2. Common definitions…
• Participatory
”affording the opportunity for individual
participation; e.g. participatory democracy “
• Pedagogy
“The method and practice of teaching,
especially as an academic subject or theoretical
concept”
3. • “Pedagogy is leading people to a place where
they can learn for themselves. It is about
creating environments and situations where
people can draw out from within themselves,
and hone the abilities they already have, to
create their own knowledge, interpret the
world in their own unique ways, and
ultimately realise their full potential as human
beings.”
http://steve-wheeler.blogspot.co.nz/2013/11/the-meaning-of-pedagogy.html
4. What does Participatory Pedagogy
mean for primary schools
• “Having a say” in the learning opportunities ~
allowing for student voice, student choice.
• Creating & exploring new learning
collaboratively (e.g. P4C ~ Encouraging
questioning rather than “sage on the stage”
approach)
5. Examples of student voice we are
already familiar with…
• Brainstorm in syndicates
6. Collaborative learning
• In Philosophy for Children (P4C) Matthew
Lipman encouraged the use of a community of
Inquiry.
• The emphasis is on the group inquiring
together into questions with the teacher as a
facilitator rather than the authoritative source
of information.
7. Participatory Learning as Pedagogy
“Active learning is defined as the extent to which students are involved
in experiences that involve actively constructing new knowledge and
understanding. Engaging students in these forms of learning is at the
heart of effective educational practice.” (ACER, 2011, p. 17)
• Learners need to become active participants rather than passive
consumers of content
• Learning processes need to be participatory and social, supportive
of personal goals and needs.
• Students who engage in learning activities with their peers are
more likely to participate in other effective educational practices
and have more positive views of learning.
• Use of web2.0 tools enables learners to contribute in varied ways to
achieve both individual and shared learning goals.
8. Learners…
• Become knowledge creators,
• Produce work for a wider audience,
• Employ both formal and informal learning,
• Employ a variety of alternative venues of
expression,
• See that what they will learn will serve them
elsewhere and is transferable to other contexts,
• Develop a sense of a learning community,
• Help steer the ship.
9. Key ingredients of effective Teaching
and learning should be considered.
• Intellectual quality: Higher order thinking,
substantive conversations, critiquing
• Relevance: Integration, knowledge background,
connectedness, problem based
• Supportive classroom environment: student control,
support, engagement, explicit criteria, self regulation
• Recognition of difference: Cultural knowledge
Inclusivity, Expository/ Narrative, Group identity,
Citizenship
10. What examples of collaborative work
currently exist in our programmes ?
• Brainstorm in syndicates
11. What other opportunities are there in
our school for creating & exploring
new knowledge
• Working together
• Where is there scope for further
development?
12. Finally in curriculum planning and
delivery remember…
• Can your teaching style exemplify a Hrie
approach?
• Are the opportunities for group work
purposeful?
• At some point can the children take initiatives
and direct their own learning?
• Can you model rights respecting behaviours
with the children and other adults?
