A framework for understanding Supplemental Instruction is presented along with theoretical and philosophical underpinnings. Understanding the Supplemental Instruction (SI) Model

Supplemental Instruction (SI) is a student academic assistance program that increases academic performance and retention through its use of collaborative learning strategies. The SI program targets traditionally difficulty academic courses--those that typically have 30 percent or higher rate of D or F final course grades and/or withdrawals--and provides regularly scheduled, out-of-class, peer-facilitated sessions that offer students an opportunity to discuss and process course information. (Martin, et al., 1977). High risk courses vs. high risk students. SI thus avoids the remedial stigma often attached to traditional academic assistance programs since it does not identify high-risk students, but identifies high-risk classes. SI is open to all students in the targeted course; therefore, pre-screening of students is unnecessary. Since the SI program begins the first week of the academic term, the program provides academic assistance during the critical initial six-week period of class before many students face their first major examination. Attrition is highest during this period. (Blanc, et al., 1983; Noel, et al., 1985)