2. What is Supplemental Instruction?
• Voluntary assistance Program
• Help students succeed in traditionally
difficult courses (from F’s .... to A)
• Is not remedial program
• SI supports:
• High risk courses > High risk students
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3. • Reduce rates of attrition within targeted
historically difficult courses
• Improve student grades in targeted
historically difficult course
• Increase the graduation rates of students
Threefold
Purposes of SI to...
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5. Position SI Leader
GA/TA
(Graduate
Assistant/Teacher’s
Assistant)
Characteristic Model Student Content Specialist
Status Peer Academic Elite
Goal Lead students to succeed Teach subject matter
Mode
Group participation/Collaborative
Learning
Passive learning in response to
instructor’s queries
Orientation Student-oriented Professor-Oriented
Instructional Duties
Lead group - leaves teaching to
professor
Re-lectures/Re-teach group
6. What is the difference between SI and tutors?
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7. SI TUTORING
FOCUS
Support a specific course (ASL
1 & II: Sign Language)
Center on particular subject
(BIOLOGY)
GROUP SIZE Group Sessions 1:1
APPROVAL
Requires faculty
recommendations and instructor’s
approval
Not mandated for instructor’s
approval
EXPERIENCE
Demonstrate course
competency
Not mandated
ATTENDANCE Mandated for Class attendance
Not mandated for class
attendance
LEARNING STYLE Collaborative Learning
Tutor do most of talking
(Passive learning)
LOCATION Held in individual classroom Held in department office
INSTRUCTIONAL
MODE
SI leader prepares in advance
and implements in session plans
that follow the course lecture.
Student explain where they are
with the lecture and what
course material they would like
to tackle
TRAINING Extensive & mandatory training Not necessary required
8. Will I have to change my teaching style?
• No, it’s not our intention to dictate how you
should teach your class.
• SI leader will support your teaching.
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9. Will SI Leaders just help students complete
their homework?
• SI Leaders do not facilitate the study groups so
students can complete homework together, write
groups, papers, or complete take-home exams.
• SI Leaders’ intentions is to supplement what the
students do on their own time.
• SI Leader is to help the students to figure out to
how to do it successfully on their own.
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10. What does SI Leader do in my class?
The SI Leader’s class attendance has twofold purposes:
First Purpose is:
• To model effective classroom behavior by arriving
on time, listening, taking copious lecture notes, reading
assigned chapters prior to lecture, completing required
assignment and observing what’s happening in the
classroom.
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11. What does SI Leader do in my class?
The SI Leader’s class attendance has twofold purposes:
Second Purpose is:
• To gather information which will help him/her gain
sense of what you expect form your students
regarding the concepts and ideas you emphasize in
lecture. It also help the SI Leader to process the
information he/she will use during SI session.
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12. What is the SI Leader NOT permitted to do?
Answer the
questions you
ask in class
• Make
copies
• Distribute
exams and
graded
papers
Lecture and
participate to
determine grades
for students
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Corrects
•Grades
•Exams
•Papers
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• What goes on during SI sessions?
• One hour meeting includes
• Review of lecture
• Assigned readings
• Group work
• Discussion
• Problem-Solving
• Critical thinking activities
• Mock Exam
** SI Leaders will never structure SI sessions as a forum
to re-lecture to students who missed class.**
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14. • Are SI Leaders teachers?
• No, they are undergraduate/graduate
students.
• Their role is to lead small group study
sessions in effort to help others learn how
to be good students in the class.
• The goal of the SI leader is to help students
figure how to learn the lesson, not teach the
lesson.
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15. Criteria for becoming SI Leader:
SI Leaders must meet the following qualifications:
•Second semester sophomore, junior, or senior
•A undergraduate or graduate student for at least one
year
•3.0 GPA minimum
•Grade of B or better in the selected course
•References from department or faculty
•Good interpersonal and communication skills
•Completion of SI training
•Successful interview with the TIP Instructional
Supervisor and committee
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16. Can the extra credit to be given for SI
attendance?
No, some students may not attend due to
schedule conflicts.
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17. How can students find SI sessions?
Supplemental Instruction Leaders make:
• Introductory SI announcements
• Distribute program brochure/flyer with their
contact information
• Make weekly announcements for reminders of
session and offer “teasers for SI session
activities.
• Use Starfish to sign up for sessions
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18. • How are the SI Leaders trained?
• Each semester, SI Leaders are mandated
to attend intensive two-day SI training
before the start of the term.
• Training topics are to be covered....
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19. SI Training Topics:
The roles of the SI Leader
Developing working relationships with faculty
Planning & conducting SI Sessions
SI sessions samples & Demonstrations
Study skills assessment and collaborative learning techniques
Public speaking: SI announcements in the classroom
Policies & Policies: SI Sessions
Evaluation Procedures
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Additionally, the SI Leaders will receive in-service
training (bi-weekly meeting) to discuss about:
• Building rapports with students
• Group facilitation and leaderships
• Communication, the art of persuasion and public
speaking
• Assisting students in the development and
integration of skills, and many more...
21. SI Leader’s responsibilities:
•Prepare SI sessions
•No homework and/or graded projects may be
worked on during SI sessions without approval from
instructors/faculty.
•If no students show for SI session, SI Leader is
required to stay for the entire hour.
•Obtain attendance sheets to SI supervisor: Sanremi
LaRue
•Submit the SI session attendance via Starfish.
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22. • For attendance, SI Leaders are not
permitted to release the information to
faculty/instructor.
• To know the depth of student’s attendance,
please see the TIP Instructional Supervisor
due to confidentiality.
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23. If any concerns regarding to SI Leaders, please
communicate with:
• Sanremi LaRue
(Sanremi.LaRue@gallaudet.edu)
• Linda Williams
(Linda.Williams@gallaudet.edu)
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