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AVID Tutor Training, Part 1

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1 AVID Tutor Training, Part 1
If you print this PowerPoint, make sure to select the “Grayscale” print option. Presenter Name(s)

2 Your Tutor Trainer [Note to Presenter: Add your introduction and contact information here.]

3 Appointment Clock Partners
HO 1

4 Agenda: Tutor Training, Part 1
AVID and Tutorials Overview Before the Tutorial During the Tutorial After the Tutorial WICOR and the Tutorial Process Practice Tutorials Don’t forget the Parking Lot!

5 Norms Ask questions. Engage fully. Integrate new information. Open your mind to diverse views. Utilize what you learn. Used with permission of Learning Forward, All rights reserved. 5

6 Our Essential Question
HO 2-5 CORNELL NOTES TOPIC/OBJECTIVE: NAME: CLASS/PERIOD: DATE: ESSENTIAL QUESTION: What do I need to know to facilitate Socratic tutorial sessions in an AVID Elective classroom?

7 What Is AVID? …A structured college preparatory system working directly with schools and districts …A direct support structure for first- generation college-goers, grades 4-16 …A schoolwide approach to curriculum and rigor

8 8

9 The AVID Elective Student Profile
Has academic potential: Average to high test scores GPA College potential with support Desire and determination

10 The AVID Elective Student Profile
Meets one or more of the following criteria: First to attend college Historically underserved in four-year colleges Low income Special circumstances

11 A Sample Week in the AVID Elective
Daily or Block Schedule A Sample Week in the AVID Elective Monday Tuesday Wednesday Thursday Friday AVID Curriculum Tutorials Binder Evaluation Field Trips Media Center Speakers Motivational Activities (within block) Combination for Block Schedule Combination for Block schedule Curriculum: Writing College and Careers Strategies for Success Critical Reading Tutorials: Collaborative Study Groups Writing Groups Socratic Seminars

12 WICOR: Writing Writing process (prewrite to final draft)
Respond, revise Edit, final draft Cornell notes Quickwrites Learning logs, journals

13 WICOR: Inquiry Skilled questioning Socratic Seminars
Quickwrites/discussions Critical thinking activities Writing questions Open-minded activities

14 WICOR: Collaboration Group projects Response/edit/revision groups
Collaboration activities Tutorials Study groups Jigsaw activities Read-arounds

15 WICOR: Organization Tools Methods Binders Calendars, planners, agendas
Graphic organizers Methods Focused note-taking system Tutorials, study groups Project planning, SMART goals

16 WICOR: Reading SQ5R (Survey, Question, Read, Record, Recite, Review, Reflect) KWL (What I Know; What I Want to Learn; What I Learned) Reciprocal teaching “Think-alouds” Text structure Critical reading

17 “Getting the GIST” HO 6 Read the AVID College Readiness System notes that you just took. Work with a partner to create a “GIST” by composing a 20-word sentence that summarizes AVID. Share out sample summaries.

18 Jennifer’s Tutorial Video
HO 7-8

19 Why do we do Socratic tutorials in AVID?
The Tutorial Process Why do we do Socratic tutorials in AVID? To prepare AVID students for success in their current classes, as well as building the skills necessary to be ready for college. 19

20 Binder Briefing (Highly successful people are organized.)
HO 9-10

21 The College-Readiness Skill of Focused Note-Taking
HO 11 The CORNELL WAY The College-Readiness Skill of Focused Note-Taking

22 Our Essential Question
CORNELL NOTES TOPIC/OBJECTIVE: NAME: CLASS/PERIOD: DATE: ESSENTIAL QUESTION: How should tutors aid students in the process of learning how to take effective notes?

23 Why Does Structured Note-Taking Matter?

24 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

25 Four Elements of Cornell Notes
Note-Interacting Link all the learning together by writing a summary 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 challenge Your reflection over an entire unit and how your notes helped you learn and retain information

26 How Tutors Should Support Cornell Notes
Note-Taking Make sure that all notes taken and used in tutorials follow the Cornell note process. Help students learn note-taking conventions.

27 Help students learn to “chunk” their notes accurately and effectively.
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.

28 How Tutors Should Support Cornell Notes
Note-Interacting Have students read the summary from their notes out loud to the group as the group provides feedback. Constantly ask students, “Have you been studying from your Cornell notes?”

29 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.”

30 CORNELL WAY Find an elbow partner to compare notes.
“Chunk” your notes. Write a question in the left column that covers the material in the corresponding “chunk.” Share your questions with your elbow partner. Write a summary in the bottom section that addresses the Essential Question and each of the questions that they wrote.

31 “Matt’s Tutorial” Video
In what ways did Matt utilize his binder in preparation for AVID tutorials? In what ways did Matt utilize his Cornell notes in preparation for AVID tutorials?

32 Tutorial Request Forms
HO 12-13 Read and review “Step 2: Completing the Tutorial Request Form (TRF) as Homework.” In pairs, complete the reflection from “Reflective Learning Log: Step 2: Pre-work Is Key.”

33 Before the Tutorial HO 14

34 “Think-A-Loud” Coaching Tool
HO 15 “Think-A-Loud” Coaching Tool Pg. 61

35 Debrief As a tutor, how do you think the TRF will aid the AVID Tutorial Process? Which component of the TRF do you anticipate being most challenging for students?

36 Review Jennifer’s TRF What do you notice about Jennifer’s pre-work?
HO 16 What do you notice about Jennifer’s pre-work? What is the difference in her initial questions from her Point of Confusion question? How does the reflection that Jennifer wrote aid her learning?

37 Review Jennifer’s Notes
HO 16 Who took notes for Jennifer? What do you notice about the notes? What do you notice about the content-class notes that Jennifer brought to the tutorial?

38 Where is Inquiry in the 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, interact with their notes, create questions in the column on the left, and write a summary at the bottom of the notes.

39 HO 17

40 Costa’s Levels of Thinking

41 Vocabulary Concept Map
HO 18-22

42 Preparing for Tutorials
HO 23-24 Room Arrangement: Desks/chairs are in a half-circle (horseshoe) next to the board. Dividing into Groups: Discuss how groups are formed.

43 Debrief How does this part of the process impact your role as a tutor?

44 During the Tutorial HO 25-26

45 Beginning the Tutorial Session
HO 27 Jason’s Social Studies Tutorial

46 Debrief Which step of the 30-Second Speech was easiest for you as the tutor to coach? Which step was the most difficult to coach? If an AVID student were to ask you the purpose behind the 30-Second Speech, how would you respond? Where might the 30-Second Speech be applicable in a college setting?

47 “What have you learned about setting up for and beginning a tutorial?”
30-Second Speech HO 28 Prompt: “What have you learned about setting up for and beginning a tutorial?”

48 It’s All About the Process!
HO 29

49 Debrief How do you see the requirement of the tutor having to take three-column notes both helping and hindering your overall performance as a tutor?

50 Checking for Understanding
HO 30-33 What obstacles can you foresee with this step of the AVID Tutorial Process? Why is this step a vital part of the entire process?

51 Reflection What learning took place? What is the relevance?
HO 34

52 Debrief Why is the reflection portion of the TRF important?
How will you emphasize and guide/coach AVID students through this process?

53 WICOR-izing Tutorials
HO 35

54 The Tutorial Process HO 36-39

55 Tutor Facilitation Protocol
HO 40

56 One-Pager Requirements
State the step number and when the step occurs in the tutorial process (before, during, or after). Identify the key components/main ideas of the step. Include a visual representation that represents the step (must be different than the symbol provided in the reading). Contain a slogan that will serve as a memory device for the step. Identify which steps from the “Tutor Facilitation Protocol” happen during your assigned step of the tutorial process.

57 Tutorial Roles Jigsaw HO 41-43

58 word to sum up the role that
Tutorial Roles Jigsaw Quickwrite Prompt: If you had to choose one word to sum up the role that you have been assigned, what would it be and why?

59 Fishbowl Tutorial Fishbowl Tutorial (six volunteers needed): Tutor
HO 44-46 Fishbowl Tutorial (six volunteers needed): Tutor Student Presenter Group Members 59

60 Fishbowl Tutorial 60

61 Observation and Feedback
HO 42-43

62 Fishbowl Tutorial Debriefing
Group Members: “How did the AVID Tutorial Process go for you, and what did it feel like to only use inquiry?” Student Presenter: “How did the AVID Tutorial Process work for you, and did you feel that the inquiry and collaboration of the group members helped you?

63 Fishbowl Tutorial Debriefing
Tutor: “How were you able to facilitate questioning and interaction between the student presenter and the group?” Observers: “What did you notice in regards to the involvement of group members, the presenter, and the tutor using the Tutorial Process Observation Checklist?”

64 Summary vs. Reflection Cornell Notes Tutorials Reflections Summaries
HO 47 Cornell Notes Tutorials There is animation for both F2F (face-to-face) and WebEx (online webinar). Reflections Summaries

65 Debrief Tutorial Reflection Prompts:
How would you best teach another student to find the answer to your POC? What is a different way to solve your POC? What helped you to better understand your POC? How could you apply this learning to another subject, topic, or concept that you are currently studying? How would you apply what you learned today to solve or better understand a real-world situation?

66 Repeating the Inquiry Process
HO 48-49

67 Let’s Collaborate! Mock Tutorial Session
Gather in groups of six. Complete the pre-work for your assigned problem. Begin the tutorial session.

68 If You Are Currently the…
HO 50-55 Student Presenter: “Five Marks Problem” Tutor: “Circle Problem” Observer: “Amoeba Problem” Group Member #1: “Jamais/Toujours Problem” Group Member #2: “Rope Ladder Problem” Group Member #3: “Water Lily Problem”

69 Reflect and Connect HO 56-61 Read and review “30-Second Reflect and Connect Student Presenter Connection Protocol.” Model Jennifer’s tutorial group. Write a reflection on the Tutorial Request Form.

70 Debrief As a tutor, what will you be mindful of as you build collaborative tutorials? What if the student does not complete the pre-work? What if the students do not bring resources? What if the AVID teacher is not leading the class very well? How can you make tutorials fun and engaging?

71 Wrap-Up/Closing Parking Lot Questions? 71

72 Thank You! Please complete the Tutor Training, Part 1 Evaluation Form and leave it on your table. Thank you for choosing to make a difference for AVID students.

73 Contact Information

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