Opening
Good morning, class. Today our topic is Participatory approach. Our group members are Sally, Marine, Charity, Celestie. And our Instructor is Sharon. I am responsible for doing the introduction and similarities. Celestie will show you a micro-teaching. Sally will tell you differences between these approaches and conclusion. And Marine is responsible for advantage and disadvantage.
Introduction
In Participatory approach, the content is not predetermined. Students share their opinions with others and learn from other students. And then their discussion is becoming the content, so that’s why we say students create their own materials.
During the class, the cooperation and interaction between students and teachers are very important. When students have discussion, teachers also participate in their discussion. It means students and teachers should construct knowledge jointly.
The goal of participatory approach is to help students to evaluate their own learning. They can become more independent and direct the learning gradually. For example, during the discussion, they have to check to see if they have comprehended correctly.
And now welcome Celestie. She will show you a micro-teaching.
Similarities
Integrate the learning of the language with the learning of content. It means learning including content and related to language skills. Students use English to learn the content and acquire knowledge at the same time. All off these approaches focus on “students use English to learn” rather than “learning to use English”. Teacher will teach the content in English. So, it is important for students to comprehend the content, that’s why I mention that another similarity is focus on “meaning.
Similarities CBA and PA
If the content is based on students’ experience or related to student’s real needs, education can be more effective and it will promote students’ motivation to learn.
Similarities WLA and PA
Both Whole Language and Participatory approach including “process writing”. In process writing, at first, students brainstorm ideas about a topic and begin writing, but then they have repeated conferences with the teacher and the other students. They receive feedback on their writing and make revisions. Finally, teacher and students complete the writing together. In this way students learn to view their writing as someone else’s reading and to improve both the expression of meaning and form of their writing as they draft and redraft.
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