Reflection

Participatory approaches in health education transforms learning in a way that allows students to create meaning and obtain a deeper understanding of curriculum content (Simovska, 2008). Participatory approaches aim to empower students, giving them voice and agency to make decisions, build action competence and take responsibility in their learning (DET, 2018). As participatory approaches are seen to increase awareness and provide deeper learning to occur, student’s productivity levels are seen to be positively affected in turn (Shen, et al., 2004). In order for participatory approaches to be effective, the Department of Education and Training ([DET], 2018b) recognises that the teacher must first ensure a safe, supportive and encouraging learning environment is created.

While there is a great deal of research and literature that shows the benefits of adopting participatory approaches in pedagogy and this has been experienced firsthand from the workshops experiences thus far in module one. In reflecting on the tutorials and approaches taken in teaching methods, the classes that used participatory approaches are the classes that were more enjoyable and are remembered more easily. This highlights the importance of incorporating participatory approaches in every class when possible. This is also a motivator to plan creative, interactive and empowering classes for students so that they have to opportunity to learn effectively and enjoy their learning environment.

An implication for incorporating participatory approaches for teachers is the lack of creative ways in which participatory approaches can be included across a wide range of subjects. One way of overcoming this implication is by asking students to design the homework task which is an effective way to empower students as they are in control of their learning (Shen, et al., 2004). Another implication for teachers is the inability to link participatory approaches to the curriculum. Lesson planning is challenging when trying to incorporate student voice, ability to create action and the ability to decision make all the while trying to link to the Victorian Curriculum (Jensen, Simovska, Larsen & Holm, 2005). However, in order to combat this, it is important to note that simple ideas are often key, to avoid complexity and confusion, and ultimately, practice makes perfect.

References

[DET] Department of Education and Training. (2018). Dimension: Empowering Students and Building School Pride. Victoria State Government. Retrieved from: https://www.education.vic.gov.au/school/teachers/management/improvement/Pages/dimension3empowering.aspx

[DET] Department of Education and Training. (2018b). School Performance and Improvement. Victoria State Government. Retrieved from: https://www.education.vic.gov.au/school/teachers/management/improvement/Pages/priority1excellenceteaching.aspx

Jensen, B. B., Simovska, V., Larsen, N. & Holm, L. G. (2005). Young People Want to be Part of the Answer: Young Minds as an Education Approach to Involve Schools and Students in National Environment and Health Action Plans. World Health Organisation. Retrieved from: http://apps.who.int/iris/bitstream/handle/10665/107635/E85627.pdf?sequence=1&isAllowed=y

Shen, J., Wu, D., Achhpiliya, V., Bieber, M. & Hiltz, R. (2004). Particpatory Learning Approach: A Research Agenda. Information Systems Department College of Computing Sciences. Retrieved from: https://pdfs.semanticscholar.org/462d/946b7542540ea3bcef9f1f26430ba63561a4.pdf

Simovska, V. (2008). Learning in and as participation: A case study from health-promoting schools [Chapter 4]. In A. Reid, B. B. Jensen, J. Nikel, & V. Simovska (Eds.), Participation and Learning (pp. 61–80). Dordrecht: Springer Netherlands. https://doi.org/10.1007/978-1-4020-6416-6_4