SUPPLEMENTAL INSTRUCTION

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1. Strategy: The Jigsaw

Application: Supplemental Instruction Session

Educator: Matt Barron, Supplemental Instruction Coordinator, Bay College, MI

Implementation: Supplemental Instruction is an academic support program that brings students together in an organized group study, allowing for a facilitated group learning session. The goal of these sessions is to engage students in the learning process and give them the tools to take personal responsibility for their own learning. The Jigsaw structure is a perfect activity to implement during SI sessions, giving the students the opportunity to take ownership of a topic as they become an "expert" in their chosen area. The Jigsaw can be implemented in any discipline, and by participating, individuals or groups of students become intimate with course material as they teach it to others, sometimes being more apt to absorb material taught by other students as they become actively involved in a dynamic learning environment.

2. Strategy: Professor Roger’s Trial (Case Study)

Application: Supplemental Instruction (SI) Leader Training

Educator: Alcace Toure, Asst. Director, Academics, University of Cincinnati, OH

Implementation: Use the case study “Professor Roger’s Trial” to help SI Leaders understand that an important aspect of their job is helping students take responsibility for the quality of the learning that occurs in their study groups. After reading the case study, have SI Leaders debate who they think is most responsible for the groups’ poor grade; then redirect the conversation to the realm of facilitating an SI session by asking:

  1. In what ways is your role as an SI Leader similar to Professor Rogers’ role? What if anything would you have done differently to encourage your students to work well together?
  2. Anthony, Sylvia, and Donald are three kinds of students you may encounter in your SI Sessions. How would you describe the behavior of each of them and how would that behavior hinder the group’s learning? What other kinds of behavior might sabotage a study group? What strategies can you use to minimize the negative impact of such behaviors and maximize the learning of your group?

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