1. Tutorology for Trainers Day 1 Summer Institute 2007

2. Your Tutor Trainer Add your personal information

3. Introductions Use the card stock paper 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.

4. Today’s Agenda Parking lot AVID overview Socratic seminar Inquiry & Costa’s levels of questions Cornell Notes Expectations for tutors & students Collaborative learning groups AVID tutorial process AVID binders

5. AVID Overview Why do AVID tutors and students need to be aware of the history, mission and purpose of AVID?

6. The Mission of AVID AVID is designed to increase schoolwide learning and performance. The mission of AVID is to ensure that all students, and most especially the least served students in the middle capable of completing a college preparatory path:

7. The Mission of AVID will succeed in rigorous curriculum, will complete a rigorous college preparatory path, will enter mainstream activities of the school, will increase their enrollment in four-year colleges, and will become educated and responsible participants and leaders in a democratic society.

8. The AVID Student Profile  Average to High Test Scores  2.0-3.5 GPA  College Potential with Support  Desire and Determination Students with Academic Potential

9. The AVID Student Profile Meets One or More of the Following Criteria:  First to Attend College  Historically Underserved in 4-year Colleges  Low Income  Special Circumstances…

10. What are Socratic Seminars Highly motivating form of intellectual and scholarly discourse Usually range from 30 – 50 minutes Dialogue as opposed to debate

11. Elements of the Socratic Seminar The Text – chosen for richness of ideas and ability to stimulate thoughtful dialogue The Question – no right or wrong answer but leads participants back into the text The Leader – must be patient and facilitate discussion The Participants – must be prepared, listen, share ideas and questions openly, search for evidence in the text, and share responsibility for the quality of the seminar

12. Socratic Seminar Three Simple Rules Listen – No one can speak while someone else is speaking. The other person’s sentence must be completed. Build – Speakers must attempt to build on the others’ comments rather than debate or contradict. Refer to the text – As often as possible, speakers must refer directly to a specific section of the text being used rather than making general comments or observations

13. Socratic Seminar TOPIC: “What is the most important objective of the AVID mission statement and why do you see this objective as the most important?”

14. Friday AVID Curriculum TutorialsAVID Curriculum TutorialsBinder Evaluation Field Trips Media Center Speakers Motivational Activities *(within block) Tuesday Monday Wednesday Thursday *Combination for Block Schedule A SAMPLE WEEK IN THE AVID ELECTIVE Daily or Block * Schedule AVID Tutorials: Collaborative Study Groups Writing Groups Socratic Seminars AVID Curriculum includes: Writing Curriculum College and Careers Strategies for Success *Combination for Block Schedule

15. W I C WRITING ● Prewrite ● Draft ● Respond ● Revise ● Edit ● Final Draft ● Class and Textbook Notes ● Learning Logs/Journals INQUIRY ● Skilled Questioning ● Socratic Seminars ● Quickwrite/Discussion ● Critical Thinking Activities ● Writing Questions ● Open-Mindedness Activities COLLABORATION ● Group Projects ● Study Groups ● Jigsaw Activities ● Read-Arounds ● Response/Edit/Revision 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”●

16. ® INQUIRY and Costa’s Levels of Questions

17. ® INQUIRY Costa's 3 Levels of Inquiry

18. ® Writing Questions: Levels 1,2, 3 Use the “Ruby picture” or Pledge of Allegiance Activity and complete the worksheet for the one you chose, or the “Postcard” activity, as instructor by the tutor trainer. Share your original questions with the entire group.

19. ® CORNELL STYLE OF NOTETAKING (Use Cornell note paper on table)

20. Cornell Notetaking Quick Write: 2 minutes How did you learn the skill of notetaking? How has that skill helped you in your education? Share out on your table

21. C-note Instructions Take Cornell notes on “The Cornell Notetaking System” handout In the large, right hand column, take notes like you normally would, using any style of notetaking you wish: – outline format – narrative format – symbols – shortcut notations, etc.

22. Notes go here, in the large right hand column. Questions, subtitles, etc. go here, in the left hand column. Higher level critical thinking Questions are encouraged. A 3 to 4 sentence summary down there on the bottom. The heading goes here: Name, Class, Period, Date, Topic

23. Why Take Notes? Cornell notetaking stimulates critical thinking skills. Notetaking helps students remember what is said in class. A good set of notes can help students work on assignments and prepare for tests outside of the classroom.

24. Why Take Notes? Good notes allow students to help each other problem solve. Good Notes help students organize and process data and information. Helps student recall by getting them to process their notes by “touching” them a few times. Writing is a great tool for learning!

25. C-note Instructions As you take notes, think of 3 or 4 big ideas Compare notes with a partner Talk about what you wrote and why. Look for gaps & missed info Both partners should feel free to add to their notes

26. C-note Instructions Create questions from the big ideas and put them in the left hand column. Connect the big ideas and complete a 3 or 4 sentence summary.

27. Cornell Note Debrief Review steps of note taking How many times did you “touch” your notes in this brief time? How did this process involve collaborative learning?

28. Tutors Promoting Note taking Employ class notes as a regular part of the tutorial session Have students practice note-taking during tutorials Use tutoring time to allow students to compare, revise, and review notes Use tutorial time to help students develop probing questions about their notes Demonstrate ways of using notes for studying Encourage students to exchange notes after absences

29. Grading Cornell Notes Tutors might be asked to grade students’ Cornell notes. See sample grading sheets: Notetaking Checklist Cornell notes rubric

30. Tutor and Student Expectations At your table, use the Jigsaw strategy to read the Expectations of Tutors and Expectations of Students Divide the two readings 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 one big idea from the reading and one question to share with the entire group.

31. “I” Messages Stating your feelings or observations without attacking the other person “I” messages are explanations. “You” messages are evaluations, whether positive or negative. Example messages on handout. Work together as a group to rewrite “you” messages into “I” messages.

32. Collaborative Learning Groups Read handout on Collaborative Learning Groups Determine at least 2 big ideas or aha’s from the reading. Find someone you do not know, then— –Introduce yourself –Share your big ideas/aha’s Repeat with two other people.

33. TRADITIONAL VS. COLLABORATIVE No interdependence No individual accountability Homogenous One appointed leader Responsibility only for self Social skills ignored Teacher/tutor ignores group functioning No group processing Positive interdependence Individual accountability Heterogeneous Shared leadership Shared responsibility for one another Appropriate social skills are addressed and modeled by teacher/tutor Teacher/tutor observes and intervenes Groups process their effectiveness

34. THE TUTORIAL PROCESS

35. Steps to the Tutorial Process

36. Guidelines for Effective Tutorials Read “Guidelines for Effective Tutorials, highlighting important ideas. With a partner, complete the Share-One- Get-One handout. Comments and questions.

37. Tutor Roles During Tutoring 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.

38. Presenter Roles During Tutoring At the board, visually and orally presents problem to group Pushed by group to think deeply about solutions Interacts with group responses to questions Records the steps of the group’s thinking on the board

39. Group Members’ Roles During Tutoring Takes responsibility for pushing the thinking of the presenter through questioning and collaboration Takes Cornell notes Engages with other students in the group, including the presenter

40. Created By Manuel Colon TUTORIAL LEARNING PROCESS FLOW CHART HO p. 5 What is your question? What can you tell me about it? What does ___ mean? What questions do you still have? What would happen if you changed __? What have we overlooked? What would happen if you changed __? What have we overlooked ? 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? What would happen if you changed __? How would you teach this to a friend? What did you learn?

41. Tutorial Model Activity 1 Presenter-led tutorial example –Need 6-7 volunteers Question for presentation: “Water lilies on a certain lake double in area every twenty-four hours. From the time the first water lily appears until the lake is completely covered takes sixty days. On what day is the lake one-fourth covered?”

42. Tutorial Models Activity 1--Debriefing Group members: “How did the tutorial process go for you and what did it feel like to only use inquiry?” 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: “What was your general impression of the tutorial process based on the checklist?”

43. PRACTICE TUTORIALS ACTIVITY 2 One person will role-play the tutor, one will be the student posing the question and the remaining participants will be the other students in the tutorial group. Use Cornell note paper to take notes on all questions (not just your own). Use a provided practice question, along with notes and/or resources for each question. Write a reflection/summary at the end of the tutorial practice session.

44. DEBRIEF TUTORIAL At your tables –Discuss the process of the mock tutorial. –Discuss how you would handle the following problems during a tutorial: Students working on homework. Students not taking notes. Students arguing with each other. Students being disrespectful to you or another student.

45. The Non-Negotiables DO— Maintain confidentiality of students’ grades and conversations Tell the AVID teacher about any inappropriate action from a student DO NOT— Discuss or joke about drugs, weapons, or sex with students Have contact with students (phone, email, meetings) outside of class

46. AVID Binders AVID students keep binders (notebooks) Highly successful people are organized! Contents of binders: Most or all materials for all classes Calendar/agenda and assignment log Divided sections Notes from all classes Tutorial/learning logs Handouts Tests Blank paper, tutorial request forms, pens, pencils, etc. –

47. Binder Evaluations Review binder grading or rubric forms Review student Binder Response Forms for satisfactory or unsatisfactory binder grades The AVID teachers will explain the specific binder check forms for their classes.

48. Closing Make 2 concentric circles –Participants on the outside, face in and participants on the inside face out Topic 1: Tell why you want to be an AVID tutor. –Each partner gets 1 minute to respond. Outside circle moves one person to the right and repeats the sharing. (Continue moving and sharing this topic until instructor changes the topic.) Topic 2: Describe your favorite part of the tutor training session. Topic 3: Describe your most significant learning from the tutor training session.

49. Thank you! Great experiences await you as you interact with the AVID students and teachers. It may well be life-changing for you as well as them. Thank you for choosing to make a difference for others.