Presentation on theme: "Socratic Tutorials (revised 2010)"— Presentation transcript:
1 Socratic Tutorials (revised 2010) Tutor Training Part 1Socratic Tutorials (revised 2010)
2 Your Tutor TrainerAdd your contact information here
3 Introductions Use the NAME TENT page to create a table tent: Fold the form like a hot dog (lengthwise)On one side, write your name and the school(s) and district where you will tutorOn the second side write the name of your college in the middle.In each corner of the second side, write yourCollege majorFavorite memory as a studentFavorite song or bookA word or phrase to describe yourselfShare card information with your table group.Handout page 69
4 Today’s Agenda (Tutor Training Part 1) Parking lotAVID overviewAVID bindersInquiry & Costa’s levels of questionsNote-taking: Cornell styleThe AVID tutorial processExpectations for tutors & studentsPractice tutorials
5 Advancement Via Individual Determination First…A little bit about AVIDAdvancement Via Individual Determination
7 “Getting the GIST” Read the AVID program description silently. In pairs, complete the GIST activity in the handouts. Create a 20-word sentence that summarizes what AVID is.Share out sample summaries.Share out ways that the GIST can be used in other academic classes.Handout pgs 2-3
8 The AVID Student Profile Students with Academic PotentialAverage to High Test ScoresGPACollege Potential with SupportDesire and DeterminationAnd Meet One or More of the Following Criteria:First in family to attend or graduate from collegeHistorically Underserved in 4-year CollegesLow IncomeSpecial CircumstancesNOTES:
9 Friday y Monday W n Thursday S M P L E K N H * NOTES: Daily or Block VIDCuriclmTtoasBinder EvaluationFedpMedia CenterSpeakersMotivationalv*(within block)yMondayWnThursday*CombinationforBlock ScheduleSMPLEKNHDaily or Block*Schedule:•Collaborative Study GroupsgGSocratic SeminarsCollege and CareersStrategies for SuccessNOTES:
10 W I C R WRITING INQUIRY COLLABORATION READING ●PrewriteDraftRespondReviseEditFinal DraftClass &Textbook NotesLearning Logs/JournalsINQUIRYSkilled QuestioningSocratic SeminarsQuickWrite/DiscussionCritical Thinking ActivitiesWriting QuestionsOpen-Mindedness ActivitiesCOLLABORATIONGroup ProjectsStudy GroupsJigsaw ActivitiesRead-AroundsRespond/Edit/Revise GroupsCollaborative ActivitiesRREADINGSQ5R (Survey, Question,Read, Record, Recite, Review, Reflect)KWL (What I Know;Want to Learn; Learned)Reciprocal teaching“Think-Alouds”________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Handout pg 4
11 AVID Students Keep Binders (Highly successful people are organized) Contents of binders:Calendar/agenda and assignment logDivided sectionsNotes from all classesTests/quizzes/homework for all classesTutorial Request FormsLearning LogsHandoutsTestsBlank notebook paper, pens, pencils, etc.AVID teachers will explain the specific binder requirements and grading for their classes.Handout pgs 5-6
12 Tutorial Process: Step 1 In their academic classes, students take Cornell notes on the material presented in lectures, textbook readings, videos, handouts, etc.After class, students review their notes, create questions in the column on the left, and write a summary at the bottom of the notes.
13 Thinking and Questioning InquiryAndCosta’s Levels ofThinking and Questioning
16 Writing Questions: “Wonderings” Study the article about Buffalo soldiers and let your mind “wonder” about the article.Jot down your wonderings/questions using handout.Share your questions with a table partner.With your table partner, identify your questions as Level 1, 2, or 3 (Costa’s Levels of Questions).Work as a table to complete “Moving On Up” handout.Handout pgs 9-10
17 Levels of Thinking and Questioning Review Handouts on --Vocabulary: Costa’s LevelsContent Specific QuestionsUse these content specific questions to help students in the tutorial groupsLaminate them and keep them as visible referencesHandout pgs 11-15
19 Why does structured note-taking matter? PercentRetentionofMaterialThis slide illustratesElapsed Days
20 Four Elements of Cornell Notes Note TakingCreating the format of your notesOrganizing your notesNote MakingReviewing and revising the content of the notesNoting key chunks of material in the notesExchanging ideas and collaboratingabout the materialHandout pgs 16-18
21 Four Elements of Cornell Notes, cont’d Note InteractingLink all the learning together by writing a summary that addresses the essential question and answers the questions from the left marginLearn from your notes by studying them!Note ReflectingWritten feedback from a peer, tutor or teacherAddress the feedback by focusing on one area of challengYour reflection over an entire unit and how your notes helped you learn and retain information
22 How tutors should support Cornell Notes Note TakingMake sure all notes taken and used in tutorials are in Cornell Note formatHelp students learn note-taking conventions
23 How tutors should support Cornell Notes Note MakingHelp students learn to “chunk” their notes accurately and effectivelySupport the writing and refining of higher level questions in the left columnIf possible, attend a content area class with the students, take notes, and then compare your notes to theirs
24 How tutors should support Cornell Notes Note InteractingHave students read the summary from their notes out loud to the group; group provides feedbackConstantly ask students “Have you been studying from your Cornell Notes?”
25 How tutors should support Cornell Notes Note ReflectingCheck for the quality and quantity of Cornell notes during binder checks, especially for students struggling in specific classesAsk students what aspect of Cornell Notes they’re working on this week from their “Cornell Note Focused Goal Activity”
26 What is the main purpose of AVID tutorials? The Tutorial ProcessWhat is the main purpose of AVID tutorials?To promote student achievement in academic classes through:Assistance with content materialLearning how to work collaborativelyUsing inquiry to increase understanding26
27 Students need to come with their resources! Reflections are important!The process continues with questions!The process starts with a question!All group members have responsibilities!Handout pgs 19-23
28 The Tutorial ProcessView the tutorial videos: Before, during, and after tutorials Use the “Summarizing: Pyramid” to summarize/synthesize your learning about the tutorial process.Handout pg 24
29 The Tutorial ProcessWhere was inquiry used in the tutorial video segments?Where was collaboration used in the tutorial video segments?(Collaboration is group members working together while taking responsibility for each person’s learning.)
30 Tutor and Student Expectations “Jigsaw” read the “Expectations of Tutors,” “Expectations of Students” and the “Tutor Contract” by dividing each reading into segments so that each person on the table reads one segment.After the readings are done, each person shares the main points of his/her segment with the whole table group.Each table group determines 1-2 big ideas from the reading and 1-2 questions to share with the entire group.Handout pgs 25-27
31 Tutor and Student Expectations Find someone you don’t know (or don’t know well)and do a “1-1-2 minute” share with them on whatyou have learned about tutorials and your role inthe tutorials.Partner A talks for one minute. Partner B just listens—no talking.Partner B talks for one minute. Partner A just listens—no talking.Both partners engage in a conversation for two minutes.
32 Tutorial Request Forms Review the blank TRF’s and the sample TRF in your handouts.What elements are common to the TRF’s?Note: Teachers may use various forms of TRF’s on their campuses.LUNCHHandout pgs 28-32
33 Room Arrangements Regular tutorials: Desks/chairs in a half-circle (horseshoe) next to boardGroup discussion on a text or group study for test/quiz:Desks/chairs in a circle
34 Tutor Roles During Tutoring Watch carefully as the video clip of the actual tutorial is played again.Designate individuals at your table to carefully note the actions ofThe tutorThe student presenting the problemThe students in the tutorial groupShare your observations with your table group.
35 Tutor Roles During Tutoring Is positioned away from the front of the groupTakes notes for student presenterFacilitates questioning and interaction between group and presenterPushes the thinking of all group members to a higher levelCoaches students in their learning and questioning of each other
36 Tutor Roles During Tutoring Review “Using Tutorial Question Stems” Review “Levels of Inquiry Process”Handout pgs 33-34
37 Presenter Roles During Tutoring At the board, visually and orally presents problem to groupInteracts with group responses to questionsPushed by group to think deeply about solutionsRecords the steps of his/her and the group’s thinking on the board, preferably in Cornell note style
38 How to Present a Question Write the problem/question on the board.Face the group members.Read the question out loud to group.Explain prior knowledge and what you understand about the question.Explain what strategies you used in attempting to answer the question.Handout pg 35
39 How to Present a Question Indicate to group exactly where you became confused as you worked to answer this question/problem.Ask group members: “What questions do you have to prompt my thinking and assist me in identifying the next step?”Ask group members questions to clarify anything that they asked or stated.Handout pg 39
40 Group Members Roles During Tutoring Take responsibility for pushing the thinking of the presenter through questioning and collaborationTake Cornell notesEngage with other students in the group, including the presenter
41 Teacher Role During Tutoring Teacher (or tutor) collects TRF’s and determines groupings.Teacher constantly monitors tutorial groups: roles of tutor/presenter/ group, participation, conduct, etc.Teacher (or tutor) collects TRF’s at end of tutorial for grading and feedback.
42 Inquiry Learning Process Handout pg 36Identify the Problem:What is your question?Check for Understanding:What do they know?What can you tell me about it?What does ___ mean?123Clearly UnderstandsMore InquiryConfused??What questions do you still have?What would happen if you changed __?What have we overlooked?Key Comprehension Questions:What have you already tried?What is the relationship of ___ and ___?Is there another way to look at it?Where can you go for more information?How would you graphically illustrate your process?45What would happen if youchanged __?Recite!!How would you teach this to a friend?Reflect...What did you learn?67
43 Guidelines for Effective Tutorials Read “Guidelines for Effective Tutorials”, highlighting important ideas.With a partner from another table, complete the Share-One-Get-One handout.Comments and questions?Handout pgs 37-39
44 Mock Tutorial #1 Mock tutorial (6-7 volunteers) Student presenterGroup membersNeed 6-7 volunteersUse the TRF and resources on handout pages44
45 Mock Tutorial #1Use the TRF with the English or Biology question from handout pagesChose either question and work with the attached notes for the practice mock tutorial.Handout pgs 41-4645
47 Mock Tutorial #1 Debriefing Group members: “How did the tutorial process go for you and what did it feel like to only use inquiry?”Observers: Report on the involvement of Group Members using the Tutorial Process Observation Checklist.
48 Mock Tutorial #1 Debriefing Student Presenter: “How did the tutorial process work for you and did you feel the inquiry and collaboration of the group members helped you?Observers: Report on the involvement of the Student Presenter using the Tutorial Process Observation Checklist.
49 Mock Tutorial #1 Debriefing Tutor: How were you able to facilitate questioning and interaction between the student presenter and the group?Observers: Report on the involvement of the Tutor using the Tutorial Process Observation Checklist.Handout pg 40
50 Tutorial ReflectionsThe tutorial reflection is not a summary, it is a reflection on the learning that occurred.Allow students enough time at the end of tutorials to think about and write personal reflections.Review the reflection prompts on the handout “Think About It.”Write a reflection on the mock tutorial.Handout pg 47
51 “I” MessagesStating your feelings or observations without attacking the other person“I” messages are explanations.“You” messages are evaluations, whether positive or negative.Review example messages on handout.Work together as a group to rewrite “you” messages into “I” messages.Handout pg 48
52 “I” Messages“Catch the eye” of someone across the room to be your partner.Work together as partners to rewrite “you” messages into “I” messages.# 2, 3, 5, 7, 8 on handoutHandout pg 49
53 Mock Tutorial #2Form small tutorial groups as directed by facilitator.Designate a tutor, student presenter, and observer. All others are group members.Choose a tutorial question for the student presenter. Use the Tutorial Request Form samples in the handout pages &
54 Mock Tutorial #24. Take notes on all questions (not just your own) on the blank TRF. The tutor should take Cornell notes for the student presenter while modeling higher-level questions for the group. 5. Use the resources and notes provided to assist in asking questions of the student presenter. 6. The Observer will debrief the process with the tutor and group. Then switch roles.
55 Mock Tutorial #27. Write a reflection about your learning on the tutorial process on the Tutorial Request Form.
56 Tutorial Process Debrief With your table group, discuss the Tutorial Scenarios and write your response to each situation.As a whole group, discuss the Challenges and Possible Solutions in your handout.Handout pgs 57-59
57 The Non-Negotiables DO— Maintain confidentiality of students’ grades and conversationsBuild appropriate rapport with studentsTell the AVID teacher about any inappropriate action or comment from a studentReport suspected child abuse to the teacherContact the teacher (or whomever he/she designates) if you must be absent.
58 The Non-Negotiables DO NOT— Discuss or joke about drugs, weapons, or sex with studentsHave contact with students (phone, , meetings, MySpace, FaceBook) outside of classDiscuss the students or their grades outside of class, except with the teacher
59 ClosingForm small groups as directed by the presenter and answer the debriefing questions on the handout.Handout pg 6059
60 Thank you!Please complete the tutor training evaluation form and leave it on your table.Thank you for choosing to make a difference for the AVID students.Handout pg 61