Tutor Training Part 1 Socratic Tutorials

Your Tutor Trainer Add your contact information here

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 67

Today’s Agenda 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

Advancement Via Individual Determination First… A little bit about AVID Advancement Via Individual Determination

The Mission of AVID The mission of AVID is to ensure that all students, and most especially students in the middle with academic potential capable of completing a college preparatory path, will: Succeed in the most rigorous curriculum Complete a rigorous college preparatory path Enter mainstream activities of the school Increase their enrollment in four-year colleges Become educated and responsible participants and leaders in a democratic society AVID’s systemic approach is designed to support students and educators as they increase schoolwide/ districtwide learning and performance. Handout pg 3

“Getting the GIST” Read the Mission Statement silently. In pairs, complete the GIST activity in the handouts. Create a 20-word sentence summary of the Mission Statement. Share out sample summaries. Share out ways that the GIST can be used in other academic classes. Handout pg 4

The AVID Student Profile Students with Academic Potential Average to High Test Scores 2.0-3.5 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:

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:

W I C R WRITING INQUIRY COLLABORATION READING ● Prewrite Draft Respond Revise Edit Final Draft Class and 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 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” ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Handout pg 5

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 6 & 7

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 page.

Thinking and Questioning Inquiry And Costa’s Levels of Thinking and Questioning

Costa’s 3 Levels Handout pg 8 14 14

Writing Questions: “Wonderings” Study the Preamble to the US Constitution and let your mind “wonder” about the words and meanings within it. Jot down your wonderings/questions. 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). Handout pgs 9 & 13

Preamble to the US Constitution We the People of the United States, in Order to form a more perfect Union, establish Justice, insure domestic Tranquility, provide for the common defense, promote the general Welfare, and secure the Blessings of Liberty to ourselves and our Posterity, do ordain and establish this Constitution for the United States of America. Handout pg 9

Writing Questions: “Wonderings Read the Cinderella Story, being conscious of letting your mind “wonder” about the story. Using the “Moving on Up” handout, complete the table by writing Level 2 and 3 questions for the given Level 1 questions (work with a table partner). Handout pgs 10-12

Levels of Thinking and Questioning Review Handouts on -- Vocabulary: Costa’s Levels Content Specific Questions Handout pgs 13-17

Cornell Note taking Quick Write: 2 minutes How did you learn the skill of note taking? How has that skill helped you in your education? Share out on your table. Review notetaking depending on how well the participants know Cornell.

Cornell Notes 20

note paper and get ready to practice the Practice Time Let’s get out a sheet of Cornell note paper and get ready to practice the skill. 21

Assignment & Instructions In the large, right hand column, take notes like you normally would. You may use any style of note-taking you wish: outline format, narrative format, symbols, short hand, etc. 22

Cornell note taking stimulates Why take notes? Cornell note taking stimulates critical thinking skills. Note taking 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. 23

Good notes allow students to help each other problem solve. Why take notes? Good notes allow students to help each other problem solve. Good notes help students organize and process data and information. Good notes help students recall by having them process their notes 3 times. Writing is a great tool for learning. 24

History of Cornell Notes Developed in 1949 at Cornell University by Walter Pauk Designed in response to frustration over student test scores and meant to be easily used as a test study guide Adopted by many major law schools as the preferred note taking method 25

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

Assignment & Instructions Compare notes with a partner. Trade papers. Look for gaps and missed info. Both partners should feel free to add additional information to their notes. 27

Assignment & Instructions With your partner(s), create questions in the left hand column. These questions should elicit critical thinking skills (Level 2 or 3) The left column may also contain headings, main Ideas, vocabulary, diagrams, etc. 28

Assignment & Instructions Your questions should reflect: Information you don’t understand or want to discuss with your teacher or tutor Possible test questions Gaps in your notes 29

Assignment & Instructions On your own, in the space provided at the bottom of the page, write a concise 3-4 sentence summary of what you wrote in your notes or what was learned. In other words: Connect the “big ideas” and complete a 3-4 sentence summary. 30

Cornell Note Debrief (Brain-based research) Review the steps of note-taking. How many times did you process your notes in this brief activity? How did this process involve collaborative or group learning? (Brain-based research) For optimal memory: 10—24—7 10 min—24 hours—7 days

Cornell Note Debrief Review Question The Cornell Note-taking system Sample of completed Cornell notes Notice the questions in the left column and the summaries Cornell note-taking checklist and rubric Question Should all left-column questions be Level 2 or 3? Handout pgs 18-21

Tutors and Note-taking Employ class notes as a regular part of the tutorial session. Have students practice note-taking during tutorials. 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.

Tutors and Note-taking Encourage students to use shortcuts for note- taking. **Just a suggestion: Tutors take Cornell notes during one or more of their college classes and show these notes to the AVID students. Handout pg 22

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 Collaborative efforts Inquiry strategies 35

Handout pgs 23-27

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 28

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.)

Tutor and Student Expectations “Jigsaw” read the “Expectations of Tutors” and the “Expectations of Students” 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 29-30

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.

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 31-36

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

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.

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

Tutor Roles During Tutoring Review “Using Tutorial Question Stems” Review “Levels of Inquiry Process” Handout pgs 37-38

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

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 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

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

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.

Inquiry Learning Process Handout pg 40 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

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 41-43

Mock Tutorial #1 Mock tutorial (6-7 volunteers) Student presenter Group members Need 6-7 volunteers Individually write at least 2 questions that the group members or tutor might ask of the student presenter. 53

Handout pg 44

Mock Tutorial #1 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?” 55

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.

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.

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.

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 45

“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 46

“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 47

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 B samples (labeled A, B, or C in upper right corner) that also have notes pages attached. Handouts pgs 48-54

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.

Mock Tutorial #2 7. Write a reflection about your learning on the tutorial process on the Tutorial Request Form.

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 55-57

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.

The Non-Negotiables DO NOT— Discuss or joke about drugs, weapons, or sex with students Have contact with students (phone, email, meetings, MySpace, FaceBook) outside of class Discuss the students or their grades outside of class, except with the teacher

Closing Form small groups as directed by the presenter and answer the debriefing questions on the handout. Handout pg 58 68

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 59

Contact information Name Address Phone (000) 000-0000 name@avidcenter.org www.avidonline.org