SI Techniques
Describe the Think-Pair-Share SI Technique
Students work on a problem/assignment individually, then share with a partner, and finally each pair shares with the larger group.
A student asks you to go over a homework problem during your session.
Say as a GSS leader, you’re not allowed to help with homework, and it’d be best if they could go to their professor or TA’s office hours or even ask the other students in the session.
You only have one whiteboard in the front of the room.
Have students move seats to sit closer to each other and to the front of the room. You can also divide the white board into sections and assign each group a section where they show their answer. Have students show their work/answers on your iPad, or even have them plug in their own iPads.
A student shares their solution to a problem, and you ask a follow-up question to get them to explain their reasoning.
Facilitator
This SI technique involves small groups working on an aspect of a larger problem, then coming together and sharing their contributions with the entire group.
Jigsaw
One student in your session is answering all of the questions and not giving other students a chance to answer.
Say, “I’d love to hear from someone who hasn’t spoken yet,” or “Let’s make sure everyone has a chance to share,” or you can even have quieter students come show their work on the board.
You have a very large lecture hall with fixed seating, and all the students are spread out in the room.
Have the students move seats to be closer to one another, or you can even have everyone convene at one area of the room in front of a whiteboard (if available).
You notice a lot of students are making the same mistake, so you show them the correct solution and explain why it's correct.
Instructor (to resolve: Ask open-ended questions and challenge students to find and explain their mistake; encourage discussion among students and have them work toward a solution together)
Which SI technique has students work with a partner to compare and improve their notes?
Notetaking pairs/note review
The desks in your classroom are arranged in rows, and none of the students are talking to each other.
Move the desks into tables and have students move seats to sit closer to one another.
You notice a student struggling, but they are hesitant to ask for help.
Reiterate that this is a difficult course, and it’s okay to be wrong or need help. If you want, you can say you’ll stay a few minutes after the session for questions, or they are free to email you.
You plan your session to have a recap of everything the students learned in lecture that week.
Instructor (to resolve: “Turn to the person next to you and summarize this concept” or have a student explain an idea in their own words)
Describe the Round Robin SI technique.
Students take turns sharing something new with members of a group.
Multiple students attend your session but are very passive, hesitant to ask questions, and unwilling to discuss.
Start with an icebreaker or a think-pair-share to decrease the pressure and directly approach partners and ask what they’re both thinking.
Students are asking a lot of questions, and the session runs out of time before you can cover all the material.
Prioritize the trickiest parts, save the unfinished parts of the worksheet for the next session, or post an answer key with detailed explanations.
You work through practice problems on the board.
Instructor (to resolve: Put problems up and have the students show their work on the board and then go over them collectively or stand at the board and ask the students what comes next in the process)
Describe the Reciprocal Questioning SI technique.
Alternate between the leader asking the students questions and the students asking the leader questions.
Two students in your session have different learning styles: one prefers visual explanations, and one prefers discussion.
Implement multiple learning strategies into your sessions; do one problem together as a group and then have a follow-up discussion question.
While trying to go over the problem, you notice a small group of students talking to each other, which limits how well the rest of the group can hear you and each other.
Say, “I want to make sure everyone is getting as much as possible out of the session so let’s be respectful of what everyone has to say”; if the problem persists, approach the group during the next activity and politely request they keep the chat to a minimum when we’re discussing as a group.
A student asks you a question, and you ask the students next to them if they have any ideas
Facilitator
You’re leading a GSS session, but you notice multiple issues: (1) Students are saying they understand the material but are not actively working on the worksheet, (2) There is little to no collaboration, and (3) A few students dominate the conversation while others remain silent. How would you create your lesson plan for your next session to address these challenges and encourage engagement?
Some ideas:
In the opener, you could start with something that requires everyone to contribute (word cloud, write down something that confused you from the past week, write down the main ideas from the past week, or use think-pair-share to get students talking)
In the main activities, you could split students into groups (clusters or boardwork model) and assign each group a problem they are responsible for. Make sure to have students explain their thinking (redirect questions, wait-time, reciprocal questioning)
Use a "pass the mic" rule where nobody can participate twice unless everyone has spoken or directly involve quieter students (have them show their work or directly ask what they're thinking).