Creating a Learning Ethos and Educational Environment: the architecture of learning
-
Dont forget to refer to the resources in the right hand column which may help you.
-
You are given permission to cut and paste anything out of Paddy McEvoy's book.
-
Remember to see permision for any material that does not belong to you or Paddy. A permission request form can be found in the left hand column.
Pages: 6 sides of A4 (or less)
-
Overall aim of this chapter: to help the reader realise how incredibly important it is to create a learning ethos and good educational environment; something which often gets ignored or very little attention paid to it. Actually, it's just as important as setting aims and objectives. To 'hook' them into this idea, some discussion around what happens when we fail to do this might be worthwhile.
- Also talk about how important it is to create a shared learning and educational ethos across the whole practice: to promote a collective responsibility of the training practice towards training rather than just the trainer. Tips on how to do this would be good eg getting them all involved.
-
My particular pet subject is on groups forming circles. If people dont form good circles, those who are distorting the near perfect circle are often those that end up not being actively involved.The Ideal Educational Climate (ch4 McEvoy)
- Setting the classroom climate; Maslow; Group rules - purpose and examples: p13-22 Once Upon a Group by Kindred
- Physical factors that affect the learning environment eg temperature (too hot vs too cold -better to have the place sl. cooler than being sl. too hot - otherwise people fall asleep), physical space, room decor/ambience, lighting, comfortable seating; venue: home or away?
- Other factors: promoting interactivity (hence the importance of perfect circles when arranging chairs in group work) (ch 3 Groups: a guide to small group work in healthcare by Elwyn) and (p13-22 Once Upon a Group by Kindred); , adding dynamism, infectious enthusiasm from facilitators and other learners, adding fun and the role of humour, creativity with methodology, relationships, praise, learning in context/experiential learning
- Dumping baggage: what feelings associated with things outside the group are coming in? (p59 Once Upon a Group); (also chapter 3, Groups: a guide to small group work by Elwyn)
- Maslow's Heirarchy of Needs (ch 3 Groups: a guide to small group work in healthcare by Elwyn)
- How to promote a learning ethos
- Anything else you can think of? (This list is just off the top of my head)