Transcript Preparing for Tutorial #1

Preparing for
Tutorial #1
LG: Fill in a Tutorial Request Form using a logic
problem.
EQ: How do I fill in a TRF to arrive
at an authentic Point of Confusion?
TRAINING CAMP
Tutorial Introduction
Front
Back
EQ:
Front
Back
Teacher Notes for Tutorial Process
Blank Student Tutorial Process
This can be used as an alternative structure for student notes. Instead of the graphic organizer drawn in
notes, this can be glued or taped to their note-taking page.
Choosing a Tutorial
Question and Filling in TRF
• Carefully read the
logic problem
assigned to you.
A big part of the battle of being successful in
Before
school is getting
goodTutorial
at knowing (Step
what you1)
don't
know (identifying POCs) and understanding what
it is you are supposed to •know.
Prior to tutorial day,
students actively
It is not OK to quit, give up,participate
or retreat when
faced
in their
with a concept/problem/skill
that
you
don't
pick
classes by taking
up on easily. That will be a part of school the
Cornell Notes
rest of your academic career.
The Tutorial process will seek to instill new
habits and skills for dealing with challenging
aspects of your courses.
Practice Filling in A-D on
Your TRF (Step 2)
A. Write your name, pd,
date of Tutorial, Tut#,
subject, topic, and
circle Tut day.
B. Write your original
question.
C. Where did your original
question come from?
D. What resources do you
have that might be
useful for solving the
problem?
Practice Filling in E on Your
TRF (Step 2)
5. Fill in box E (Key Terms) by defining/explaining
the key academic vocabulary or language of the
discipline. Is there a formula you need to use?
Only define words that are essential to
understanding/answering the question.
Practice Filling in F-G on
Your TRF (Step 2)
F: Try to solve the problems on your own. What do you know?
What did you try? Show your work. What do your notes say?
G: What steps or process did you use?
Practice Filling in H on
Your TRF (Step 2)
7. Use Academic Language to write your Point
of Confusion Tutorial question.
Tell/Remind students that items B-H on their TRF are designed to
1. Get them to a place where they know what they don't know, and
2. Teach them how to think critically about things they don't understand in their classes.
They are developing mental habits that will enable them to solve difficult problems
rather than simply shut down and give up. Even without the Tutorial to follow, steps
B-H are explicit critical thinking.
3. In other words, the TRF form teaches them how to think by building a model for
problem solving in their mind.
Questions?
• What questions do
you have about
filling in your Tutorial
Request Form?
Students generally ask what they should do if they don't have any questions...they are
understanding envy thing in their classes. I usually begin by telling them that even IF they
understand the content from their classes, they still know next-to-nothing about those topics.
They are then told to try to back their brain into a corner by asking Costa's Level 3 questions
about their classes. If they are still having no luck, they should read the accompanying lessons
in their textbook to generate an authentic POC. If not that, they can come in the morning to see
their AVID teacher for help developing a Tutorial question.
Starting Tutorials (Step 4)
Insert picture of
Tutorial notes set
up ready to go.
1.Line up outside with TRF ready to
grade
2.Go to Tutorial group, write agenda,
take out Student Presenter and
Group Member Protocol, and set up
Tutorial 3-Column Notes. (You will
be in the same Tutorial group for an
entire quarter.)
3.Make sure you have all supplies
needed. (Notes, Marker, Eraser,
Textbooks, Protocol handout)
(2 min.)
Starting Tutorials (Step 4)
4. Conduct a read-around of
Tutorial questions (original
question and POC) and decide
who will present their question
first.
•How can you decide who will
present first and what order you
will go in? What did you see in
the video?
(2 min)
During Tutorial (Step 5)
POC
Student Presenter:
• Writes POC
Question and
necessary pre-work
on board.
• Turns to group and
delivers “30
Second Speech,”
explaining what they
tried and their point
of confusion (POC)
Tutorial Introduction
You have a
resource for
helping you to
deliver your 30second speech as
the student
presenter.
Take any relevant class notes you have or handouts
with you as you go to the board.
Write quickly so as to not waste time.
During Tutorial (Step 6)
What do YOU
think you do
next?
What did you
try?
What do your
notes say?
• Group members use Inquiry
Process, asking questions to help
“un-stick” the Student Presenter’s
thinking.
• Use your Group Member Protocol
for help with questioning
• Check for understanding to make
sure the Student Presenter
understands.
(You are learning the art of
Socratic dialogue here)
Tutorial Introduction
You have a
resource for
helping you to ask
great questions to
the student
presenter.
During Tutorial (Step 6)
• Group members should be
taking notes all along the way.
• Use you're paper as "scratch
paper" to work out the
problems they are doing on the
board.
• If you have notes or a handout
that will be helpful, take it out.
• The tutor will take notes for the
student presenter...if there is no
tutor, someone else will have to
take the notes for them.
During Tutorial (Step 6)
30-second
speech, part 2
• Once the Student Presenter
understands and gets past their
POC, they need to write the
steps or process used to solve
that type of problem or
question in the third column of
3-column notes.
• They then give their
concluding 30-second speech
to demonstrate to the group
they now understand their
question.
After Tutorial (Step 8)
•The last 10 min. Of class you
will write your Tutorial
reflection at the bottom of
your Tutorial notes.
•Use the guiding questions
and Template for help.
Insert picture of
Tutorial notes with
reflection.
(10 min)
After Tutorial (Step 8)
Insert picture of
Tutorial notes with
reflection.
• You need to finish your
reflection IN CLASS.
• Tutorial notes count for sets
of AVID notes on Binder
Checks!
• Give your TRF to your tutor
to grade participation while
you are writing your
reflection.
• Turn your TRF in to the tutor
to put in my box on
Thursdays.
After Tutorial (Step 9)
• Back in your
academic classes,
apply the knowledge
and skills you
learned in Tutorials
Debrief
• Is there any part of the 10-step
process of Tutorials that you do
not understand?
• Which step do you think will be
most challenging?