Challenging situations - Q&A

Situation

After processing a topic – how can I be sure that all my participants understood the results we came up with together?

Solution

The most common method of checking understanding is to ask the students a closed-ended question like, “Do you understand?” This question can be answered with a simple yes or no. This is not effective because students are sometimes uncomfortable admitting that they still do not understand a concept, especially if considerable time has just been spent on it during the session. 

Instead, questions that check for understanding should be open-ended and require higher-order thinking skills. It is essential that students can explain the discussed topic in their own words so the leader knows that students understand before proceeding to the next topic. If there is any doubt that the students have not “got” it, the concept should be discussed again. 

The leader should make sure that the students get a chance to demonstrate their understanding so that demonstrating understanding becomes part of the SI-PASS sessions. This will improve student preparation and learning.

Situation

The Leader/participants don't know the topic the participants want to focus on.

Solution

Ask many questions to help them understand what they don't understand. Tell them that you as Leader don't feel sure about the topic, but that you can try together. If you get stuck - ask some of the participants to bring the question to the lecturer and bring back the response to the next SI-PASS session.

Situation

The participants have no clue of the topic at hand.

Solution

Focus the sessions on material that is available in lecture notes or course material and let the students catch up by reading appropriate pages in the material. Ask many questions to help them understand what they don't understand.

Situation

The participants express dissatisfaction regarding the course, e.g. the lecturer, the course books or the facilities. 

Solution

Listen to the students, after all they give an expression of trust to the SI-PASS session when they open up about these matters. On the other hand, don't take side in the discussion. Try to nudge them into focusing towards what they can influence, into being proactive rather than reactive.

Situation

I usually divide my participants in small groups, but often notice that some solves given tasks rapidly while other groups get stuck. How should I handle this? 

Solution

Have a flexible session plan with several tasks/learning activities (more than you need - you can always use them at later sessions). Then you can provide the group that finished the first task with a new one. Do this discreetly to avoid other groups to become stressed.

Situation

How do I handle marked differences in prior knowledge between participants?

Solution

It is usually best to have a mix of students in the group with various prior knowledge, as long as they want to do the same task/learning activity. Tell the participants at the beginning of the session that you typically learn more by explaining for someone than being explained to. You therefore want them to explain their thoughts and ideas as much as they can for each other. 

If a participant ask somebody to explain something for them, you do that student a service. Therefore ask as many questions as possible. The student that answer will learn at least as much as the student that ask the question.

Situation

There is only one or a few students showing up to my SI-PASS sessions - how do I go about having an SI-PASS session and how can I increase attendance?

Solution

• Treat the SI-PASS session as any other session to show respect to the student(s) that showed up.
• If 2 or more students - have them working as a group.
• If only one student - let the student identify difficult topics in the course, let him/her explain what they do understand and ask guiding questions and refer to literature to help them towards understanding of difficult topics.

How to increase attendance?

• Advertise SI-PASS sessions on lectures, Facebook etc. 
• Ask lecturer to advertise SI-PASS sessions. 
• Ask participants what they think is the reason for people not showing up. 

Is the time for sessions not good? If so, see if you can find better a better time. The reason for low attendance is usually bad times for SI-PASS sessions or that the students don't know that there is a SI-PASS session or what you can gain from attending SI-PASS.

Situation

Lots of questions are directed to the SI-PASS leader.

Solution

1. Explain what SI-PASS is about and what your role is.
2. Use methods described on the redirecting questions strategy card.

Situation

How do I get “silent” students more involved in discussions?

Solution

Break down the participants into small groups (2–3 participants) allowing for silent students to take more space. Group silent students together to get them to talk. Talk with silent students separately after the session and see if they enjoy the meetings and if you can do something specific to help them express their views in sessions.

Another method is to give all groups the same task. Then you mix the groups so that they can compare solutions. This gives a very safe environment to talk about the subject since you have the solution from the former group.

Situation

Some of my students are up-to-date in the course while others are lagging behind – how do I get a fruitful SI-PASS session for all?

Solution

The important thing is that all participants work with something they want to work with. Often you can simply ask the students what they want to focus on in the beginning of the session and solve it from there. If there is a big spread in opinions with respect to what you want to focus on during the session, you can either give different tasks to different groups or have small tasks from all areas covered in the course that everybody does.

Hint: Students that are up-to-date often feel it is rewarding to tackle tasks from difficult areas covered previously in the course. Students lagging behind are often glad to tackle tasks they know they will be required to do later on within the course.

Situation

How do I get talkative students to include others in discussions?

Solution

Talkative students are often a very good resource – especially if they are very knowledgeable in the subject. Try to involve them in creating an easy-going atmosphere where questions are welcomed and where you share ideas and explain for each other. 

One way of doing this is to assign the talkative student as a co SI-PASS Leader with the task of involving others and asking questions. You can also group talkative students and more silent students in different groups to better allow everybody to share their ideas and thoughts. 

In general, grouping the students in small groups will allow more students to be active in discussions and collaboration.

Situation

The participants get stuck in the discussion because the task I have given them is too difficult.

Solution

The easiest way is to admit that you have given them a task that is too difficult. And that you either help them on their way or switch to an easier task. In the latter case, remember to use the "difficult" task later in the course or to hand it out to a group that finishes quickly the next time.

Situation

Potential problem solver for: 

• Group composition hindering good discussions
• Group stuck in discussion
• One person too dominant in group
• A group on the wrong track with task or missed some information and you as Leader want to address it without saying what is wrong

Solution

Exchange a member between two groups in the middle of their discussion. The participants may find it strange the first time, but usually get used to it quickly. The reason for the exchange can be expressed as you as a Leader want them to learn more by explaining their thoughts on the task to a new person (independent of the real reason you are doing the switch). 

In fact, the explanations given by remaining group members for a new member often vitalizes the discussion, which is another advantage with the method.

Situation

My students do not focus on the tasks at hand – how can I help them?

Solution

There are several possible ways to address this issue. A first simple solution is to reduce the group sizes to 2–3 participants. They often become more focussed if the groups are smaller. Also consider if the task/learning activity you provided is too difficult (possible solutions to this problem are given separately).

One reason for students having trouble focusing can be that they are tired (for instance, if the SI-PASS session is in the early morning or at the end of a long day in school). If so, one way to address this is to take a short break and give the participants a chance to stretch their legs. Another possibility is to have an activity that combines learning with physical movement, like speed-dating or moving multiple choice.

Sometimes learning games/competitions can provide energy to the participants. Vary the learning activities during your SI-PASS sessions to make them more interesting. If there are some engaged students in your session - group them with tired/unfocused students to provide the groups with energy.

Situation

There are a lot of students (15+) coming to my SI-PASS session – how can I provide them with a good learning experience?

Solution

Break down the large group into several small groups and focus on small group learning activities (easier to activate all students this way). If possible - use participants as "assistant" SI-PASS Leaders to lead discussions and guide the small groups.