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Creating a Positive, Community-Based Learning Environment in a Chemistry Department
https://orcid.org/0000-0002-1853-6458
https://orcid.org/0000-0002-0056-264X
Recognizing teachable moments and transforming them into occasions of learning can be a useful strategy in developing a culture of safety in an academic department. Responding with recognition of the vulnerability of those experiencing undesired outcomes can open communication and support the inquiry necessary to develop and sustain safety changes. In this vulnerable state of momentary failing, people can experience intense interest in specific information that they are prepared to apply immediately. They are hungry to learn and thus teachable, meaning ready to actively construct new understanding. In addition, we discovered that once a teachable moment is met with support, people tend to initiate other inquiries rather than wait for their safety shortcomings to be discovered. Therefore, learning how to recognize and respond to teachable moments is an essential skill for safety officers to develop in pursuit of a self-regulating environment of good safety norms. Here, we present four short teachable moment case studies in order to demonstrate what qualities they have, how to utilize the opportunities provided by a user-driven approach, and what benefits can be anticipated from a partnership between students and the safety organization within an academic department.
Creating a Positive, Community-Based Learning Environment in a Chemistry Department
https://orcid.org/0000-0002-1853-6458
https://orcid.org/0000-0002-0056-264X
Recognizing teachable moments and transforming them into occasions of learning can be a useful strategy in developing a culture of safety in an academic department. Responding with recognition of the vulnerability of those experiencing undesired outcomes can open communication and support the inquiry necessary to develop and sustain safety changes. In this vulnerable state of momentary failing, people can experience intense interest in specific information that they are prepared to apply immediately. They are hungry to learn and thus teachable, meaning ready to actively construct new understanding. In addition, we discovered that once a teachable moment is met with support, people tend to initiate other inquiries rather than wait for their safety shortcomings to be discovered. Therefore, learning how to recognize and respond to teachable moments is an essential skill for safety officers to develop in pursuit of a self-regulating environment of good safety norms. Here, we present four short teachable moment case studies in order to demonstrate what qualities they have, how to utilize the opportunities provided by a user-driven approach, and what benefits can be anticipated from a partnership between students and the safety organization within an academic department.
Creating a Positive, Community-Based Learning Environment in a Chemistry Department
https://orcid.org/0000-0002-1853-6458
https://orcid.org/0000-0002-0056-264X
Recognizing teachable moments and transforming them into occasions of learning can be a useful strategy in developing a culture of safety in an academic department. Responding with recognition of the vulnerability of those experiencing undesired outcomes can open communication and support the inquiry necessary to develop and sustain safety changes. In this vulnerable state of momentary failing, people can experience intense interest in specific information that they are prepared to apply immediately. They are hungry to learn and thus teachable, meaning ready to actively construct new understanding. In addition, we discovered that once a teachable moment is met with support, people tend to initiate other inquiries rather than wait for their safety shortcomings to be discovered. Therefore, learning how to recognize and respond to teachable moments is an essential skill for safety officers to develop in pursuit of a self-regulating environment of good safety norms. Here, we present four short teachable moment case studies in order to demonstrate what qualities they have, how to utilize the opportunities provided by a user-driven approach, and what benefits can be anticipated from a partnership between students and the safety organization within an academic department.
Creating a Positive, Community-Based Learning Environment in a Chemistry Department
Box, Melinda (author) / Paye, Ciana (author) / Gallardo-Williams, Maria Teresa (author)
ACS Chemical Health & Safety ; 27 ; 341-345
2020-11-23
Article (Journal)
Electronic Resource
English
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