SI as a Social Learning Space Dr Vino Paideya School of Chemistry & Physics University of kwazulu natal

Overview  Background to study  What are some of the key SI principles  Research Methodology  Findings  Why students attend SI sessions  Challenges experienced in effective SI engagement. 2UTLO Seminar 2012

Background  PhD study (Engineering students engagement in Chemistry SI)  Rich diversity of students ranging from differing academic abilities and secondary school experiences  Supplemental Instruction (SI) introduced by Faculty of Science & Agriculture in chemistry (2008)  SI is built on collaborative learning principles which has social constructivism as its theoretical foundation. 3UTLO Seminar 2012

Supplemental Instruction Collaboration [group and peer discussion] Variation in methods of Instruction [questioning techniques, brainstorming ideas, engaging in discussions, reflection on task] Active learning [thinking, reasoning, analyzing and problem-solving] Development of learning skills. Students take responsibility for the learning 4UTLO Seminar 2012

Research Methodology  Qualitative methodology  SI leaders were trained, monitored and supported.  15 SI sessions observed and video recorded  2 Focus group interviews with students  6 Individual Interviews with students 5UTLO Seminar 2012

SI AS A Social LEARNING spaces : 6UTLO Seminar 2012

Findings  Opportunities for feedback and discussion  Invitations for social learning engagement through a non threatening environment  Variation in the methods of learning  Active learning techniques encouraged development of meta-cognitive skills 7UTLO Seminar 2012

SI PrincipleStudents Experiences of SI Engagement Theoretical under- pinning Collaborative Learning  Peer teaching and learning (explanation and discussion) “ SI leader asks another group to help when no one knows in our group”  motivation & encouragement “ Group work really boosts your confidence in answering questions” Vygotsky (1978) – ‘zones of proximal development’ UTLO Seminar 20128

SI PrincipleStudents Experiences of SI Engagement Theoretical Underpinning Active Learning  Thinking, reasoning, analyzing and problem-solving] “SI leader asks you to explain how you arrived at your answer?” “ If you ask questions in your group like the questions the SI Leader asks - you get a better understanding ” “…get to work with many people and they have different ideas” “...enjoy the group discussions which tells me what I know and what I don’t know. Edgar Dale (1946) – cone of learning (we learn 90% of what we say and do) UTLO Seminar 20129

SI PrincipleStudents Experiences of SI Engagement Theoretical Underpinning Variation in teaching and learning techniques  Use of different pedagogical strategies (discussion, reflection, questioning) SI Leaders ask“… what do you think Is wrong with this statement and why do you think its wrong?” “ We are often asked to explain a concept or show how one concept is related to another” “ The SI leader makes sure that most students in SI get to speak by asking them questions or getting them to explain on the board” Felder (2003), deeper levels of knowledge generation. UTLO Seminar

SI PrincipleStudents Experiences of SI Engagement Theoretical Underpinning Development of Learning Skills  Develop thinking, reasoning and social skills “…get to work with many people and they have different ideas and so we also get to learn how other people think” “… we need to consult with people so we learn how to interact with people” Lave and Wenger (1991)- “community of practice” UTLO Seminar

Why students attend si? UTLO Seminar

Challenges in effective student engagement in social learning space  Lack of group work skills  English second language students struggled with engaging with certain chemistry concepts  Some students were more focused on the products of the activity rather than the process of developing a deeper understanding  Time constraints  Requires constant support and mentoring of SI leaders who are the cornerstone of success of the programme. UTLO Seminar

Conclusion Students regarded their experiences of the SI social learning spaces as:  fun  Feedback and reflection was considered an integral part in developing a better understanding of concepts.  Variation in teaching and learning methods exposed students to a range of opportunities in engaging with chemistry concepts.  Active and collaborative learning techniques increased students’ confidence in answering questions  Development of meta-cognitive learning skills allowed them to take responsibility for their learning. 14UTLO Seminar 2012

Tell me and I forget, Show me, and I remember, Involve me and I understand Ancient Chinese Proverb

Thank You 16UTLO Seminar 2012