global issues of injustice that are important to them.
Most GCE resources and packs use active and participatory learning methodologies such as simulation, debate and discussion, ranking, freeze-frame or hot-seating.
Here are a few examples to start you off:
Active Teaching and Learning methods shifts the role of the teacher and the learning environment:
…and the role of students: