As a member of the Research & Access Services Pedagogies and Online Objects Workgroup, I attended a Continuing Education session co-sponsored by The Massachusetts Health Science Libraries Network and Western Massachusetts Health Information Consortium on Friday, September 26th, in Holyoke. Rebecca Blanchard, PhD, Med, Director of Medical Education and Research at Baystate Health presented a lively session on using stealth strategies for teaching. She described how we can teach our faculty members or staff, as well as students by capturing the “opportunistic teaching moment” without their even realizing that is what is taking place. Since Ninjas were known for their stealth, she entitled her session “Ninja Teaching: Stealth Strategies to Conquer Any Teaching Scenario.”
Dr. Blanchard’s presentation focused on important aspects of working with adult learners. Emphasis was on incorporating their past experience, while keeping it relevant, allowing the learner to be self-directed and respecting them as individuals. The skills that we frequently use in a reference interview or consultation to determine the real question that we need to answer were very relevant to this session. The emphasis was on providing learner-centered, engaging instruction.
The learner has things that they know, things that they know that they don’t know and things which they are unaware that they don’t know. Ideally, we would like to move some of those unknowns to the known from both of those last categories. To find out what those unknowns are, we need to “diagnose the learner” by listening to their perceived needs and setting realistic expectations. The needs of the learners are beyond what they realize. There will always be barriers, such as time constraints. We can encourage self-reflection and self-direction by highlighting the bigger picture and drawing on their past experiences.
Periodically, Dr. Blanchard broke us into pairs to discuss different scenarios including 1:1 teaching and small and large group teaching. In the process, we used think-pair-share and role playing. We discussed the differences between the scenarios, what goes well and the challenges of working with each scenario.
Some of the ideas which came out of the session are the following. In the case of 1:1 teaching, establishing the context, using hands-on application, relating past experience and working together with the learner using a positive approach are techniques that work well. Challenges include the learner who is overwhelmed or the unrealistic learner who expects an exact answer to their question. In the small group scenarios, looking for a common goal or interest in the group, monitoring the group dynamics, or using a sample case to explain something are useful techniques. Learners may have different attitudes and goals. In a small group you may want to pair someone who is more familiar with the topic or process with someone who is less familiar. Challenges include a more formal setting, that learners have different levels of knowledge or experience, and making sure that they understand why we are all there. Adapting the Ninja Teacher strategies to large groups is more difficult. Try to meet them where they are indicating that we are in this together. Identifying one project or person and have the entire group contribute suggestions is a good strategy when you cannot individualize to all. Active learning strategies can include iClickers, videos, debates, role-play or Jeopardy to help determine if they understand the material. Frequent polling is helpful in a large group. Often our best teaching is accomplished by being a supportive listener and setting realistic expectations within the context.
The second part of the program was “The Use of Labyrinths in Stress Reduction.” It was presented by Donna Zucker, RN, PhD, FAAN, from the University of Massachusetts, School of Nursing. She gave a history of labyrinth use to increase memory and improve learning. You cannot get lost in a labyrinth, unlike in a maze. A labyrinth is a metaphor for the twists and turns in life. Dr. Zucker has worked with the Sheriff’s Office of Hampshire County, where she has helped develop a labyrinth walking curriculum at the county jail. Currently she is completing a labyrinth walking study in high stress library environments. Dr. Zucker also introduced the Sparq Meditation Labyrinth, a portable, projected labyrinth which allows the user to select from a variety of culturally significant patterns. Labyrinth walking has been linked to decreased blood pressure and stress and improved quality of life.