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Socratic Tutorials (revised 2010)

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1 Socratic Tutorials (revised 2010)
Tutor Training Part 1 Socratic Tutorials (revised 2010)

2 Your Tutor Trainer Add 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 tutor On the second side write the name of your college in the middle. In each corner of the second side, write your College major Favorite memory as a student Favorite song or book A word or phrase to describe yourself Share card information with your table group. Handout page 69

4 Today’s Agenda (Tutor Training Part 1)
Parking lot AVID overview AVID binders Inquiry & Costa’s levels of questions Note-taking: Cornell style The AVID tutorial process Expectations for tutors & students Practice tutorials

5 Advancement Via Individual Determination
First… A little bit about AVID Advancement 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 Potential Average to High Test Scores GPA College Potential with Support Desire and Determination And Meet One or More of the Following Criteria: First in family to attend or graduate from college Historically Underserved in 4-year Colleges Low Income Special Circumstances NOTES:

9 Friday y Monday W n Thursday S M P L E K N H * NOTES: Daily or Block
V I D C u r i c l m T t o a s Binder Evaluation F e d p Media Center Speakers Motivational v *(within block) y Monday W n Thursday *Combination for Block Schedule S M P L E K N H Daily or Block * Schedule : Collaborative Study Groups g G Socratic Seminars College and Careers Strategies for Success NOTES:

Prewrite Draft Respond Revise Edit Final Draft Class &Textbook Notes Learning Logs/Journals INQUIRY S killed Questioning Socratic Seminars QuickWrite/Discussion Critical Thinking Activities Writing Questions Open-Mindedness Activities COLLABORATION Group Projects Study Groups Jigsaw Activities Read-Arounds Respond/Edit/Revise Groups Collaborative Activities R READING SQ5R (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 log Divided sections Notes from all classes Tests/quizzes/homework for all classes Tutorial Request Forms Learning Logs Handouts Tests Blank 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
Inquiry And Costa’s Levels of Thinking and Questioning

14 Costa’s 3 Levels Handout pg 7 14 14

15 Handout pg 8

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 Levels Content Specific Questions Use these content specific questions to help students in the tutorial groups Laminate them and keep them as visible references Handout pgs 11-15


19 Why does structured note-taking matter?
Percent Retention of Material This slide illustrates Elapsed Days

20 Four Elements of Cornell Notes
Note Taking Creating the format of your notes Organizing your notes Note Making Reviewing and revising the content of the notes Noting key chunks of material in the notes Exchanging ideas and collaborating about the material Handout pgs 16-18

21 Four Elements of Cornell Notes, cont’d
Note Interacting Link all the learning together by writing a summary that addresses the essential question and answers the questions from the left margin Learn from your notes by studying them! Note Reflecting Written feedback from a peer, tutor or teacher Address the feedback by focusing on one area of challeng Your reflection over an entire unit and how your notes helped you learn and retain information

22 How tutors should support Cornell Notes
Note Taking Make sure all notes taken and used in tutorials are in Cornell Note format Help students learn note-taking conventions

23 How tutors should support Cornell Notes
Note Making Help students learn to “chunk” their notes accurately and effectively Support the writing and refining of higher level questions in the left column If 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 Interacting Have students read the summary from their notes out loud to the group; group provides feedback Constantly ask students “Have you been studying from your Cornell Notes?”

25 How tutors should support Cornell Notes
Note Reflecting Check for the quality and quantity of Cornell notes during binder checks, especially for students struggling in specific classes Ask 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 Process What is the main purpose of AVID tutorials? To promote student achievement in academic classes through: Assistance with content material Learning how to work collaboratively Using inquiry to increase understanding 26

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 Process View 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 Process Where 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 what you have learned about tutorials and your role in the 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. LUNCH Handout pgs 28-32

33 Room Arrangements Regular tutorials: Desks/chairs in a half-circle
(horseshoe) next to board Group 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 of The tutor The student presenting the problem The students in the tutorial group Share your observations with your table group.

35 Tutor Roles During Tutoring
Is positioned away from the front of the group Takes notes for student presenter Facilitates questioning and interaction between group and presenter Pushes the thinking of all group members to a higher level Coaches 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 group Interacts with group responses to questions Pushed by group to think deeply about solutions Records 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 collaboration Take Cornell notes Engage 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 36 Identify the Problem: What is your question? Check for Understanding: What do they know? What can you tell me about it? What does ___ mean? 1 2 3 Clearly Understands More Inquiry Confused?? 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? 4 5 What would happen if you changed __? Recite!! How would you teach this to a friend? Reflect... What did you learn? 6 7

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 presenter Group members Need 6-7 volunteers Use the TRF and resources on handout pages 44

45 Mock Tutorial #1 Use the TRF with the English or Biology question from handout pages Chose either question and work with the attached notes for the practice mock tutorial. Handout pgs 41-46 45

46 Handout pg 40

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 Reflections The 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” Messages Stating 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 handout Handout pg 49

53 Mock Tutorial #2 Form 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 #2 4. 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 #2 7. 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 conversations Build appropriate rapport with students Tell the AVID teacher about any inappropriate action or comment from a student Report suspected child abuse to the teacher Contact 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 students Have contact with students (phone, , meetings, MySpace, FaceBook) outside of class Discuss the students or their grades outside of class, except with the teacher

59 Closing Form small groups as directed by the presenter and answer the debriefing questions on the handout. Handout pg 60 59

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

61 Contact information Name Address Phone (000)

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