SI
Supplemental
Instruction
Michael Frizell,
Director, Student Learning Services
Total Visits for Fall 2009
Writing Center: 2448
Online Writing Center: 183
(started at midterm)
TOTAL: 2631
IN COMPARISON:
Fall 2008 – 1879 visits
Increase of 752 visits
Fall 2006 and Spring 2007 – 2732 visits
FA09 – 100 less visits
Fall 2005 and Spring 2006 – 1735 visits
Subject Area Tutoring: 690
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MTH: 258
CHM: 87
PHY: 68
Unknown/Unclassified: 63
ACC: 49
BIO: 47
BMS: 40
ECO: 25
REL: 23
SPN: 19
CSC: 5
MGT: 2
Latin: 2
GLG: 1
JRN: 1
Math Drop-In: 1515
TOTAL
VISITS:
4836
Supplemental Instruction is…
Student
Facilitated
Review
Sessions
Assigned to
Historically
Difficult
Courses
Regularly
scheduled,
voluntary, and
anonymous.
Key persons involved with the SI program
SI Leader
A student who has already taken the identified course.
Students
The students in the identified course.
Faculty Member
The instructor of the identified course.
SI Supervisor
The graduate assistant assigned to the Director.
SI Director
Oversees all operations.
Breaking the Dependency Cycle
Tell them.
Tell each other.
Get them to tell you!
Repeating Failed Processes
Tell them.
Give them
something
shiny with
which to
play.
Tell them
again.
Tell them
again
more
slowly.
SI
Supplemental
Instruction
Supplemental Instruction:
What are its advantages and how is it done?
Faculty Guide Book pages 1, 2, 3
SI
Supplemental
Instruction
Introduction
Created in
1973, SI is now
used in over
2500 colleges
around the
world.
SI
Supplemental
Instruction
Part I
Advantages of Supplemental Instruction
Faculty Guide Book pages 5-12
The Faculty Role in SI:
Faculty Guide Book Pages 5 & 6
• Allow time during the first week of class for the Leader to
introduce self and SI as well as conduct a survey
• Allow Leader to make weekly announcements
• Post SI Session Schedule on BlackBoard (if applicable)
• Promote SI
• Order desk copies of texts
• OPTIONAL: Tips to Promote Attendance
– Create a short study guide or other material for SI Session
– Offer extra-credit for the first two weeks of SI Sessions
– Make a brief visit to an SI Session
• SI Leaders are mandated to meet with faculty, preferably
WEEKLY, but I leave it to your discretion.
SI
Supplemental
Instruction
Students look
to other
students for
help instead
of relying on
the tutor all
the time.
This helps
break their
dependency
on tutoring.
SI
Supplemental
Instruction
It’s cost efficient.
We are able to
tutor more
students with the
same number of
tutors.
COST OF SI
PER STUDENT,
SP09$ 0.07
SI
Supplemental
Instruction
It allows tutors to
focus on one
subject, so they
don’t have to juggle
multiple classes at
the same time.
Faculty Guide Book
pages 11 & 12
SI
Supplemental
Instruction
Tutors don’t
have to repeat
the same thing
for each student.
All students from
one course will
be there at the
same time, so
they can all hear
it together.
SI
Supplemental
Instruction
Students
benefit from a
diversity of
ideas and
points of
view.
SI
Supplemental
Instruction
Students
learn to work
as a team
with people
of different
backgrounds
and
personalities.
SI
Supplemental
Instruction
Students can
springboard
ideas off
each other
benefitting
from valuable
feedback.
SI
Supplemental
Instruction
Students can
help each
other
overcome
their weak
areas.
SI
Supplemental
Instruction
The best way
to learn
something is
to teach it to
someone
else.
SI
Supplemental
Instruction
Students
explaining to
other students
helps them to
overcome their
doubts and
validate their
understanding
of the material.
SI
Supplemental
Instruction
Part II
Guidelines for conducting a Supplemental
Instruction Session
Faculty Guide pages 13 & 14
SI
Supplemental
Instruction
The SI Leader is to
act as a facilitator not
an instructor or
Teaching Assistant.
Faculty Guide Book
pages 15 - 20
SI
Supplemental
Instruction
Let the students know
you’ll be tutoring them as
a group
Let the students know you
encourage each
individual’s input
Arrange seating and notes
in a way that encourages
interaction and visibility
Encourage participation
SI
Supplemental
Instruction
Wait for students
to answer the
question. It’s
important to be
patient and let
students
formulate as
many answers
as they can on
their own.
SI
Supplemental
Instruction
Provide direction,
not dictatorship
Keep the discussion
focused on the class
material and moving
at a pace
appropriate to the
skill level of the
students in the
group.
SI
Supplemental
Instruction
Help make the
session as
productive as
possible by avoiding
spending time on
irrelevant topics,
avoiding arguing
between students,
and avoiding
repetition of
concepts already
covered.
SI
Supplemental
Instruction
SI Leaders are told to:
Encourage interaction by
having students answer
each others questions
Guide the conversation,
but remember to limit how
much you talk
Ask open-ended questions
Ask the students to vote on
an answer, instead of
giving a blanket “yes” or
“no” response
SI
Supplemental
Instruction
Ask probing questions.
For example if a
student got a wrong
answer for a question,
ask them why they
thought their answer
was correct and how
they got that answer.
Rephrase questions
that do not yield
comments
SI
Supplemental
Instruction
Don’t always clarify with an
explanation; use silence.
Encourage students to
answer questions, right or
wrong.
If you are unsure of whether
one student’s explanation is
understood by others in the
group, ask one or two of
them to explain in their own
words.
SI
Supplemental
Instruction
Don’t allow individuals
to dominate
participation. Try to
involve everyone in
the learning activity;
try to draw nonparticipants into the
activity.
Be respectful
SI
Supplemental
Instruction
Provide closure when
the session comes to an
end. Ask the students
what they learned, what
they need further
clarification on, or what
they would like to cover
in the next session.
Summarize the ideas
presented in sessions
Summary of Supplemental
Instruction Training
• Advantages of SI
Discuss some of the advantages
mentioned and clarify if
necessary
II. Guidelines for SI Leaders
Discuss some of the guidelines
mentioned for conducting a
productive SI session and
clarify if necessary
SI Participants…
…persist
(reenroll and
graduate) at
higher rates.
…earn
higher mean
final course
grades.
…receive lower
rates of D, F, and W
grades.
Academic Disciplines Using Supplemental Instruction
1.50%
0.60%
8.08%
2.39%
5.88%
8.38%
19.94%
53.24%
Natural Sciences
Humanities
Social Sciences
Math
Business
Computer Science
Heatlth
Other
National Data, Fall 2003 – Fall 2006, 37 Institutions, 1003 Courses, n = 119,009 Students
Study Skills & Other Presentations
• For Departments, Classes,
and Organizations, I offer
workshops in:
–
–
–
–
–
–
–
–
Note-Taking
Test Taking & Anxiety
Standardized Testing
Essays and Writing
Motivation
Personal Essays
APA, MLA, Chicago, etc.
Custom Topic for the
Course!
Michael Frizell
Director
michaelfrizell@
Missouristate.edu
836-5006
1st Floor Meyer
WEB: Writingcenter.
Missouristate.edu
Supplemental Instruction
WEB:
SI.Missouristate.edu
Meyer 112
836-6398
SI
Supplemental
Instruction
References:
The websites for these institutions:
American River College, CA
Austin Library System
Gallaudet School for the Deaf, Washington, DC
Georgia Military College
Owensboro Community College, KY
Three Rivers Community College, CT