Transcript AVID
The Tutorial Process AVID Standard 2.10 Develop peer tutoring skills What are Tutorials? Tutorials are a time for students to collaborate and help one another with questions they are having in academic classes. How Often Do Tutorials Occur? Tutorials are typically scheduled either on: Mondays & Wednesdays or Tuesdays & Thursdays Taking Notes in Class Students take Cornell Notes from lectures, videos, presentations, textbooks, etc. in their academic classes. Preparing for Tutorials At home, students complete side 1 of the AVID Tutorial Sheet to include the following: • Original Question • Key Terms/Definitions connected to the O.Q. • Description of what the student already knows • Critical Thinking about the Question • General Process and Steps • A “Point of Conclusion” Question Developing Level 2 & 3 Questions Questions for tutorials should be level 2 or 3 questions. Level 2 or 3 questions are not required for math. Hint: If the questions can be answered simply by looking in your book or your notes, it is probably a level 1 question. You may use the following handout for help developing level 2 & 3 questions. Collecting Tutorial Slips As students enter the AVID classroom, the AVID teacher or an AVID Tutor collects the AVID Tutorial Sheets Scoring Tutorial Sheets AVID Tutors score side 1 of the AVID Tutorial Sheets and record the scores on side 2. If the tutorial slip is turned in late, the AVID tutor will deduct 10 points from the total score. Scoring Forming Tutorial Groups AVID Tutorial Sheets are divided into groups by an AVID Tutor based on the types of questions. Biology Algebra II English Getting Into Tutorial Groups The AVID Teacher or an AVID Tutor calls the names of each student who is in the biology group, for example, and assigns them a location to work. This step is repeated for each group. Presenting the Questions Students present their questions to the group one at a time by writing them on a white board. Students explain what they know up until their point of confusion. Group members and the AVID tutor ask questions to help the students with their questions. How to Present a Question 1. 2. 3. 4. Write the problem neatly on the whiteboard. Face the group members. Read the question out loud to the group. Explain any prior knowledge and what you already understand about the question. 5. Explain what strategies you used in attempting to answer the question. 6. Indicate to your group exactly where you became confused as you worked to answer this question. Questions to Ask During Tutorials 1. Can you explain your question in another way? 2. What do you already know about the question? 3. What have you already tried? 4. Where could you find a similar problem in the book? 5. Do you have Cornell notes that may help? 6. Where could you go for more information? 7. What website might help you with your question? 8. What does ___________mean? 9. How would you graphically illustrate your process? 10. What would happen if you changed _____________? 11. What if you tried ______________? 12. How would you teach this to a friend? Recording Notes Students record two/three column notes during the tutorial on notebook paper. Keep your notes in your binder to study. Notes Reflection Students complete the reflection portion of the AVID Tutorial Slip once all questions from the group have been answered. Completed AVID Tutorial Slips are turned into the AVID Tutor for grading. Reflection Scoring Tutorial Sheets AVID Tutors score the AVID Tutorial Sheets and record the total scores on a class roster. Finished Early? • Do your homework. Remember that you have a group of students available to help if you need it! • Write summaries for your Cornell notes • Study your notes • Organize your AVID binders • Read a book silently • Ask AVID tutors about their college experience Role of AVID Tutors During Tutorials • Encourage students to ask questions of one another • Keep the discussion going • Make sure all students participate • Guide students to the answer without simply supplying the answer • Score AVID tutorial slips at the end of each session • Model higher order thinking questions (level 2 & 3 questions)