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    • 2017 Teaching & Learning Symposium
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    Supplemental Instruction

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    Author
    Flake, Patricia
    Affiliation
    University of Southern Indiana
    Keyword
    student motivation and engagement
    learning in specific settings or contexts
    fostering civility and inclusive learning environments
    Title
    Supplemental Instruction
    
    Metadata
    Show full item record
    URI
    http://hdl.handle.net/20.500.12419/546
    Abstract

    Students often become overwhelmed with the amount of information to be learned in a course, and often feel under-prepared for exams. SI can provide peer-led study sessions that demonstrate effective note-taking, discussion, critical thinking, and a variety of review methods, including continuous review. The scheduled 2-3 sessions throughout the weeks of the semester offer students planned study time and review. All sessions are open to all enrolled in the particular course. Feeling more prepared and confident with the material not only produces higher test scores, but students participate more in class and are less hesitant to ask questions.
    SI Leaders are students who have already successfully completed the course and have successfully met the required criteria, as well as, the final approval of the course instructor. Leaders have completed, or will be completing, training offered through the College Reading and Learning Association (CRLA) of which the department of Academic Skills is accredited.
    Defining SI, along with a bit of history, will demonstrate the benefits of the Supplemental Instruction program for both students and professors.

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