Strategies from Lead Academic Mentors

Strategy from Bob:
Write out the problem, work, and solution. Tell the student that it may or may not be correct. The goal isn't to find a mistake, but to ask as many specific questions as possible.

Then, after the student is used to that, have them look through their notes. They can use this strategy when reviewing example problems done by the professor and TA. Model this in the session as well. Then, the student will be comfortable going to office hours and bringing up those questions because they know what to ask.

Strategy from Sara: 

Predict test topics/questions. Have a student list the major topics they think are on the exam. Write down each topic as a heading on a whiteboard or piece of paper. Then, list things that are important about that topic under the heading (rules to remember, vocab, equations, etc.). Next, if it is possible, give your student apractice problem pertaining to that subject that could potentially be similar to an exam question. After they complete the practice problem, ask them to predict another question that could be on the exam related to that topic (giving your own problem first helps the student to come up with an idea of how a question could look and gives them something to model theirs after, but is not entirely necessary). They must predict the question, and also come up with the solution to the problem. If you are working with pairs, you can have the other student attempt the predicted question.

This is good the session before an exam because you can review a large amount of material. Make sure the student brings their notes and books!

 

Strategy from Libbi: 

Planning what topic to work on at the next session.  It makes students be more on top of their syllabus and helps them try to figure out links between material covered.  It also gives students a sense of responsibility for the session and may motivate them to attend because they got to have a say in what they're covering.




Strategy from Ryan:
Be the Expert. I assign each student part of a topic we are discussing to teach the group. I firmly believe that the best way to learn is through teaching something to someone else. This strategy is really the essence of peer learning. Although the students may need some help along the way, this type of activity really allows them to learn from one another. This strategy can be implemented in advance (i.e. prepare this topic for next time) or during the session (take 5 minutes to gather your ideas before teaching the group about this topic).
*This strategy can also be used in one-on-one and paired academic mentoring sessions, but instead of teaching the whole group, your students would teach you or the other student (if it's a paired assignment).

Strategy from Rachel:
My favorite strategy is to make a list of similar vocab (e.g., classical conditioning vs. operant conditioning, accommodation vs. assimilation) and have the student explain similarities/differences between the two.