If students can experience success while using protocols in the group, they may accept increased responsibility for producing the documents on their own. Students should be weaned gradually from the complete protocol to one with blanks to full responsibility for producing the entire document. The value of students completing such protocols may extend beyond the collection of documents on mathematics problem-solving. With direction, students may learn to develop problem-solving protocols for other classes and may even acquire a more internal locus of control. A glossary can provide the student with a sense of accomplishment that builds the confidence needed to overcome periods of discouragement.
Glossaries consist of key terminology, student-developed definitions, examples, and illustrations.
SI leaders can reinforce glossary development and use results in improved performance on exams and homework, both tangible results that can be reinforced by SI leaders. The goal is to have students come to the SI sessions with their glossaries prepared and willing to share the work with the SI group. Consistent use of glossaries and protocols should lead to continued gradual growth, which is critical for students attempting to learn to persist in situations that have previously caused them to quit or fail. First year students with such backgrounds are especially likely to withdraw from or quit performing in a math course when it becomes difficult. SI is uniquely structured to provide this type of learning experience for mathematics.