Supplemental Instruction Leader Training
Supervisor
Mrs. Angelica B. Nevin
Supervisor
Dr. Jennifer Bebergal
Email
anevin@fau.edu
Email
bebergal@fau.edu
Phone
561-297-0945 or 561-445-0011
Phone
561-297-2432 or 954-298-0269
Definition and history of Supplemental Instruction:
Supplemental Instruction (SI) is an academic support model developed by Dr. Deanna
Martin[1] at the University of Missouri-Kansas City (UMKC)[2] in 1973 that uses peer assisted
study sessions to improve student retention and success within targeted historically
difficult courses.[3] The SI program provides peer support by having students who
succeeded in traditionally difficult academic courses (e.g., Organic Chemistry, Biology
101, Logic) help other students complete these courses. SI is a non-remedial approach
that provides regular review sessions outside of class, in which students work
collaboratively by discussing readings, comparing notes, working together to predict test
items, and sharing ideas for improving class material. Courses selected for SI tend to be
“gatekeeper” courses for first and second year students—generally those classes that
have a 30% or higher proportion of students who receive a “D”, fail, or withdraw (the
DFW rate) from the course. Out-of-class review sessions are led by “SI leaders,” students
who took the class already and did well. SI leaders attend all class lectures, take notes,
and act as models to those currently taking the course. The SI model is used for selected
courses at the undergraduate, graduate, and professional school levels, and has been
adopted by colleges and universities in the United States and internationally.[4]
The International Center for SI hosts and conducts regular trainings [10] on the SI model
and has trained people in over 1,500 institutions in more than 29 countries. Outside of the
United States, SI is also known as PASS (Peer Assisted Study Sessions) and PAL (Peer
Assisted Learning).
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Description:
Training is an integral part of being an SI leader. The training process is an intensive,
semester long journey. Certain aspects are mandatory while others are voluntary.
Much of the training process incorporates the SI model, which will bring together the
entire SI team to work in groups to solve problems, discuss topics, and solidify content
knowledge in a fun, interactive way.
Other parts of the training process will begin on an individual basis through guided
readings and discussion posts on Blackboard. However, the use of Blackboard lends itself
to a collaborative, online experience that may take place at the learners pace. Timely
posts and professional feedback is expected.
Goals of training:
Training is meant to prepare SI leaders:

To facilitate SI sessions.

To assist students in acquiring content knowledge while reinforcing appropriate
study skills for future success.

To increase retention within targeted historically difficult courses.

To improve student grades in targeted historically difficult courses.

To increase the graduation rates of students.

To comply with the high caliber of expectations set forth by the University and
CRLA certification standards.
Training Elements:
One week before classes begin: Mandatory

2 day training, 9am-5pm. Lunch is provided.
Day 1: Tasks, relationships, contract review, Blackboard intro, making
announcements and introductions, etc.
Day 2: Cone of experience, parts of a session, creating lesson plans and
handouts, mock sessions based on FAU lecture recording, redirecting
questions, office tour, etc.

Total Time: 14 hours
Every Month (4 times each semester): Mandatory

Team meetings for additional in-service training.
Guided Reflections, group interactions, brainstorming, team building, etc.

Total Time: 6 hours
First Month of Classes: Mandatory

Completion of 2 peer evaluations
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Visit at least 2 SI sessions and provide congratulatory and constructive
feedback for your colleague, reflect on your own sessions and possible
changes. All peer reviews must be documented on our peer evaluation sheet
and handed into the office for compilation and disbursement to evaluated
leaders.

Total Time: 2 hours
Throughout the semester: Voluntary

Blackboard Modules
1. Active Listening
2. Adult Learners
3. Learning Styles
4. Critical Thinking
5. Plagiarism and the Honor Code
6. Role of Learning Centers in Higher Education
7. Self-regulated Learning
8. Brain Learning and Memory

For adequate time for reflection and feedback, it is suggested that each module
be completed every two weeks. Modules typically take 2-3 hours to adequately
complete.

Total Time: 16-24 hours

Completion of all trainings: 38-46 hours/semester
Typical Time spent with Students:
SI sessions= 3-4x/wk x 15 weeks= 45-60 hours/semester
SI office hours= 3x/wk x 15 weeks= 45 hours/semester
Total student contact hours/semester= 90-105/semester
Evaluation of SI leaders:

Peer Evaluations

Supervisor and CLASS staff observations of SI sessions and office hours

Appraisal of lesson plans and handouts
1. By supervisor
2. By SI course faculty member(s)
3. By peers

Review of participation and Blackboard posts (through a star rating system)
1. By supervisors
2. By SI team members

End-of-Term Evaluation completed by faculty member(s)

End-of-Term Evaluation by supervisors and CLASS staff

Completion of Training as per the CRLA training rubric for each Level (1,2 &3)
Page 3
LEVEL I: TOPICS, MATERIALS, AND DOCUMENTATION
(SUMMARY CHART)
Topic
When
Covered
Amount
of time
Methods
Materials Used/
Documentation
Definition of
Tutoring and
Responsibilities
Pre-Term
Training
45 min.
Individual Reading and
Reflection, Group
Discussion
UMKC Leader Guide
(pp.10-13 & 28)
PDF file pp. 2-5 &
25
Basic Guidelines
Do’s & Don’ts
Pre-Term
Training
1.5 hours
Pre-Term
Training
1.25 hours
Individual Reading and
Reflection, Group
Discussion
Individual Reading and
Reflection, Group
Discussion
UMKC Leader Guide
(pp. 12-13)
PDF pp. 4-5
UMKC Leader Guide
(pp. 29, 34-35, 53-65,
72)
PDF pp. 13,18-19,2639
Individual Reading and
Reflection, Group
Discussion
Andragogy and SelfDirected Learning:
Pillars of Adult
Learning Theory
Sharan B. Merriam
Group Discussion
UMKC Leader Guide
(pp. 16-23, 29-30)
PDF pp. 6-11, 13-14
Techniques:
Beginning &
ending session
Adult Learners
Blackboard
2-3 hours
Module
Assertiveness/Han
dling Difficult
Situations
1 hr.
Pre-term
and inservice
Role Modeling
All
Trainings
1.5 hrs.
(Pre-term,
in-service
Individual Reading,
Reflection, Group
Discussion and
individual meetings with
supervisors
It is our program’s
goal to tie
appropriate rolemodeling into every
and
discussion, reading
Blackboard
modules)
and interaction. As SI
leaders, our group is
expected to be a
model peer in all
respects. Personal
examples are used
whenever possible.
Setting
Goals/Planning
Pre-term
training
1 hr.
Homework,
in-service
Personal reflection,
group discussion and
Parameters are set on
the agenda of our
individual meetings with
supervisor(s)
pre-term training.
Goals are tied to past
participation trends
for individuals
(attached).
Communication
Skills
Pre-term
and inservice, on-
1 hr.
Ice-breakers, group
discussions, etc.
Document: Icebreakers
Oral: Introductions to
Peer and Supervisor
Page 4
Completed
Y/N
Date Completed
Initials
going
class, observed by
supervisors and team
Evaluations
members.
Written: Guide to a well
written email, handouts,
etc.
Active Listening
Blackboard
and Paraphrasing
2 hrs.
Individual Reading,
Active Listening
Module,
pre-term
Reflection, Group
Discussion, Redirection
Rogers, C. and
Farson, R.E.
training, on-
of questions
“Whose Line is it
Anyway?” Activity
going
Referral Skills
Study Skills
Pre-term
All
30 min.
2 hrs.
Trainings
(Pre-term,
in-service
and
Supervisor led
Document:
discussion
University Resource
List
Individual Reading,
Reflection, Group
Discussion and
individual meetings with
supervisors
UMKC Leader Guide
Individual Reading,
Collaborative
Reflection, Group
Learning Enhances
Discussion
Critical Thinking.
Gokhale, A.A.
Individual Reading,
Reflection, Group
Discussion and
individual meetings with
supervisors
University Honor
Code
(54-87)
PDF pp. 27-58
Top 25 ways to
weave in study skills
Blackboard
modules)
Critical Thinking
Blackboard
Skills
Module
Ethics,
Philosophy,
All
Trainings
Harassment and
(Pre-term,
Plagiarism
in-service
and
2 hrs.
2 hrs.
Blackboard
modules)
Total Time for Level I: 18.5-19.5 hours
Page 5
LEVEL II: TOPICS, MATERIALS, AND DOCUMENTATION
(SUMMARY CHART)
Topic
When
Covered
Probing Questions
Pre-Term
Amount
of time
1.5 hr.
and inservice
Methods
Materials Used/
Documentation
Group Discussion,
UMKC Leader Guide (all
Role-playing
presented as such)
“Whose line is it anyway?”
activity
Leading by example
Cultural Awareness
Pre-term, in-
and Diversity
service,
Blackboard
2.5hrs.
Supervisor led
Expertise of guest speaker
discussion, guest
speaker, reflection,
from Office for Students
with Disabilities
role-playing,
Leader discussion of
Blackboard Module
Documentation
diversity
Discussion of diverse
populations at FAU
Identifying and
using resources
Pre-term
30 min.
Supervisor led
discussion
Document: University
Resource List (located in
Specific
Skill/Subject Areas
Pre-term, inservice,
3 hrs.
Individual Reading,
Reflection, Group
Discussion and
individual meetings
with supervisors and
professors
Past session plans, current
and past textbooks, weekly
Supervisor led
UMKC Leader Guide (pp.
discussion, reflection,
role-playing
31, 35, 49-51, 53-87) PDF
pp. 15,19,22-24,26-64)
‘Informational pages)
professor
office hours
Assessing or
Pre-term and
Changing Study
Habits
In-service
and
2-3.5 hrs.
Blackboard
Modules
scheduled meetings with
professor(s), weekly
attendance at lecture
Encouraging Student
Success: The Instructional
Challenges, Response
Strategies, and Study Skills
of Contemporary
Undergraduates
Kuo, J., Hagie, C. & Miller,
M.T.
Staying Motivated
Blackboard,
Reflection, Group
Quotes from past members,
Individual
2 hrs.
Discussion and
motivational primer from
meetings for
follow-up
individual meetings
with supervisors
supervisor, group sharing of
coping and time
management strategies from
fellow leaders.
Total Time for Level II: 11.5-13 hours
Page 6
Completed
Y/N
Date
Completed
Initials
LEVEL III: TOPICS, MATERIALS, AND DOCUMENTATION
(SUMMARY CHART)
Topic
When
Covered
Target Population
Dealings
Pre-term and
In-service
Amount
of time
2 hrs.
Methods
Individual
Reading,
Reflection, Group
Discussion and
individual meetings
with supervisors
and professors
Materials Used/
Documentation
UMKC Leader Guide
(pp.10-11,18-19, 30-33,
49-51)
PDF pp. 2-3,8-9,14-17,2224
Weekly scheduled
meetings with professor(s)
Discussion with leader
team at monthly meetings
Role of Learning
Blackboard
Centers in Higher
Ed.
Module
Structuring the
Learning
Pre-term and
In-service
2 hrs.
1.5 hrs.
Experience
Educational Outcomes of
Reading,
Reflection, Group
Tutoring: A meta-analysis
of Findings. Cohen, P.A.,
Discussion
Kulik, J.A., Kulik, C.C.
The Effectiveness of Peer
Tutoring in Further and
Higher Education: A
Typology and Review
of the Literature. Topping,
K.J.
Pre-term training is
structured in the SI
UMKC Leader Guide (pp.
12-13,1819,29-35,49-51)
model fashion with
PDF pp. 4-5,8-9,13-19,22-
opening, closing
and content
24
Scheduled meetings with
techniques.
supervisor(s)
Training/Supervisin
Individual
Discussion,
Peer Observation Sheet
g other tutors
meetings with
reflection, role-
Supervisor Evaluation
supervisor
playing
Sheet
Individual
Reading,
Reflection, Group
Discussion and
individual meetings
with supervisors
and professors
Individual
UMKC Leader Guide
Reading,
Reflection, Group
Theories of Education.
Kneller, G.F.
Group
Pre-term and
Management Skills
In-service
Theory and
Blackboard
Practice
Module
2.5 hrs.
Individual
1.5 hrs
2 hrs.
Discussion
Total Time for Level III: 11.5 hours
References
Page 7
Four Twentieth Century
Completed
Y/N
Date Completed
Initials
References
http://www.crla.net/itpc/index.htm
Elder, L. & Paul, R. (1996). Critical Thinking Development: A Stage Theory. Foundation for Critical
Thinking, 1-11. Retrieved from http://www.criticalthinking.org/print- page.cfm?pageID=483
Fitchburg State University. (2000-2011). Tutor Training Guidebook: Philosophy and Code of Ethics.
Retrieved from http://www.fitchburgstate.edu/tutoring/tutorguidebook/philosophy.cfm
Kneller, G. F. (1964). Twentieth Century Theories of Education. Introduction to the Philosophy of
Education. Retrieved from http://people.morehead-st.edu/fs/w.willis/fourtheories.html
Merriam, S.B. (2001). Andragogy and Self Directed Learning: Pillars of Adult Learning Theory. New
Directions for Adult and Continuing Education, 89, 3-13
Rogers, C., & Farson, R. (2007). Active Listening. Gordon Training International, 1-8
Supplemental Instruction. (2011, January 25). In Wikipedia, The Free Encyclopedia.
Retrieved 14:11, January 25, 2011, from http://en.wikipedia.org/w/index.
php?title=Supplemental_Instruction&oldid=409963027
http://www.umkc.edu/cad/si/overview.shtml
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