Participatory education is the practice of teaching in a way that encourages students to actively participate. This can be a good thing if it encourages students to learn and grow. However, this is not the only way to learn, and there have been many reports of people failing to attend classes or classes because they simply did not want to do or were not able to.
Participatory education is about active learning. It’s not about passively sitting in class and watching others work.
While participation is the key to all forms of education, the ability to participate in a class is a skill that’s often overlooked. When a student is participating in a class, they’re making decisions about what to learn, how to learn it, and what to do next. By actively participating, the student is demonstrating their knowledge and skills to their peers.
I know that many people are worried about participation in schools, and while it does not necessarily hurt the child, its not always an effective learning environment. While it may help to be more patient and give more time to each class, it does not guarantee that the student will learn anything. The key to learning anything is to take a risk and try something new, and that is exactly what we did with our students at St. Ignatius.
Participatory education is when students learn from their peers. St. Ignatius’ approach involved each student learning two skills: 1) how to participate in an educational environment through a process (or activities) and 2) how to teach others how to participate in an educational environment through a process (or activities). The students were given activities to participate in, e.g., painting a house, and then were required to participate in a peer-led task, e.g.
we were asked to write a report on how the students learned to paint a house.
The reason for that is to take a lot of time for yourself because the school is so busy, so there isn’t enough time to do any kind of homework. This is why most kids don’t have time to think about it when they’re doing an activity.
The students themselves were given a task that was a lot of fun, and had no time to think about it. The team was given their own task to do so the students were not expected to work on their own projects. We found that the students could do what we wanted to do and could just get on with it.