4Agenda: Tutor Training, Part 1 AVID and Tutorials OverviewBefore the TutorialDuring the TutorialAfter the TutorialWICOR and the Tutorial ProcessPractice TutorialsDon’t forget the Parking Lot!
5NormsAsk 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
6Our Essential Question HO 2-5CORNELL NOTESTOPIC/OBJECTIVE:NAME:CLASS/PERIOD:DATE:ESSENTIAL QUESTION: What do I need to know to facilitate Socratic tutorial sessions in an AVID Elective classroom?
7What 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
9The AVID Elective Student Profile Has academic potential:Average to high test scoresGPACollege potential with supportDesire and determination
10The AVID Elective Student Profile Meets one or more of the following criteria:First to attend collegeHistorically underserved in four-year collegesLow incomeSpecial circumstances
11A Sample Week in the AVID Elective Daily or Block ScheduleA Sample Week in the AVID ElectiveMondayTuesdayWednesdayThursdayFridayAVID CurriculumTutorialsBinder EvaluationField TripsMedia CenterSpeakersMotivational Activities(within block)Combination for Block ScheduleCombination forBlock scheduleCurriculum:WritingCollege and CareersStrategies for SuccessCritical ReadingTutorials:Collaborative Study GroupsWriting GroupsSocratic Seminars
12WICOR: Writing Writing process (prewrite to final draft) Respond, reviseEdit, final draftCornell notesQuickwritesLearning logs, journals
16WICOR: ReadingSQ5R (Survey, Question, Read, Record, Recite, Review, Reflect)KWL (What I Know; What I Want to Learn; What I Learned)Reciprocal teaching“Think-alouds”Text structureCritical reading
17“Getting the GIST”HO 6Read 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.
19Why do we do Socratic tutorials in AVID? The Tutorial ProcessWhy 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
20Binder Briefing (Highly successful people are organized.) HO 9-10
21The College-Readiness Skill of Focused Note-Taking HO 11The CORNELL WAYThe College-Readiness Skillof Focused Note-Taking
22Our Essential Question CORNELL NOTESTOPIC/OBJECTIVE:NAME:CLASS/PERIOD:DATE:ESSENTIAL QUESTION: How should tutors aid students in the process of learning how to take effective notes?
24Four 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 material
25Four Elements of Cornell Notes Note-InteractingLink all the learning together by writing a summaryLearn from your notes by studying themNote-ReflectingWritten feedback from a peer, tutor, or teacherAddress the feedback by focusing on one area of challengeYour reflection over an entire unit and how your notes helped you learn and retain information
26How Tutors Should Support Cornell Notes Note-TakingMake sure that all notes taken and used in tutorials follow the Cornell note process.Help students learn note-taking conventions.
27Help students learn to “chunk” their notes accurately and effectively. How Tutors Should Support Cornell NotesNote-MakingHelp 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.
28How Tutors Should Support Cornell Notes Note-InteractingHave 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?”
29How Tutors Should Support Cornell Notes Note-ReflectingCheck 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.”
30CORNELL 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?
32Tutorial Request Forms HO 12-13Read 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.”
34“Think-A-Loud” Coaching Tool HO 15“Think-A-Loud” Coaching ToolPg. 61
35DebriefAs 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?
36Review Jennifer’s TRF What do you notice about Jennifer’s pre-work? HO 16What 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?
37Review Jennifer’s Notes HO 16Who 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?
38Where 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.
45Beginning the Tutorial Session HO 27Jason’s Social Studies Tutorial
46DebriefWhich 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 SpeechHO 28Prompt:“What have you learned about setting up for and beginning a tutorial?”
56One-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.
62Fishbowl 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?
63Fishbowl 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?”
64Summary vs. Reflection Cornell Notes Tutorials Reflections Summaries HO 47Cornell NotesTutorialsThere is animation for both F2F (face-to-face) and WebEx (online webinar).ReflectionsSummaries
65Debrief 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?
67Let’s Collaborate! Mock Tutorial Session Gather in groups of six.Complete the pre-work for your assigned problem.Begin the tutorial session.
68If You Are Currently the… HO 50-55Student 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”
69Reflect and ConnectHO 56-61Read and review “30-Second Reflect and Connect Student Presenter Connection Protocol.”Model Jennifer’s tutorial group.Write a reflection on the Tutorial Request Form.
70DebriefAs 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?