Global Journal of Human Social Science, G: Linguistics and Education, Volume 22 Issue 4

III. E ducational I mplication of P articipatory A pproach Gaining Knowledge by doing: Su et al. (2010) stated that the participatory approach to learning considers knowledge by doing which is typical for active practice, experience and direction to the learning of "learning by doing". They are thus based on the fact that people will learn more if you try to do something, than if they just read or listen to the new information, such as a lecture. Peer exchange: Shön (1995) considers that the isolated position of individual teachers within the classroom is a problem that works against the reflective process and that peer exchanges can help to overcome the difficulty. Encourages Sharing of Experiences: Land care Research (2002) found that since individual as well as group experiences the world in different ways, it is important to involve people on a subject or topic in order to share their respective experiences, activities, and understanding on the subject or topic (Liu et al. , 2013). Liu et al. (2013) stated that many educators are calling for the teaching and learning students to share their respective experiences with other students (UNESCO, 2001). This Value the real life experiences on the experience of participants as practitioners. Participatory instruction takes advantage of the students ‟ existing experiences (Omollo et al. , 2017) and encourages students to share their respective experiences with other students (UNESCO, 2001). Ensures better implementation of knowledge, skills and abilities: This, students in another study perceived, places huge burden on their shoulders (Gal et al. , 2018). By active-participatory methods, we can ensure better implementation of knowledge, skills and abilities. This enables the students to understand all the situations in which they are placed and who take them out of the subject of the object of training and turn them into active subjects, co-participants in their own training, not only the active methods themselves. Participative teaching includes a set of didactic strategies and techniques that aim to promote a more active role of students in the learning process (acquiring skills and abilities) to develop knowledge and action that can be shown to be directly useful and reflective (Fals-Borda, 1988). Promote cooperative/Collaborative learning among children: Participatory approach is collaborative in learning as students create and solve problems as well as evaluate and settle disputes with respect to colleagues ‟ solutions (Shen et al. , 2004). This makes the participatory approach characteristically collaborative (Foster et al. , 2008; Su et al. , 2010; Trauth- Nare and Buck, 2011; Ciobanu, 2018) considering the views of all participants and is collaborative and not leaving at the door steps of only the developers to plan and develop the instruction (Foster et al. , 2008). Empowered and Encouraged group discussion: Of this type encouraged to learn from each other and to continue the process by understanding that thinking to move on to establishing an approach to practice. UNESCO (2001) explained that group discussion is a useful participatory instructional tool as through group discussion students learn to agree, disagree, and have mutual respect for the views of other students in a more relax manner (Ciobanu, 2018). To work collaboratively with colleagues make them feel empowered by the process. Provide Opportunities: Participatory oriented offers students more opportunities than just consuming knowledge given by teachers or textbooks such as the opportunity to design questions or projects, execute them, and then assess and grade their peers. In the participatory approach everybody within the group should be given the opportunity to make contributions (Pain et al. , 2011) and there is the need for a continuous follow-up to ensure that the participants are well informed for effective participatory approach. In that, students are given the opportunity to read their colleagues solutions to problems and therefore could argue on the correctness of some solutions. IV. D rawbacks of the P articipatory A pproach Though it has been found that students need to be interactive, learn collaboratively. Making teaching learning student-centered and not teacher-centered applying participatory approach seems to be a democratic, non-linguistic, honest strategy from the point of view of education for all. Still there are objective factors that impede education by focusing on the students need. Every time Participatory methods are not so functional. Sometimes this approach leads to more tiring for the learners, unlike the classical ones that are more passive and relaxing. That is why the teacher needs to have several alternatives to approach the lesson. The discontinuous nature of the type of invasion arises because the type of participative learning at school is different from the home one, which is individual and reflexive. One of the research studies found that, in participatory approach translating content into games and interactive approaches can emphasize information that is not very important, but information may be lost because of the inability to integrate into the lesson. Another reason for impede is that, the teachers' time of thinking when working in teams is 3-4 minutes for each task, which will never be respected by students and will almost always result in incomplete or superficial task. Therefore, active-participatory methods imply prudence in use. But methods should not be ignored because it enhances the teaching-learning process and motivates students. It is good for a teacher to know and © 2022 Global Journals Volume XXII Issue IV Version I 43 ( ) Global Journal of Human Social Science - Year 2022 G ‘Participatory’ Pedagogical Approach in Teaching and Learning for Sustainable Educational Goals