UHD Faculty Feedback on Supplemental Instruction Program (SI)
14. Did you e=
mploy
your SI leader to help carry out any in-class activities, such as lab
activities or collaborative learning activities? If so, please describe.
1. Yes, once the class period’s course material = was presented and the examples demonstrated, the students were directed to prac= tice problems in class during which I and eventually, the SI leader monitored progress and assisted as appropriate. During this activity the students were organized to work in pairs (which frequently took place).
2. In advance of class, she would select HW problems to write on the board for students to get extra practice and review. To help students see the SI as a knowledgeable and helpful person, I would have her choose board problems and roam in class during problem solving sessions.
3. No, but next semester I do plan on doing more exerc= ises which the SI will be seen as an important component of the course and a trustworthy source of information. I have to say that any failure of this project this semester was due to my own unfamiliarity with the possibilitie= s.
4. Not really, but this was my first semester. Next se= mester I will see to it that from the beginning students perceive the trust that I have in SI by allowing him or her to take on more administrative duties and perhaps lead more discussions-so the less than optimum outcome this semester was entirely due to my lack of experience and imagination.
5. My SI assisted in recording attendance, distributing learning materials, and collecting assignments throughout the semester. She willingly participated in classroom discussions regarding assigned readings= and exercises and provided some insight into many university/departmental procedures that could impact the students in the course.
6. Whenever I would do an in-class exercise, they were= each given one side of the classroom and I took the remainder, to give some quick-check one-on-one help. Short 2 or 3 problems quizzes in SI groups wou= ld be great also. Sometimes they graded an in-class pop quiz while I continued= to lecture and was able to give them back at the end of class.
7. She worked out examples in class. She walked around= and offered help to those who needed when I have given problems to work on duri= ng class.
8. We each float around (during group work time) and a= nswer questions and have plenty to keep busy in different parts of the room. We w= ere somewhat equal partners in being available to encourage group work and answ= er questions.
9. Yes, he assisted in all peer review sessions.
10. Yes, she attended class, helped review homework an= d even made extra review sheets for the students. She was available for those stud= ents who needed extra help.
11. Yes. He would participate in peer reviews, assist = with computer questions, and offer feedback on drafts in progress.
12. Several times throughout the semester, the SI and I split up the class and worked one-on-one in the electronic classroom with students as they performed research, composed essays, or revised work. I kn= ow that several students found her input particularly useful.
13. No. Again, I wish I had more time during class so I could have done this. Perhaps in the future I will try to make more time in order for this to happen!
14. Yes, the SI leader was active in all peer review sessions.
15. We encouraged all students to help the other stude= nts in class, and in lab. The SI leader was very instrumental in getting all stude= nts to collaborate in class, and in lab.
16. Assisted in giving students advice in writing exer= cises.
17. Yes, there were regular in-class learning activiti= es to solve problems. During these times, the SI and I would roam the room to mon= itor student progress and answer any questions.
18. Yes. The SI leader also helped students in classro= om when I gave in-class assignments.
19. Talked to students individually about their work.<= /p>
20. My SI assisted with peer reviews and led two class discussions.
21. Yes–the SI leader was great in the classroom= . She worked directly with students on their writing in the computer classroom, a= nd I often asked her to follow up my introduction of new material with her own understanding of the material just presented. Thus, she had a chance to add= ress students’ questions and clarify my remarks immediately upon presentat= ion. This worked very well because it allowed students to understand better what= I had said, and it built student trust in the SI leader because I was present= to validate her understanding of the material. On occasion, I left the classro= om briefly to give the SI leader time alone with the students to address their confusion, complaints, and this strategy worked beautifully–and built mutual respect among us all.
22. The SI leader assisted in distributing learning materials and collecting assignments throughout the semester. She willingly participated in classroom discussion regarding assigned readings and exerci= ses and would attempt to engage students in critical analysis of course content= by modeling the critical thinking/analytical reasoning strategies presented in= the course linkage.
23. Yes–we met in a computer classroom. The SI l= eader and I collaborated during writing workshop days. We circulated throughout t= he classroom and assisted students with the research, reading, and planning process associated with the development of their argumentative essays. Stud= ents completed two argumentative synthesis essays which required documented rese= arch, i.e. two research papers, for this course, in addition to four other formal essay assignments and a poetry journal.
= 24. No. T= he problem we had was the bad class time: Friday only class. So many of the SA activities were on Friday and the SI tutor had to miss class on those days.= He tried his best but the students were not responsive.
25. Yes. = He helped us find scholarly resources.
= 26. Quizz= es.
27. One-fourth to one-half of the class time was spent= on the computers. Students had either the SI or me to answer questions individually.
28. Yes, we usually had one in-class activity per week= that involved group work. The SI helped assist with these.
29. No
30. Class was a lab course; therefore each period incorporated collaborative learning.
31. Yes, when students worked in lab activities (1-4 persons) in class both myself and the SI leader observe and facilitate discussion.
32. Yes, since my class is a lab-based class, my SI interacted with students in lab activities.
33. Answered questions when examples and computer work= were being done. Also, in my split class, he was asked to work with the small gr= oup occasionally. He is extremely capable.
34. When I walked around my class to check student pro= gress and in class practice, my SI did so too. It was my impression that students that she helped were satisfied with her help, since they did not generally = ask me the same question.