Introducing
Tutorials
LG: Provide an overview of the 10 steps of the CMS
AVID Tutorial process.
EQ: What steps does a student go
through as they participate in Tutorials?
TRAINING CAMP
Lesson Copies: For Teacher Only
Class Set
*Jason's TRF or one of the ones I
created
*
Student Handouts
*Student Presenter Protocol 4pgs
*TRF with explanation on back
*Logic Questions
*10 Steps One Pager Handout with
Focus Goals on back
*Tutorial Question Helps for Math,
Science, LA, History 2pgs
Tutorial Introduction: Handout for Student
Notes
Front
Back
Tutorial Introduction: Handout for
Students
Front
Back
There is another page that goes on the back of
Reflection prompts…just didn’t include on slide.
Front
Tutorial Introduction: Handout for
Students
EQ:
Front
Back
Use these guides to direct your instruction throughout the
lesson.
In Core Class/Before Tut
Writing Tutorial Q
Setting Up For Tutorials
Student Presenter +
Group Members
Reflections
Back in Core Class
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.
Tutorial Resource: Just for your background
knowledge.
Tutorial Resource: Just for your background
knowledge.
Tutorial Introduction
EQ: What steps does a student go through as they participate in Tutorials?
Questions
QQ
POC
CQ
Tutorials will be a BIG part of your success as a student this year.
You will participate in them 2x a week (40%) and will do between
50-60 of them by the end of the school year.
There are two benefits you receive from participating in AVID
Tutorials:
1. Product: Help right now for things you don’t fully
understand in your classes. (You will get extra help from
college tutors and your AVID family.)
2. Process: Learning to think critically about problems and
ask questions to help others understand. (You will learn to
define what you don't know and how to study with others.)
Tutorial Introduction
EQ: What steps does a student go through as they participate in Tutorials?
Questions
QQ
POC
CQ
Essential Questions for Tutorials All Year
•
•
How is what I am doing in
Tutorials helping me
succeed in my academic
classes?
Are Tutorials really helping
me increase “achievement”
in my academic classes?
How/Why? or Why not?
Tutorial Introduction
EQ: What steps does a student go through as they participate in Tutorials?
Questions
QQ
POC
CQ
You are going to be watching 6 video clips today to give
you a visual overview of the AVID Tutorial process. After
you watch, write down what you observed in the
appropriate box.
In Core Class/Before Tut
Writing Tutorial Q
Setting Up For Tutorials
Student Presenter + Group
Members
Reflections
Back in Core Class
Watch video of Itzel in
her algebra class
Itzel, Content Area
Class
Before Tutorial
(Step 1)
• Prior to tutorial day,
students actively
participate in their
classes by taking
Cornell Notes
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
When you review your Cornell
Notes
and
participate in their
complete HW assignments,classes
you sh.by
betaking
looking
for things you don't understand we'll or
Cornell Notes
deeply....try to back your brain into a corner by
asking higher-level questions about the
information in your notes or textbook.
Tutorial Introduction
EQ: What steps does a student go through as they participate in Tutorials?
Questions
QQ
POC
CQ
In Core Class (S1)
* Take good notes and pay attention
* Ask "What do I understand, and what
do I not understand?
Writing Tutorial Q (S2)
Setting Up For Tutorials
Student Presenter + Group Members
Reflections
Back in Core Class
Watch video of Itzel reviewing her
notes and filling in her TRF
Content Area Class, Preparing for
Tutorial Video
Choosing a Tutorial
Question and Filling in TRF
•Students review their
coursework to
develop high-level
questions for
consideration during
their tutorials.
•Students fill in their
TRF (A-H)
(Apprx. 15-20 min)
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
When you review your Cornell
Notes
and
participate in their
complete HW assignments,classes
you sh.by
betaking
looking
for things you don't understand we'll or
Cornell Notes
deeply....try to back your brain into a corner by
asking higher-level questions about the
information in your notes or textbook.
Writing Tutorial Questions
(Step 2)
1. Complete homework from
academic classes. Is there
anything you don’t get?
2. Review your Cornell Notes
for this week.
(Steps R/N/L/L)
3. Identify material that you
a) don’t really understand,
b) want extra help with, or
c) want to explore on a
deeper level.
4. When you come up with a
question, write it on your
Tutorial Request Form in
Box B (TRF).
5. Fill in Box C and D.
Writing Tutorial Questions
(Step 2)
5. Fill in box E (Key Terms) by
defining/explaining the key academic
vocabulary or language of the discipline.
Writing Tutorial Questions
(Step 2)
6. Try to solve the problems on your own.
Writing Tutorial Questions
(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.
Tutorial Introduction
EQ: What steps does a student go through as they participate in Tutorials?
Questions
QQ
POC
CQ
In Core Class (S1)
* Take good notes and pay attention
* Ask "What do I understand, and what
do I not understand?
Writing Tutorial Q (S2)
* As you do your HW and review your
notes, look for things you don't
understand well
* Consider what class you are struggling
the most in
* Fill in your TRF to identify your POC
Setting Up For Tutorials
Student Presenter + Group Members
Reflections
Back in Core Class
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.
Don’t show a video for this section….just teach them
the procedure.
You will need to explain to the students and practice
the procedure for coming into class on Tutorial days
because none of the videos do it like we do.
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)
Tutorial Introduction
EQ: What steps does a student go through as they participate in Tutorials?
Questions
QQ
POC
CQ
In Core Class (S1)
* Take good notes and pay attention
* Ask "What do I understand, and what
do I not understand?
Setting Up For Tutorials
Writing Tutorial Q (S2)
* As you do your HW and review your
notes, look for things you don't
understand well
* Consider what class you are struggling
the most in
* Fill in your TRF to identify your POC
Student Presenter + Group Members
* Line up outside
* Go to Tut group and write agenda
* Set up Tutorial notes in spiral NB
* Get any needed texts, notes, markers, etc.
* Conduct a read-around of questions (original
question and POC), then decide who will go
first.
Reflections
Back in Core Class
Watch video of Itzel presenting her question.
Inquiry and Collaboration: Itzel’s story video
Students should keep an eye on what they
see the presenter, group members, AND tutor
doing.
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.
Bring any relevant class notes you have or handouts with you as you go
to the board.
Write your question and pre-work 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 your note 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.
Tutorial introduction
EQ: What steps does a student go through as they participate in Tutorials?
Questions
In Core Class (S1)
Writing Tutorial Q (S2)
* Take good notes and pay attention
* As you do your HW and review your
QQ
* Ask "What do I understand, and what do I notes, look for things you don't understand
POC
not understand?
well
CQ
* Consider what class you are struggling
the most in
* Fill in your TRF to identify your POC
Setting Up For Tutorials
* Line up outside
* Go to Tut group and write agenda
* Set up Tutorial notes in spiral NB
* Get any needed texts, notes, markers, etc.
* Conduct a read-around of questions (original
question and POC), then decide who will go first.
Reflections
Student Presenter + Group Members
* StPres writes Q & relevant per work on board
* StPres gives 30-Second Speech
* Group members ask questions and take notes
* StPres writes steps and gives Concluding 30Second Speech
* Quick transition to next student presenter
Back in Core Class
Watch video of Itzel
writing her reflection
8. Reflection
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.
Tutorial introduction
EQ: What steps does a student go through as they participate in Tutorials?
Questions
In Core Class (S1)
Writing Tutorial Q (S2)
* Take good notes and pay attention
* As you do your HW and review your
QQ
* Ask "What do I understand, and what do I notes, look for things you don't understand
POC
not understand?
well
CQ
* Consider what class you are struggling
the most in
* Fill in your TRF to identify your POC
Setting Up For Tutorials
* Line up outside
* Go to Tut group and write agenda
* Set up Tutorial notes in spiral NB
* Get any needed texts, notes, markers, etc.
* Conduct a read-around of questions (original
question and POC), then decide who will go first.
Reflections
* 10 min before end of per.
* Use template for help
* Tutor grades participation while you
write summary
* Turn in Tutorials on Thurs.
Student Presenter + Group Members
* StPres writes Q & relevant per work on board
* StPres gives 30-Second Speech
* Group members ask questions and take notes
* StPres writes steps and gives Concluding 30Second Speech
* Quick transition to next student presenter
Back in Core Class
Watch video of Itzel
using her new
knowledge back in her
algebra class.
9. After Tutorial: Iztel
back in math class.
After Tutorial (Step 9)
• Back in your
academic classes,
apply the knowledge
and skills you
learned in Tutorials
Tutorial introduction
EQ: What steps does a student go through as they participate in Tutorials?
Questions
In Core Class (S1)
Writing Tutorial Q (S2)
* Take good notes and pay attention
* As you do your HW and review your
QQ
* Ask "What do I understand, and what do I notes, look for things you don't understand
POC
not understand?
well
CQ
* Consider what class you are struggling
the most in
* Fill in your TRF to identify your POC
Setting Up For Tutorials
Student Presenter + Group Members
* Line up outside
* Go to Tut group and write agenda
* Set up Tutorial notes in spiral NB
* Get any needed texts, notes, markers, etc.
* Conduct a read-around of questions (original
question and POC), then decide who will go first.
* StPres writes Q & relevant per work on board
* StPres gives 30-Second Speech
* Group members ask questions and take notes
* StPres writes steps and gives Concluding 30Second Speech
* Quick transition to next student presenter
Reflections
* 10 min before end of per.
* Use template for help
* Tutor grades participation while you
write summary
* Turn in Tutorials on Thurs.
Back in Core Class
* Apply what you learned back in the class
you were struggling in
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?
Tutorial introduction
EQ: What steps does a student go through as they participate in Tutorials?
Questions
QQ
POC
CQ
Other Stuff
1.You write about someone else's question if you
were not the student presenter.
Tutorial Introduction
EQ: What steps does a student go through as they participate in Tutorials?
Questions
QQ
POC
CQ
Tutorial introduction
EQ: What steps does a student go through as they participate in Tutorials?
Writing Good Tutorial Questions
Questions
CFU
Clarify
Expand
"A question is an
invitation to think."
1.Notes
LG: Use the Costa's Levels of Questions handout to write a question for
Thursday's Tutorial. Practice writing questions from various levels.
EQ: What steps do I go through to write good Tutorial questions?
Key Steps of the AVID Tutorial
Learning Goal: Understand what happens
during each phase of Tutorials.
Essential Question: What am I doing during
each phase of the AVID Tutorial?
"Freedom comes with an educated mind."
"Freedom comes with an educated mind."
Brains, not bling.
D
I
V
A
AVID
DIVA
Brains, not bling.