1. Step-by-step instructions for a successful tutorial  2011- Tulsa Community College - Engaged Student Programming

3. Students take Cornell notes in their academic classes. After class, they review their notes, write questions in the left-side column and write a summary at the bottom of the page. Before an AVID tutorial, students identify something from a class that they would like to review/improve. The student then composes two higher-level questions. Students complete the Tutorial Request Form using the two higher-level questions. As students enter the room, the teacher/tutor checks and/or collects the TRFs. Students should bring resources to class to support their questions. 2011- Tulsa Community College - Engaged Student Programming

4. Students are divided into tutorial groups of seven or fewer. It is important to determine before-hand the method for creating the groups (question content, etc.) Group members sit in a semi-circle to promote communication. One student begins the tutorial by presenting a higher-level question to the group. The presenter writes the question on the board and explains to the group his/her knowledge and understanding of the question. Make sure student presenter understands what he/she is asking. The group can seek clarification as well. To establish a starting point, ask the presenter what they already know. Using Level 1 questions, check the presenter’s understanding by asking what certain elements of the problem mean. Next, group members ask questions that probe deeper into possible approaches to understanding the problem. During this inquiry process, the student presenter begins to make sense of the questions and record steps/solutions on the board. 2011- Tulsa Community College - Engaged Student Programming

5. Group members take notes on what the presenter has written. The tutor takes notes for the presenter. Group members/tutor check the student presenter’s understanding by asking clarifying and guiding questions, such as, “What would happened if you changed _____?” Ask the presenter to restate what he/she now knows as a result of the process. Group members are not responsible for finding the answer to the presenter’s question; their primary goal is to direct the presenter using the inquiry process. The tutor’s responsibility is to coach/facilitate the group process, rather than interacting with the presenter. Steps 5 and 6 are repeated for all group members. If time runs out, take note of which students should go first at the next tutorial. 2011- Tulsa Community College - Engaged Student Programming

6. Following the session, students write a reflection on their learning (content and/or process) on their TRF. If time permits, students can share their reflections. Students turn in their Tutorial Request Forms to teacher/tutor for grading and feedback. The TRF is graded based on level of questions, resources, participation, Cornell notes on presenters’ questions and reflection. Teacher/tutors/students debrief the tutorial process. Students verify their learning in their academic classes. 2011- Tulsa Community College - Engaged Student Programming