Tutor Training Part 1

1. Tutor Training Part 1 Socratic Tutorials

2. Your Tutor Trainer • Add your contact information here

3. Introductions Use the NAME TENT page to create a table tent: • Fold the form like a hot dog (lengthwise) • On one side, write your name and the school(s) and district where you will tutor • On the second side write the name of your college in the middle. • In each corner of the second side, write your • College major • Favorite memory as a student • Favorite song or book • A word or phrase to describe yourself • Share card information with your table group. Handout page 67

4. Today’s Agenda • Parking lot • AVID overview • AVID binders • Inquiry & Costa’s levels of questions • Note-taking: Cornell style • The AVID tutorial process • Expectations for tutors & students • Practice tutorials

5. First… A little bit about AVID Advancement Via Individual Determination

6. The Mission of AVID The mission of AVID is to ensure that all students, and most especially students in the middle with academic potential capable of completing a college preparatory path, will: • Succeed in the most rigorous curriculum • Complete a rigorous college preparatory path • Enter mainstream activities of the school • Increase their enrollment in four-year colleges • Become educated and responsible participants and leaders in a democratic society AVID’s systemic approach is designed to support students and educators as they increase schoolwide/ districtwide learning and performance. Handout pg 3

7. “Getting the GIST” • Read the Mission Statement silently. • In pairs, complete the GIST activity in the handouts. Create a 20-word sentence summary of the Mission Statement. • Share out sample summaries. • Share out ways that the GIST can be used in other academic classes. Handout pg 4

8. The AVID Student Profile Students with Academic Potential • Average to High Test Scores • 2.0-3.5 GPA • College Potential with Support • Desire and Determination And Meet One or More of the Following Criteria: • First in family to attend or graduate from college • Historically Underserved in 4-year Colleges • Low Income • Special Circumstances

9. A S A M P L E W E E K I N T H E A V I D E L E C T I V E * Schedule Daily or Block T u e s d a y Thursday Monday Friday W e d n e s d a y A V I D C u r r i c u l u m T u t o r i a l s Binder Evaluation T u t o r i a l s A V I D C u r r i c u l u m F i e l d T r i p s Media Center *Combination *Combination Speakers for for Motivational Block Schedule Block Schedule A c t i v i t i e s *(within block) A V I D C u r r i c u l u m i n c l u d e s : A V I D T u t o r i a l s : • W r i t i n g C u r r i c u l u m • Collaborative Study Groups • College and Careers • W r i t i n g G r o u p s • Strategies for Success • Socratic Seminars

10. WRITING INQUIRY Prewrite S killed Questioning ● ● Draft Socratic Seminars ● ● Respond Quickwrite /Discussion ● ● W Revise Critical Thinking Activities ● ● Edit Writing Questions ● ● Final Draft Open-Mindedness Activities ● ● I Class and Textbook Notes ● Learning Logs/Journals ● C READING COLLABORATION R SQ5R (Survey, Question, ● Group Projects ● Read, Record, Recite, Review, Reflect) Study Groups ● KWL (what I Know; ● Jigsaw Activities ● Want to Learn; Learned) Read-Arounds ● Reciprocal teaching ● Response/Edit/Revision Groups ● ● “Think-Alouds” Collaborative Activities ● Handout pg 5

11. AVID Students Keep Binders (Highly successful people are organized) Contents of binders: • Calendar/agenda and assignment log • Divided sections • Notes from all classes • Tests/quizzes/homework for all classes • Tutorial Request Forms • Learning Logs • Handouts • Tests • Blank notebook paper, pens, pencils, etc. AVID teachers will explain the specific binder requirements and grading for their classes. Handout pgs 6 & 7

12. Tutorial Process: Step 1 • In their academic classes, students takeCornell notes on the material presented in lectures, textbook readings, videos, handouts, etc. • After class, students review their notes, create questions in the column on the left, and write a summary at the bottom of the page.

13. Inquiry And Costa’s Levels of Thinking and Questioning

14. Costa’s 3 Levels Handout pg 8

15. Writing Questions: “Wonderings” Study the Preamble to the US Constitution and let your mind “wonder” about the words and meanings within it. Jot down your wonderings/questions. Share your questions with a table partner. With your table partner, identify your questions as Level 1, 2, or 3 (Costa’s Levels of Questions). Handout pgs 9 & 13

16. Preamble to the US Constitution We the People of the United States, in Order to form a more perfect Union, establish Justice, insure domestic Tranquility, provide for the common defense, promote the general Welfare, and secure the Blessings of Liberty to ourselves and our Posterity, do ordain and establish this Constitution for the United States of America. Handout pg 9

17. Writing Questions: “Wonderings • Read the Cinderella Story, being conscious of letting your mind “wonder” about the story. • Using the “Moving on Up” handout,complete the table by writing Level 2 and 3 questions for the given Level 1 questions (work with a table partner). Handout pgs 10-12

18. Levels of Thinking and Questioning Review Handouts on -- • Vocabulary: Costa’s Levels • Content Specific Questions Handout pgs 13-17

19. Cornell Note taking • Quick Write: 2 minutes • How did you learn the skill of note taking? • How has that skill helped you in your education? • Share out on your table.

20. Cornell Notes

21. Practice Time Let’s get out a sheet of Cornell note paper and get ready to practice the skill.

22. Assignment & Instructions In the large, right hand column, take notes like you normally would. You may use any style of note-taking you wish: outline format, narrative format, symbols, short hand, etc.

23. Why take notes? • Cornell note taking stimulates • critical thinking skills. • Note taking helps students • remember what is said in class. • A good set of notes can help students • work on assignments and prepare for • tests outside of the classroom.

24. Why take notes? • Good notes allow students to help each other problem solve. • Good notes help students organize and process data and information. • Good notes help students recall by having them process their notes 3 times. • Writing is a great tool for learning.

25. History of Cornell Notes • Developed in 1949 at Cornell University by Walter Pauk • Designed in response to frustration over student test scores and meant to be easily used as a test study guide • Adopted by many major law schools as the preferred note taking method

26. What goes where? Questions, subtitles, etc. go here, in the left hand column. higher level critical thinking questions are encouraged. The heading goes here: Name, Class, Period, Date, Topic Notes go here, in the large right hand column. A 3 to 4 sentence summary down there on the bottom.

27. Assignment & Instructions • Compare notes with a • partner. • Trade papers. Look for gaps • and missed info. • Both partners should feel free • to add additional information to • their notes.

28. Assignment & Instructions With your partner(s), create questions in the left hand column. These questions should elicit critical thinking skills (Level 2 or 3) The left column may also contain headings, main Ideas, vocabulary, diagrams, etc.

29. Assignment & Instructions Your questions should reflect: • Information you don’t understand or want to discuss with your teacher or tutor • Possible test questions • Gaps in your notes

30. Assignment & Instructions On your own, in the space provided at the bottom of the page, write a concise 3-4 sentencesummary of what you wrote in your notes or what was learned. In other words: Connect the “big ideas” and complete a 3-4 sentence summary.

31. Cornell Note Debrief • Review the steps of note-taking. • How many times did you process your notes in this brief activity? • How did this process involve collaborative or group learning? (Brain-based research) For optimal memory: 10—24—7 10 min—24 hours—7 days

32. Cornell Note Debrief • Review • The Cornell Note-taking system • Sample of completed Cornell notes • Notice the questions in the left column and the summaries • Cornell note-taking checklist and rubric • Question • Should all left-column questions be Level 2 or 3? Handout pgs 18-21

33. Tutors and Note-taking • Employ class notes as a regular part of the tutorial session. • Have students practice note-taking during tutorials. • Use tutorial time to help students develop probing questions about their notes. • Demonstrate ways of using notes for studying. • Encourage students to exchange notes after absences.

34. Tutors and Note-taking Encourage students to use shortcuts for note-taking. **Just a suggestion: Tutors take Cornell notes during one or more of their college classes and show these notes to the AVID students. Handout pg 22

35. The Tutorial Process • What is the main purpose of AVID tutorials? • To promote student achievement in academic classes through: • Assistance with content material • Collaborative efforts • Inquiry strategies

36. Handout pgs 23-27

37. The Tutorial Process View the tutorial videos: Before, during, and after tutorials Use the “Summarizing: Pyramid” to summarize/synthesize your learning about the tutorial process. Handout pg 28

38. The Tutorial Process Where was inquiry used in the tutorial video segments? Where was collaboration used in the tutorial video segments? (Collaboration is group members working together while taking responsibility for each person’s learning.)

39. Tutor and Student Expectations • “Jigsaw” read the “Expectations of Tutors” and the “Expectations of Students” by dividing each reading into segments so that each person on the table reads one segment. • After the readings are done, each person shares the main points of his/her segment with the whole table group. • Each table group determines 1-2 big ideas from the reading and 1-2 questions to share with the entire group. Handout pgs 29-30

40. Tutor and Student Expectations Find someone you don’t know (or don’t know well) and do a “1-1-2 minute” share with them on what you have learned about tutorials and your role in the tutorials. • Partner A talks for one minute. Partner B just listens—no talking. • Partner B talks for one minute. Partner A just listens—no talking. • Both partners engage in a conversation for two minutes.

41. Tutorial Request Forms • Review the blank TRF’s and the sample TRF in your handouts. • What elements are common to the TRF’s? • Note: Teachers may use various forms of TRF’s on their campuses. • LUNCH Handout pgs 31-36

42. Room Arrangements • Regular tutorials: Desks/chairs in a half-circle (horseshoe) next to board • Group discussion on a text or group study for test/quiz: Desks/chairs in a circle

43. Tutor Roles During Tutoring • Watch carefully as the video clip of the actual tutorial is played again. • Designate individuals at your table to carefully note the actions of • The tutor • The student presenting the problem • The students in the tutorial group • Share your observations with your table group.

44. Tutor Roles During Tutoring • Is positioned away from the front of the group • Takes notes for student presenter • Facilitates questioning and interaction between group and presenter • Pushes the thinking of all group members to a higher level • Coaches students in their learning and questioning of each other

45. Tutor Roles During Tutoring Review “Using Tutorial Question Stems” Review “Levels of Inquiry Process” Handout pgs 37-38

46. Presenter Roles During Tutoring • At the board, visually and orally presents problem to group • Interacts with group responses to questions • Pushed by group to think deeply about solutions • Records the steps of his/her and the group’s thinking on the board, preferably in Cornell note style

47. How to Present a Question • Write the problem/question on the board. • Face the group members. • Read the question out loud to group. • Explain prior knowledge and what you understand about the question. • Explain what strategies you used in attempting to answer the question. Handout pg 39

48. How to Present a Question • Indicate to group exactly where you became confused as you worked to answer this question/problem. • Ask group members: “What questions do you have to prompt my thinking and assist me in identifying the next step?” • Ask group members questions to clarify anything that they asked or stated. Handout pg 39

49. Group Members Roles During Tutoring • Take responsibility for pushing the thinking of the presenter through questioning and collaboration • Take Cornell notes • Engage with other students in the group, including the presenter

50. Teacher Role During Tutoring • Teacher (or tutor) collects TRF’s and determines groupings. • Teacher constantly monitors tutorial groups: roles of tutor/presenter/ group, participation, conduct, etc. • Teacher (or tutor) collects TRF’s at end of tutorial for grading and feedback.