Tutorology for Trainers Day 1 Summer Institute 2007.

Tutorology for TrainersDay 1

Summer Institute 2007

Your Tutor Trainer

• Add your personal information

Introductions

Use the card stock paper 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.

Today’s Agenda

• Parking lot• AVID overview• Socratic seminar• Inquiry & Costa’s levels of questions• Cornell Notes• Expectations for tutors & students• Collaborative learning groups• AVID tutorial process• AVID binders

AVID Overview

Why do AVID tutors and students need to be aware of the history, mission and purpose of AVID?

The Mission of AVIDThe Mission of AVID

AVID is designed to increase schoolwide learning and performance.

The mission of AVID is to ensure that all students, and most especially the least served students in the middle capable of completing a college preparatory path:

The Mission of AVIDThe Mission of AVID

• will succeed in rigorous curriculum,• will complete a rigorous college preparatory

path,• will enter mainstream activities of the school,• will increase their enrollment in four-year

colleges, and• will become educated and responsible

participants and leaders in a democratic society.

The AVID Student Profile

Average to High Test Scores 2.0-3.5 GPA College Potential with Support Desire and Determination

Students with Academic Potential

The AVID Student Profile

Meets One or More of the Following Criteria:

First to Attend College

Historically Underserved in 4-year

Colleges Low Income Special Circumstances…

What are Socratic Seminars

• Highly motivating form of intellectual and scholarly discourse

• Usually range from 30 – 50 minutes

• Dialogue as opposed to debate

Elements of the Socratic Seminar

• The Text – chosen for richness of ideas and ability to stimulate thoughtful dialogue

• The Question – no right or wrong answer but leads participants back into the text

• The Leader – must be patient and facilitate discussion

• The Participants – must be prepared, listen, share ideas and questions openly, search for evidence in the text, and share responsibility for the quality of the seminar

Socratic SeminarThree Simple Rules

• Listen – No one can speak while someone else is speaking. The other person’s sentence must be completed.

• Build – Speakers must attempt to build on the others’ comments rather than debate or contradict.

• Refer to the text – As often as possible, speakers must refer directly to a specific section of the text being used rather than making general comments or observations

Socratic Seminar

TOPIC:

“What is the most important objective of the AVID mission statement and why do you see this objective as the most important?”

Friday

AVID Curriculum Tutorials AVID Curriculum Tutorials Binder EvaluationField TripsMedia CenterSpeakersMotivational Activities*(within block)

TuesdayMonday Wednesday Thursday

*Combinationfor

Block Schedule

A SAMPLE WEEK IN THE AVID ELECTIVEDaily or Block* Schedule

AVID Tutorials:• Collaborative Study Groups• Writing Groups• Socratic Seminars

AVID Curriculum includes:• Writing Curriculum• College and Careers• Strategies for Success

*Combinationfor

Block Schedule

WIC

WRITING● Prewrite● Draft● Respond● Revise● Edit● Final Draft● Class and Textbook Notes● Learning Logs/Journals

INQUIRY● Skilled Questioning● Socratic Seminars● Quickwrite/Discussion● Critical Thinking Activities● Writing Questions● Open-Mindedness Activities

COLLABORATION● Group Projects● Study Groups● Jigsaw Activities● Read-Arounds● Response/Edit/Revision Groups● Collaborative Activities

RREADING

● SQ5R (Survey, Question,Read, Record, Recite, Review, Reflect)

● KWL (what I Know; Want to Learn; Learned)● Reciprocal teaching

“Think-Alouds”●

®

INQUIRY

and

Costa’s Levels of Questions

®

INQUIRY

Costa's 3 Levels of Inquiry

®

Writing Questions: Levels 1,2, 3

Use the “Ruby picture” or Pledge of Allegiance Activity and complete the worksheet for the one you chose, or the “Postcard” activity, as instructor by the tutor trainer.

Share your original questions with the entire group.

®

CORNELL STYLE OF

NOTETAKING

(Use Cornell note paper on table)

Cornell Notetaking

Quick Write: 2 minutes

•How did you learn the skill of notetaking?

•How has that skill helped you in your education?

Share out on your table

C-note Instructions

• Take Cornell notes on “The Cornell Notetaking System” handout

• In the large, right hand column, take notes like you normally would, using any style of notetaking you wish:

– outline format – narrative format– symbols– shortcut notations, etc.

Notes go here, in the large right hand column.

Questions, subtitles,etc. go here,in the left hand column.Higher levelcritical thinkingQuestions are encouraged. A 3 to 4 sentence summary down

there on the bottom.

The heading goes here:Name, Class, Period, Date, Topic

Why Take Notes?

• Cornell notetaking stimulates critical thinking skills.

• Notetaking 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.

Why Take Notes?

• Good notes allow students to help each other problem solve.

• Good Notes help students organize and process data and information.

• Helps student recall by getting them to process their notes by “touching” them a few times.

• Writing is a great tool for learning!

C-note Instructions

• As you take notes, think of 3 or 4 big ideas

• Compare notes with a partner

• Talk about what you wrote and why. Look for gaps & missed info

• Both partners should feel free to add to their notes

C-note Instructions

• Create questions from the big ideas and put them in the left hand column.

• Connect the big ideas and complete a 3 or 4 sentence summary.

Cornell Note Debrief

• Review steps of note taking

• How many times did you “touch” your notes in this brief time?

• How did this process involve collaborative learning?

Tutors Promoting Note taking

• Employ class notes as a regular part of the tutorial session

• Have students practice note-taking during tutorials

• Use tutoring time to allow students to compare, revise, and review notes

• 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

Grading Cornell Notes

•Tutors might be asked to grade students’ Cornell notes. See sample grading sheets:

• Notetaking Checklist

• Cornell notes rubric

Tutor and Student Expectations

•At your table, use the Jigsaw strategy to read the Expectations of Tutors and Expectations of Students

•Divide the two readings 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 one big idea from the reading and one question to share with the entire group.

“I” Messages

• Stating your feelings or observations without attacking the other person

• “I” messages are explanations. • “You” messages are evaluations,

whether positive or negative.• Example messages on handout.

Work together as a group to rewrite “you” messages into “I” messages.

Collaborative Learning Groups

• Read handout on Collaborative Learning Groups

• Determine at least 2 big ideas or aha’s from the reading.

• Find someone you do not know, then—– Introduce yourself– Share your big ideas/aha’s

• Repeat with two other people.

TRADITIONAL VS. COLLABORATIVE

• No interdependence• No individual accountability• Homogenous• One appointed leader• Responsibility only for self• Social skills ignored• Teacher/tutor ignores group

functioning• No group processing

• Positive interdependence• Individual accountability• Heterogeneous• Shared leadership• Shared responsibility for one

another• Appropriate social skills are

addressed and modeled by teacher/tutor

• Teacher/tutor observes and intervenes

• Groups process their effectiveness

THE

TUTORIAL

PROCESS

Steps to the Tutorial Process

START ¨ Read through the graphic to get a better understanding of the 10 steps of tutorial process.

°

Æ

Ø

±

¥ µ FINISH

Take Cornell Notes and formulate higher- level questions.

Complete tutorial request form and include two higher level questions from Cornell notes, homework, or tests.

Turn in tutorial request form and prepare for tutorial by gathering resources.

Divide into tutorial groups.

Begin tutorial by having a student presenter write a higher-level question on the board. Tutor/ students use inquiry to guide the presenter through the process.

Check studentsÕ understanding of the problem by asking clarifying questions.

Repeat steps 5 and 6 for all group members.

Reflect in writing about the inquiry learning process used.

Turn in tutorial form to receive feedback and grade from the tutor.

Debrief tutorial process.

Guidelines for Effective Tutorials

• Read “Guidelines for Effective Tutorials, highlighting important ideas.

• With a partner, complete the Share-One-Get-One handout.

• Comments and questions.

Tutor Roles During Tutoring

• 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.

Presenter Roles During Tutoring

• At the board, visually and orally presents problem to group

• Pushed by group to think deeply about solutions

• Interacts with group responses to questions

• Records the steps of the group’s thinking on the board

Group Members’ Roles During Tutoring

• Takes responsibility for pushing the thinking of the presenter through questioning and collaboration

• Takes Cornell notes

• Engages with other students in the group, including the presenter

Created By Manuel Colon

TUTORIAL LEARNING PROCESS FLOW CHART

HO p. 5

What is your

question?

What can you tell

me about it?

What does ___ mean?

11 22 33

What questions do

you still have?

What would happen if you changed __?

What have we overlooked?

What would

happen if you

changed __?

What have we

overlooked?

What have you already tried?

What is the relationship of

___ and ___?

Is there another way to look at it?

Where can you go for more information?

How would you graphically illustrate

your process?

44

55

What would happen if youchanged __?

How would you teach this to a friend?

What did you learn?

66

77

Tutorial ModelActivity 1

• Presenter-led tutorial example– Need 6-7 volunteers

• Question for presentation: “Water lilies on a certain lake double in area

every twenty-four hours. From the time the first water lily appears until the lake is completely covered takes sixty days. On what day is the lake one-fourth covered?”

Tutorial ModelsActivity 1--Debriefing

Group members: “How did the tutorial process go for you and what did it feel like to only use inquiry?”

Student presenter: “How did the tutorial process work for you and did you feel the inquiry and collaboration of the group members helped you?”

Observers: “What was your general impression of the tutorial process based on the checklist?”

PRACTICE TUTORIALSACTIVITY 2

One person will role-play the tutor, one will be the student posing the question and the remaining participants will be the other students in the tutorial group.

Use Cornell note paper to take notes on all questions (not just your own).

Use a provided practice question, along with notes and/or resources for each question.

Write a reflection/summary at the end of the tutorial practice session.

DEBRIEF TUTORIAL

• At your tables– Discuss the process of the mock tutorial.– Discuss how you would handle the

following problems during a tutorial:• Students working on homework.

• Students not taking notes.

• Students arguing with each other.

• Students being disrespectful to you or another student.

The Non-Negotiables

DO—• Maintain confidentiality of students’ grades

and conversations• Tell the AVID teacher about any

inappropriate action from a student

DO NOT—• Discuss or joke about drugs, weapons, or sex

with students• Have contact with students (phone, email,

meetings) outside of class

AVID Binders

AVID students keep binders (notebooks) Highly successful people are organized!

Contents of binders:• Most or all materials for all classes• Calendar/agenda and assignment log• Divided sections• Notes from all classes• Tutorial/learning logs• Handouts• Tests• Blank paper, tutorial request forms, pens, pencils, etc.

–

Binder Evaluations

• Review binder grading or rubric forms

• Review student Binder Response Forms for satisfactory or unsatisfactory binder grades

• The AVID teachers will explain the specific binder check forms for their classes.

Closing

• Make 2 concentric circles– Participants on the outside, face in and participants

on the inside face out• Topic 1: Tell why you want to be an AVID

tutor.– Each partner gets 1 minute to respond.

• Outside circle moves one person to the right and repeats the sharing. (Continue moving and sharing this topic until instructor changes the topic.)

• Topic 2: Describe your favorite part of the tutor training session.

• Topic 3: Describe your most significant learning from the tutor training session.

Thank you!

Great experiences await you as you interact with the AVID students and teachers. It may well be life-changing for you as well as them.

Thank you for choosing to make a difference for others.