Transcript Intro to Tutorials

July 19th, 2010
Daily Goal: IWBAT list the 10 steps to
Tutorials.
Homework: Summarization Pyramid
Dispatch: Write a reflection on everything
new you have learned about Cornell Notes
and whether you think they are useful or
not.
Cornell Notes:
The key to Tutorials

Purpose
 To use your peers, tutors, and teacher’s
knowledge to help you understand the
subjects you are having trouble with.
 Learn how to navigate through a problem
using inquiry. **dictionary check**
 Inquiry means investigating through
questioning, so using questions to find
answers.
Let’s see it in action

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10 Steps to Tutorials
 You
and your group will get an
envelope with 10 pictures and 10
detailed steps for Tutorials.
 You guys will need to collaborate to put
them in order.
Tutorial Cornell Notes:
Draw
your own picture
timeline of Tutorials.
 (Each
picture must be your own and
has to have a description explaining
what happened to it.)
July 20th, 2010
Daily goal: IWBAT summarize the roles
of everyone in tutorials.
Homework: Finish summary of tutorial
chart.
 Dispatch:
Why would it be
important to take Cornell Notes
during Tutorials?
The 10 steps in Action
Let’s watch the AVID video of the 10 steps
of Tutorials and identify what each person
should be doing; the student, the tutor, and
the group.
 While watching it take down a couple key
points during those steps.

Focus on Steps 1-3

Reminder: What are the 1st 3 steps?

Instead of deciding on different groups
every time we are going to use our grades
to tell us which tutorial group would be
best for our improvement.

Read and fill out how to calculate your
G.P.A. and answer the analysis questions.
Based on this info…..

Which subject should you be in for
tutorials?

Who should you not be in a group with?
July 16, 2009
Daily Goal: IWBAT IWBAT analyze which
tutorial group to be in.
Homework: Write a reflection about
today’s tutorials.
 Dispatch:
Fill out your name and
date on the Grade Analysis sheet
and read through the
instructions and questions.
July 17th, 2009
IWBAT use inquiry to solve a problem.
Homework: Tutorial Reflection

Dispatch: Weekly Learning log

Topic: Explain one thing you learned from that
class. Act like your talking to a 5th grader.

For example: In history the word tyrant means a
leader who has all control and does not let the
people be involved in any decision making. Some
of the colonists believed King George was a tyrant.
What do you do during
tutorials?
1. Take Cornell Notes: Group members’
questions on left, notes on right.
2. Give lots of questions to the presenter to
push them to find the right answer. YOU
MAY NOT GIVE THEM THE
ANSWER!!
3. Have a positive attitude and respect your
classmates. Participation and attitude
count!!
July 20th, 2009
Daily Goal: IWBAT to evaluate a
tutorial presenter.
Homework: Let’s Collaborate
Reflection
Dispatch:
What is the meaning of the word
inquiry?
 Describe it as best as possible and give
an example of someone using inquiry
to solve a problem.
Tutorial Checklists

Read over the presenter checklist and then
see if Itzel follows these things.
 **DO NOT WRITE ON THE FORM

Now let’s use the group member checklist
to check out Matt’s tutorial group and see
if they are effective group members.
Let’s Collaborate!!!

We are going to practice tutorials and
get the room setup and then you guys
are going to actually to solve some
problems together through inquiry.
 You will have the answer to someone
else’s question but you will not be able
to give it to them you must keep asking
them questions to push them to find the
answer.
Tutorial Reflection

Write a 5 sentence reflection about today’s
tutorial experience..make sure to include
details about the problems that were
solved, who was the most helpful, what you
still didn’t understand, and how well you
participated.
July 21st, 2009
Daily Goal: IWBAT explain the parts of the
TRF.
Homework: Write two questions for Tutorials.
 Dispatch:
Read through the
Tutorial Request Form and
highlight the important things in
each column. Write any questions you
have on the back.
Break it Down
 You
and your tutorial group are
going to become experts on one
section of the rubric and make a
poster to explain it to your
classmates.
Poster Requirements

Must have Title of section of rubric.
 Must have a picture example and
explanation of how to get a 5.
 Must have a smaller explanation of what
would get a 4 or a 3 and then what would
get a 0.
 Majority of the poster should be dedicated
to the 5 point sample.
TRF Gallery Walk

Setup your piece of paper so you have a section
for each category type and you can explain a 5pt,
3pt, and 0 pt paper.
 Ex:
Questions:
5pts:
4 pts:
3pts:
0 pts:
Keys to a good tutorial!!

You must keep asking questions that
will help the person find the answer
themselves.
 You may not just give away the
answer!!!!!
 At the end the presenter decides on
the final solution.
Let’s Practice
Let’s say I am having trouble in Basketball
class.
 So, I bring the following question to
tutorials:
 Why would the Lakers choose to add Ron
Artest to the team after they won a
championship with the team they have
now?

Your Turn

We have 5 different classes for you to
struggle in:
 1. Spongebob Squarepants
 2. Skateboarding
 3. PS2
 4. Hip-Hop/Rap
 5. Summer Movies.
Dispatch:

Work with your partner on the Moving on
Up handout. Turn the level 1 questions
into level 2 and 3 questions.
Back to tutorials: You bring the
questions, together we find the
answers!

All questions must be Level 2 or higher.
Tutorial Quick Review
Answer the questions below.

1. What is the purpose of tutorials?
 2. What are your responsibilities
during tutorials?
 3. What kinds of questions are you
going to bring?
 4. Do you ever just give the answer
to a person in your group? Why or
why not?
Just asking questions is hard,
especially when you know the
answer.

To show this we are going to get into
groups of 6 and everyone is going to be
given a question they have to answer
and the answer to someone else’s
question.
 You must keep giving questions that
 Will get the person closer to the
answer on their own.
Let’s Practice

Look at the items below:
The Apple and Orange
Let’s make example questions:
 Lower level: Basic Info
 1) What color is the apple?
 2) what shape is the orange?

The Apple and Orange

Higher level: Application, Analysis,
Synthesis, and Evaluation
 1)Analysis: What are 3 differences between
the apple and orange?
 2) Synthesis: If you were going to create a
new fruit that was going to be a combo
between an apple and orange, what would it
look and taste like?
Name that Question Level
Look at the picture and the questions that follow
and identify which level of question each one is:
1. Are those the best colors to
use for a picture about an
ocean, why or why not?
2. Who gave Susan the art
set?
3. Compare this art set to the
one we use in class.