1. Clarifying A Point of confusion (P.O.C.)
AVID Tutorials
Clarifying A Point of confusion (P.O.C.)

2. 2nd Period: Tutorial Day!
Our essential question:
How can we use a tutorial model to solve authentic problems?
Our learning targets:
I can use reflection and analytical processes to identify a specific and authentic point of concern (POC).
I can ask insightful questions and draw on resources to help colleagues identify solutions to their POC’s.
1 minute
Authentic
Two parts to the learning target: identifying your POC and presenting/solving it

3. Tutorial Day! Is this an AVID tutorial? What is my role? LATER: NOW:
A student — Engaging in the tutorial process to solve an authentic problem
LATER:
An observer — Seeking to discern evidence of inquiry
2-3 min
How is this different & similar to an actual tutorial? Why? Purpose is not necessarily to teach them the tutorial process, but to examine A tutorial process that has some common elements

4. Identifying an Initial Question
Select ONE domain of the AVID Schoolwide Coaching Tool for self-reflection & potential growth.
Domain I: Instruction (Green Pages)
Domain II: Systems (Blue Pages)
Domain III: Leadership
(White Pages)
Domain IV: Culture (Yellow Pages)
Assess your school in each indicator for your selected domain. Based on your self-assessment, select one area for growth & identify your initial question:
Example:
Instruction, Indicator 1:
How do I help staff to value and utilize common AVID tools in their classes?
3-8 minutes (5)
Write the question in the initial question box on the TRF. When I see that most of you have a question written, we’ll move on to the next step.
Initial question should reflect language from the indicator

5. Developing an Initial Question into a P.O.C.
Using the guiding questions below, complete a Tutorial Request Form (TRF) to narrow your initial question down to a specific point of concern.
Key Vocabulary: What concepts are critical to explaining your question?
What I Know (KNOW): What have you already tried? What background knowledge is needed to understand this problem?
Critical Thinking (SHOW):
What is your current thinking on this question?
Have I addressed a similar problem & what steps did I use?
Is there a resource that would be helpful that I could access?
What do I know others have tried?
What steps might be involved?
Can I break down my initial question into smaller parts, and if so, what would they be?
General Processes & Steps (TELL):
What STEPS have I taken—or do I need to take?
At what step do I get stuck?
Question from Point of Confusion/Concern:
What is the SPECIFIC, authentic question that you need to answer, in order to address your larger, initial question?
9-19 (10 minutes)
This usually takes students minutes. What you put in each box will look different than what our students’ look like, but these questions will help you. Not one right way—the goal is to think about what you know & have done to help you figure out the very specific problem you want to address—more specific than your initial question

6. Tutorials: Helping Trio Style
Work in trios
Work as a team
Everyone presents an authentic POC
Everyone asks questions & pushes the thinking of their colleagues
19-20 (1 min)

7. Tutorials: Helping Trio Style
Introduction:
Presenter: Share POC using 30-Second Speech Protocol. Post POC on whiteboard.
Questioning (3 minutes):
Group Members: Ask Questions (Using Tutorial Question Stems & Higher-Level Questions).
Presenter: Listen & reflect, record thinking on whiteboard, answer as needed to clarify
Dialogue (3 minutes):
All participants: Interact in discussion, led by presenter sharing his/her thinking (aloud and on whiteboard)
Repeat for all group members
20-40 (20 minutes—6-7 minutes per presenter)
Have a time keeper for the questioning & dialogue parts
Record thinking on white board
Point out resources. Remember learning target: Ask questions
This will look different from what our students do in their tutorials

8. Reflection
Independently, complete the first 3 sentences of the reflection (back of TRF).
In your Cornell Notes, jot some notes about what happened in this lesson to share back with your table colleagues.
40-43 (3 minutes)

9. Reflection Our essential question: Our learning targets:
How can we use a tutorial model to solve authentic problems?
Our learning targets:
I can use reflection and analytical processes to identify a specific and authentic point of concern (POC).
I can ask insightful questions and draw on resources to help colleagues identify solutions to their POC’s.
43-44

10. Analysis of Lesson Was this an effective lesson?
Engaging?
Scaffolded?
Standards-Based?
Appropriate Rigor?
Was this an inquiry-based lesson?
What is your evidence?
44-45

11. What students tell us about Tutorials
45-47