Relecturing or Study Skill?
Your attendees finish a coding problem. They run the code, but it doesn't work. You tell them that when this happens to you, you like to go through line by line and pay attention to semi-colons, as this is a mistake you often make. Study skill or relecturing?
Study skill! The attendees have finished the problem and you are not explicitly telling them they made a mistake, just nudging them in the right direction and providing a helpful tip at the same time.
You call on an attendee for the answer to a problem and they give it to you, but it's wrong. You ask them where they found their answer from the Google AI (or Chat GPT, choose your poison). What do you?
Redirect them to a more appropriate form of baseline. Don't outright tell them that they are wrong, but you CAN tell them as Study Skill that Chat GPT or Google AI are sometimes not accurate and that they should always check a second source to verify the answer.
You have four attendees. They are working together to complete a practice exam made by you and checked by the professor. They are stuck between answer choice A and B for one of the questions and call you over to clarify which answer is correct. All four attendees appear frustrated, so you decide to show them the answer key and explain that answer A is correct.
Relecturing. You're directly explaining why an answer is right or wrong.
Your attendees want to go over the bones in the human body. You made up a song and dance that you use to help remember this. You immediately perform it for them to a standing ovation. Study skill ore relecturing?
Relecturing. You're essentially naming all the bones in the body right away without giving your attendees the chance to tell you what they know first. Save the song until the end!
Your attendees have completed an entire reaction problem. However, when you have them check the problem in the textbook, they realize they're wrong. You have them re-explain to you how they got their answer, and you realize they miscounted the number of electrons in the second step of the problem. The attendees, however, do not realize this mistake. What will you do?
Hint! Since you already checked baseline and asked your attendees to explain their thought process, you can give a hint here to move the session along. An appropriate hint would nudge them towards the mistake. For example, "one thing I like to do on my exams is double-check that I counted everything correctly. Let's do that now."
Your attendees are trying to solve a problem from the textbook. You ask them to complete the calculations on their calculator, but you watch them type it in wrong. You ask them to check the textbook, which they do. However, they don't understand what they did wrong. You ask them to re-type the exact same information in the calculator "just to be safe."
Hint. You're not telling them if their answer is right or wrong, you're asking them to check their answer using a form of baseline (the calculator).
The attendees are struggling to solve a problem in group work. You took the class with a different professor and know a different way to solve the problem not taught by your SI professor. You decide to explain this alternate method as a study skill. Study skill or relecturing?
Relecturing. The attendees haven't finished the problem yet. It's also important to always check with your SI professor before sharing alternative methods with your attendees.
During a group discussion on muscles groups, you ask your attendees to check the definition of a term in their lecture slides. However, your attendees are taking a really long time to find it. When you ask how it's going, your attendees claim it's not there. You, however, know exactly where to find this definition. What should you do?
Hint! Your attendees have told you that they are struggling to find something, so it's okay to give a hint here. Since you know where the information can be found, you can go ahead and give a baseline hint by telling them which slide they should look at.
Your attendees are taking a really long time to answer a question you asked them. You only have 10 minutes left in the session, so you decide to share a key definition that they will need to solve the problem.
Relecturing. You're directly giving away the info about the definition instead of ASKING them about the definition.
Your attendees are working on a chart comparing and contrasting the views of the different philosophers you've covered so far in class. In your textbook, the ends of the chapters contain really good summaries of each philosophers views that you found helpful when you took the class. You tell them about these pages and say where in the textbook they can find the info.
Study skill! You're recommending that they use this information to complete a group activity, not summarizing the information for them. If they can't find it, you can tell them what page to look on, but give them a chance to find it on their own first.
You have two attendees and you're having them work together to answer Blooket questions as an opening activity. Both of them get question 4 wrong, but when you ask them why they thought the other answer was right, they tell you they guessed and that they actually have no clue what the question is asking for. This question is actually review of content from a prerequisite class, and therefore, isn't covered in your textbook. What do you do?
Baseline or a hint (depends on the class). Google might be your friend here. If this won't yield useful results for your class, this would be a good time to break down the question further with redirecting questions. If that still doesn't work, this would be a good time for a content hint.
Your attendees are doing group work. You come over to check on them and notice that they made a mistake in the first step of the problem that has caused them to go in the complete wrong direction. You came over and checked on them earlier and gave them some redirecting questions, but they are still stuck in the same place and are unable to move forward. You indicate that they should re-check your work because you think there might be an issue in the first couple of steps. Is this a hint of relecutring?
This is a direction hint. You aren't telling them exactly what's wrong, but you've given them a nudge to get them on the right track. You can do this because you've already checked on them previously and they are still stuck.
Your attendees have an exam coming up in two days. During the agenda building process, they ask you what content is likely to be on the exam. You list three topics that you know will be on the exam and explain what students usually do wrong on those questions.
Most likely this is relecturing because this discussion is happening before any of the content has been covered by the attendees. It's good to say what content will likely come up, but this SI Leader is explaining specifically what mistakes students usually make, which is relecturing.
Your attendees complete a practice question during group work. They get to what you believe is the correct answer, but it's not explicitly stated in the textbook or slides. Your attendees don't seem confident in their answer and ask you if it's right. What do you do?
Redirect. Ask follow up questions to check for understanding. Ideally, this should mimic what they will want to do on an exam when they can't look in the back of a book for an answer key. If you're not sure if the answer is right, encourage them to take the question to office hours.
You have five minutes left in the session. Your attendees are very confident in their answer, but you notice that they used a formula incorrectly. Normally, you would have them go back through each step of the problem, but you don't have time for that, so you ask them if they think the formula they used was correct.
This is a direction hint. You don't tell them that they used the wrong formula, but you still nudge them in that direction. This leaves you free to then ask them what the correct formula to use is.