1. Tutorial Training Part B
Slide 1 ( 1of 3) - 5 minutes
Set up web page
**Address parking lot as necessary…
Creating Rigorous Tutorials to Increase Student Achievement in Academic Classes
Tutorial Training Part B

2. File Sharing and Videos www.avid.org
To access TSCRG:
Under Community Sharing
• Select “File Sharing”
• AVID Elective Resources and Beyond
• Select Essential 8 Tutorial
• Download TSCRG
To access videos online:
Under Online Learning
• Select “Community”
• Select “Tutor Training Resource”
• Select “View the Tutor Training Module”
Slide 2 (2 of 3) - 5 minutes
As they return from lunch…
Share these steps in order to download the TSCRG
Show where they can access video clips for finding on line resources with group 2

3. Part B Activities Tutorial Process: Steps 5 - 10
Website Resources
Student Presenter Protocol
Fishbowl Tutorial
Mock Tutorial
Summary vs. Reflection
Observing Student Performance
Debriefing with Tutors
Slide 3 ( 3 of 3) - 5 minutes
Overview of the afternoon’s activities. 3

4. Step 5: Beginning the Tutorial Session
Student Presenter Protocol
Slide 4 (1 of 5) - 20 minutes
The Student Presenter Protocol is a new tool to assist with How to Present a Question. It is a student presenter protocol and it provides a frame for students to present their pre-work from the TRF.
Participants turn to yellow page 16 (or additional handout pg. ?? w/ revised 7 step protocol) – “Student Presenter Protocol” & introduce new protocol for the Student Presenter role.
• Facilitator Prep for next slide:
CD “John’ Tutorial” Fontana HS

5. How to Present a Question
Add 5th column to Student Presenter Protocol
Walk through the 7 parts of the Student Presenter Protocol as we watch John’s Tutorial.
Frame: Record what you see/hear for each step to presenting a question.
Debrief: What were your observations, and what did you record?
*Video clip: John’s Tutorial
Slide 5 (2 of 5) - 20 minutes
3.7 Presenting a Question (Student Presenter Protocol):
• Participants to add a 5th column to the the Student Presenter Protocol handout on yellow page 16 (or additional handout pg. ?? w/ revised 7 step protocol).
• Practice using the form as we watch John present his question in the next activity.
If using John’s video that has been cut to 3:25 seconds, then show all of John’s video. If not, stop after 3:25.
John took longer than seconds…we will want to work with students to get to be closer to 1-2 minutes.
Debrief whole group w/ slide question
Seems to be missing… Step 4 w/ academic vocabulary and/or Step 5 w/ Critical Thinking & General Steps…
Talking Points:
• “Presenting a Question” provides students with the opportunity to present their question and prior knowledge formally in a group situation.
• The Student Presenter Protocol provides a frame for students to present their pre-work on the TRF.
• Tutorials provide practice in public speaking and give students the confidence to present in a small group for the purpose of receiving assistance with their questions. 5

6. Tutorial from a High School AVID class
White Board Mayhem
Tutorial from a High School AVID class
Slide 6 (3 of 5) minutes
This is a picture of a white board in an AVID class.
Ask participants: based on this board, can you tell the following:
Can you identify the point of confusion?
What the student already knew?
What steps did they take to solve the problem?
What is the answer?

7. White Board Idea
Tutorial from an AVID National Demonstration School – Southwest Middle School
Slide 7 (4 of 5) - 20 minutes
Point out the following advantages of this type of formatting:
Permanent/consistent format for presenting questions since all white boards are formatted with black masking tape.
Heading:
•Question: Included explain not just to solve the math problem
•WIK: What I Know, helps to complete Step 5: Presenting a Question.
2. Two Columns: one for Problem to record the work and one for the Steps that are required to solve the problem using the academic language of the course
3. Large size of the white board allows for student presenter to record own and group thinking on the board. Thorough solution and explanation for all group members as well as the teacher to be able to see from across the room for coaching/monitoring purposes. Use overhead projectors that are no longer being utilized.
4. Note that the tutors listed all group members names in the upper right corner. In this classroom students were able to quickly move into their tutorial group w/out having their names called out.
5. Note student presenter, rather than the tutor, is standing at the board leading the discussion.

8. Tutorial Stems and the Inquiry Process
TAB PAGE for future use:
3.7.3 “Using Tutorial Question Stems” (pg 170)
3.7.4 “Using the Inquiry Process in Tutorials” (pg 171)
Slide 8 (5 of 5) - 20 minutes
1. These pages provide questions to facilitate the inquiry process during tutorials.
2. Consider providing copies to tutors and students.
Prep video clip for next slide from Moodle not from AVID Center site

9. Step 6: Checking for Understanding
*Video Frame and Debrief Question:
- How did the tutor and students in Itzel’s tutorial check for understanding?
Video clip Itzel: Checking for Understanding
Slide 9 (1 of 2) – 10 minutes
Read the question and keep it in mind as you watch the video clip
Show video clip from Moodle: Checking for Understanding
Discuss question after watching the video clip.
To add to the discussion, follow up with: Video only shows check for correct solution. Discuss the need for both solution and understanding or conceptualization
What are some strategies that you have used during tutorials to check for student understanding?

10. Suggested Tutorial Make-Up Activities
TAB For Future Use:
Suggested Tutorial Make Up Activities (pg 182)
Slide 10 (1 of 2) – 10 minutes
Missed tutorial time can be made up by doing one of the assignments listed on the sheet
Facilitator prep:
1. easel and chart paper
2. Student presenter TRF
3. Teacher role/coaching tips 10

11. Fishbowl Tutorial Participants: 1 student presenter 1 tutor
4-5 group members
1 site tutor trainer (teacher)
Observers: Please record observations on the AVID Tutorial Observation Feedback Tool yellow pages
Slide 11 (1 of 4) minutes
Trainers should encourage teachers to have a “Teacher led Fishbowl” as their first tutorial experience. Teacher can intervene to ask questions if necessary.
Select participants as indicated on the slide.
STUDENT PRESENTER ROLE: **One facilitator to review sample TRF and prep Student presenter to use the sample TRF
Assign one person as the student presenter for the problem below:
*Selected SP to bring the 7 step Student Presenter Protocol table with them as a resource
**Make sure they do not know the answer or have seen it done before!
How do I complete the following sequence from my math class?
O T T F F S S _?_ N T
Answer for trainer only: (One Two Three Four Five Six Seven Eight Nine Ten.)
TUTOR’S ROLE: (please tell tutor to stand at the start of the tutorial)
Bring C note paper for two column notes & can refer to “Using Inquiry Process in Tutorials” for scaffolding.
make sure the group members are seated in a horseshoe shape around a chart paper tablet.
- The student presenter should be the only one standing at the board.
The tutor should sit where the student presenter would sit and take Cornell notes for the student presenter while modeling how to ask questions.
Make sure the group members are seated in a horseshoe shape around a chart paper table.
The student presenter should be the only one standing at the board.
GROUP MEMBER’S ROLE:
Bring C note paper for two column notes.
Each member should ask at least one question
Refer participants to “Using Tutorial Question Stems” to assist in this process.
TUTOR TRAINER (TEACHER) ROLE: (tutor will be standing, as a model tell the tutor to sit with the group)
If participant, use yellow pages of Observation/Feedback Tool in handouts to coach the tutor as needed to move the tutorial into the collaborative level
-Share document with hints for the teacher in the role of the tutor trainer

12. Slide 12 (2 of 4) minutes
Observers will use yellow pages to record observations.

13. Fishbowl Tutorial Debrief (1 of 2)
Group members: What did it feel like to use only inquiry to answer the question?
Student presenter: How did the inquiry and collaboration of the group members help you solve the question?
Tutor: What was your experience in taking notes for the student presenter during the tutorial process?
Slide 13 (3 of 4) minutes
Have one person from each role share their observations

14. Fishbowl Tutorial Debrief (2 of 2)
• Teacher/Tutor Trainer: What observations did you make if that could be incorporated in coaching?
• Observers: What suggestions do you have for this group to refine their tutorial in order to move to a more collaborative tutorial model? Refer to yellow pages
• Tab For Future Use: “Tutorial Observation Debrief”
Slide 14 (4 of 4) minutes
Tab for future use: “Tutorial Observation Debrief” (pg. 4 of 4). Can be used for more formal debrief.
Facilitator prep Mock Tutorial Envelopes with TRF’s and C. Notes…one per group
**Check time of day & gauge audience to see if moving Break after Fishbowl makes sense??? 14

15. Mock Tutorials Set Up
• With your binder, a page of notes, and something to write with. Move into groups of 7-8, assign a “Tutor,” “Site Tutor Trainer/Teacher” and “Student Presenter” in each group. Everyone else is a “Group Member”.
• Each person take a sample TRF and notes from the envelopes.
• Review your sample TRF and notes.
• Handouts for reference:
• 3.7.3, 3.7.4, Obs./Feed. tool, Student Presenter Protocol
Slide 15 (1 of 4) or 45 minutes
Remind participants to take their materials with them.
Arrange groups for tutorials.
Letter off A – E or F based on number of groups. – 5 or 6 groups w/ 8 or 9 max to a group
Groups/Roles:
• Instruct participants to organize into groups of 7-8 per group. Groups quickly establish roles per slide.
Inform: Each group needs to rotate through 4 roles as they complete their question.
Documents:
• Groups find Mock Tutorial Envelope & distribute both “TRF w/ Pre-work completed & sample C Notes” to each person.
- Subjects = Eng. 9, Math 7, Geometry & AVID 10.
- Only 4 distinct subjects so some use TRF & some use C notes.
**Give 2 min. to silently review their own TRF & sample Notes!
• All to bring:
1. Page of blank C notes for 2 column note-taking when in Group Member role.
2. TSCRG book & open to pages “Using Tutorial Question Stems” & “Using Inquiry Process in Tutorials” to guide Inquiry process.:
3. yellow pages of Observation/Feedback Tool for coaching when in Site Tutor Trainer/Teacher role.
4. yellow page 16 “Thirty Second Speech” for reference when in Student Presenter role.

16. Mock Tutorials Process
Student Presenter - use Student Presenter Protocol handout, TRF Pre-work and write their POC-Question and Key Academic Vocabulary on the board.
Tutor - take two-column notes for the Student Presenter while modeling higher-level questions and monitoring the tutorial process.
Group members - take two column notes on all questions and ask questions of student presenter.
Teacher (Tutor Trainer) - coach the tutorial process as necessary (Obs/Feed Tool).
Slide 16 (2 of 4) or 45 minutes
Process:
• Student Presenter: Begins by writing his/her question on the chart paper, gives TRF to Tutor, uses Student Presenter protocol to present Pre-work to the group, refers to sample notes as necessary, records group/own thinking.
• Tutor: Takes notes for the Student Presenter, models Inquiry w/ Group Members and Student Presenter, checks for understanding.

17. Mock Tutorials Reflection
• When time is called, the Site Tutor Trainer/Teacher will debrief the process as the Student Presenter, Tutor and Group Members listen.
• Then, switch roles and complete 2-3 tutorial rounds.
• Write a reflection about your tutorial learning on the back of the Tutorial Request Form.
Slide 17 (3 of 4) or 45 minutes
Process (contin.):
• Group Members: Use Inquiry to push thinking of group, refer to sample notes, take two-column notes on each S.P.’s question.
• Site Tutor Trainer/Teacher: Coaches group in process, models higher level questioning, validates student use of higher level questioning.
Rotations:
• Refer to last 2 items on slide
Allow about 7 minutes per round.
TRF Reflections:
• Provide 5 minutes for 3rd slide item
• Say the following:
- “If you were a student presenter, please reflect in writing on the learning that occurred based on your question.”
“If you were not a student presenter, please reflect in writing on your learning based on another student’s question.”

18. Mock Tutorials Debrief
What is one learning that you can take back to your sites to enhance collaborative tutorials?
Tab For Future Use:
5.3.2, 5.4.2, 5.5.2, and
Slide (4 of 4) or 45 minutes
Whole Group Debrief:
• See slide item
• Aha’s
Role Reflections:
• In addition to having students reflect on their learning, students and tutors should reflect on the tutorial process. A strategy to debrief the tutorial process is to have students and tutors reflect on their “individual” roles during the tutorial.
5.3.2 “Tutor Reflection”
5.4.2 “Student Presenter Reflection”
5.5.2 “Group Member Reflection”
“Goals for AVID Tutorials”
As you train students and tutors in the tutorial process, take time to have them create individual and group tutorial goals/action plans to refine their skills.
You can also create whole class focus goals to put up on the board to focus the tutorials for that day, e.g., “We will use checking for understanding strategies today in tutorials.”

19. Please be back in your seats in 10 Minutes
BREAK TIME
Please be back in your seats in
10 Minutes
Slide minute Break!
Put on music
Click on the text for hyperlink to onlinestopwatch.com
Be sure you have Internet access that is working in order to use this feature!
Prep video clip for Matt: Reflecting on Learning from AVID Center website not Moodle

20. Step 8: Reflecting on Learning
Video Frame & Debrief Question: What does the reflection process look like in your class and how will you increase the rigor?
Video clip Matt: Reflecting on Learning
NOTE: Review differences between summary/ reflection yellow page 19.
Slide 20 (1 of 2) minutes
Must be Matt from AVID Center not from Moodle
Step 8: Reflecting on Your Learning
• Moving on from Step 6 where we observed Iztel’s tutor and group members check her understanding of solving a square equation and Step 7 during the mock tutorial, repeating the tutorial process, we will now move on to Step 8 where students reflect on their learning and the tutorial process.
As we go back to the Tutorial Videos, watch how Matt completes his reflection.
Keep in mind the Video Frame and Debrief Question as you view the video clip.
• Table group share out using the debrief question
Reminder of new TRF with a more rigorous reflection
Possible responses: 1.) students to do actual reflection & not just summary, use of prompts, w/ new TRF…
Summary vs Reflection
• Did anyone notice the language inconsistency with teacher and tutor in video clip? “Summary” instead of “Reflection”
Reflection at the end of the tutorial should not be called a summary. A summary is used to highlight the main ideas in Cornell Notes. Students should think about what they learned and reflect on this process rather than summarizing what happened during the tutorial. The video does call it a “summary,” but it should be called a “reflection” since students are reflecting on their learning in the tutorial.
• Participants turn to the Summary vs. Reflection comparison on yellow page 19.
Point out a few main differences between Summaries & Reflections.
• Inform participants that a written reflection “reflects” the student’s learning that occurred while answering his/her question, not the collaborative process. In other words, we want to encourage students to think about their own thinking as they work through a question so that they can apply their new knowledge at later time and/or similar situation.
• Reflecting on the learning process during tutorial would occur during debrief, refining and/or coaching as seen in Unit 5.

21. Think About It & Reflective Learning Log
TAB For Future Use:
4.2.1 Think About It (pg 195)
4.2.2 Reflective Learning Log (pg 196)
4.2.3 Higher-Level Reflections (pg )
Slide (2 of 2) minutes
4.2.1 Use this tool to as a resource for your tutors for enhancing reflections.
4.2.2 Students can complete the “Reflective Learning Log” on to create a visual representation to teach a concept learned in tutorials
4.2.3 (1 of 5 – 5 of 5) Point out the merits of doing this activity with students and tutors that are having difficulty writing good reflections.
Prep video clip Itzel – Inquiry & Collaboration 21

22. Step 9: Providing and Receiving Tutorial Feedback
• Review # : “Observing Student Performance”
Video Itzel: Inquiry and Collaboration
Utilize # as you watch the video clip to tally and record comments for the last group member (brown sweater).
• Debrief: Why is it important to provide specific feedback to students about their performance in the tutorial process?
Slide 22 for 15 minutes
• In order for students to improve their tutorial grades and content performance, they must know what the expectations are for tutorials. In addition, students must receive specific feedback on what and how they can continue to improve.
• In addition to providing coaching feedback to the whole class or specific tutorial groups, your students will benefit from individual feedback.
Turn to & you will see an observation and tally form that can be used to track participation, interactions, questions, references and behavior.
Briefly explain 3 column format of tool
Show Video Clip from step 5 and instruct participants to utilize while watching the video clip to tally and record comments for the last group member (brown sweater)
Debrief: Whole group…why is it important to give specific feedback about the tutorial process.
Possible answers: accountability, responsibility for their learning, continuous improvement, better understand their role, to exhibit higher levels of thinking
Facilitator Prep: Use Moodle for Matt Tutor Debrief not AVID Center site

23. Step 10: Debriefing With Tutors
*Video Frame and Debrief Question:
- How does Matt’s teacher debrief with tutors?
Video Clip: Debriefing: Matt’s Story
Slide 23 for 5 minutes
Facilitator Prep: Use Moodle for Matt Tutor Debrief not AVID Center site
Possible response:
Meets with tutors right after class as well as schedules meetings with all tutors separate from class time
How did tutors feel when they left?
End on a positive note.

24. 3... Things I learned or valued
Reflect
3... Things I learned or valued
2... Ways I can use the information presented
1... Change I will make to ensure rigorous tutorials
Slide 24 for 15 minutes
To be done on Cornell Paper – not collected
Share out if time allows via Lines of Communication movement activity
Create two lines facing each other, line A and line B
1. read your response for 3 things I learned or valued to the person directly in front of you (2 minutes)
2. for line A do not move, line B move one person to your left, first person move to the end of the line
3. read your response for 2 ways I can use the information presented to the person directly in front of you (2 minutes)
4. for line A do not move, line B move one person to your left, first person move to the end of the line
5. read your response for 1 change I will make to ensure rigorous tutorials (2 minutes)
Return to your seats

25. Evaluation & Closing
Reminder to complete online prework (if applicable)
Complete feedback forms
Clean and organize table
Slide 25 for 10 minutes
Remind participants that the online pre-work needs to be completed 520 points to meet the 16 hours of training. They have 60 days to complete.
Regional Coordinator & cc Tamara to let us know you are finished!. Our office will review your online work and will provide your site coordinator with a certificate of completion. One copy to be in Site Portfolio for either 8.2 (tutors) and/or 8.6 (teachers) and original certificate for yourself.
Both tutors and teachers need to complete the graphic organizer feedback form on paper. Turn in prior to leaving.
**Transition to Supervising Teacher portion:
Provide Break
Pass out PPT copies w/ 3 slides to a page
Re-Log in to Moodle on Firefox