1. Education for Careers 2016 AVID/CTE
Presented by:
Diana LaMar, Ed.D.
AVID Consultant

2. WELCOME My co-presenters are:
Erik Mickelson - Pathways Coach/AVID Coach, Palm Springs Unified School District
Mary Zwieg - HEAL Academy Coordinator and AVID Elective Teacher, Cathedral City High School
Kim Zschaechner - HEAL Academy CTE Teacher and AVID Elective Teacher, Cathedral City High School

3. AVID Mission
AVID’s mission is to close the achievement gap by preparing all students for college readiness and success in a global society.
The AVID College Readiness System, available for elementary, secondary, and higher education (K-16), is a schoolwide transformational effort focused on leadership, systems, instruction and culture, and is  designed to increase the number of students who enroll and succeed in higher education and in their lives beyond high school.  AVID-trained educators teach students academic and social skills to help them develop the habits and behaviors needed to succeed in rigorous curriculum.  The AVID College Readiness System is a catalyst for developing a school culture that closes the expectation and opportunity gaps many students face, and prepares all students for success in a global society.
AVID Elementary is a foundational component for elementary sites (grades K-8), designed as an embedded, sequential academic skills resource. It is intended for non-elective, multi-subject, multi-ability level classrooms.
- Stages of AVID Elementary (Beginnings, Foundations, Bridges) (grades K-8)
- All students
- Strategies embedded throughout entire instructional day
The core of AVID at the high school and middle level is the AVID Elective class where students are enrolled in a school’s most rigorous classes, such as Advanced Placement® (AP) and receive support in the AVID Elective class - taught within the school day by a trained AVID teacher.
Schoolwide AVID impacts an entire school by creating a college-going culture across the campus as the majority of staff is trained in AVID strategies, and students in ALL classes are expected to use AVID methodologies, such as Cornell note-taking and group collaboration.
Secondary
Schoolwide impact for all students through teacher training
Core: AVID elective class (ML & HS grades)
- Selected students
- Weekly structure of curriculum & activities
AVID for Higher Education collaborates with institutions of higher education to systemically address the goals of increased learning, persistence, completion and success in and beyond college. AVID supports students in their efforts to earn a college degree and/or certificate by developing and strengthening academic skills and personal abilities.

4. The AVID College Readiness System
With this new Summer Institute Strand, AVID/CTE, it will be easier for schools to move forward with school-wide AVID implementation. This strand will also provide CTE teachers with proven effective strategies in teaching and learning that will assist them with infusing academics into their career and technical classes.
AVID’s mission is to close the achievement gap by preparing all students for college readiness and success in a global society.

5. AVID CTE Vision
AVID supports school and district career readiness efforts by providing strategies for rigorous teaching and learning that empower students with academic and 21st Century skills to maximize postsecondary career options.
AVID recognized that it is important to include careers with college. What is the message we want to say here?
Is this a statement, a vision? Need guidance from Eileen and Michelle

6. Essential Question #1 CORNELL NOTES TOPIC/OBJECTIVE: NAME:
CLASS/PERIOD:
DATE:
ESSENTIAL QUESTION: How can CTE teachers use WICOR to help prepare students for success in the CTE Classroom and in a global society?

7. Let’s Use an AVID Strategy Now
KWLA
What do you Know about WICOR?
What do you Want to Learn?
How can you Apply this?

8. WICOR
So what is WICOR and how does it support highly effective instruction?
Has anyone heard of WICOR? Does anyone know what the letters represent?
One Facilitator write the letters on the chart paper.
Inform participants that we will cover the W.I.C.O.R. during this 3-day professional learning and inform participants how AVID strategies are aligned to WICOR.

9. What Is WICOR?
WICOR is a collection of teaching and learning strategies to guide students in comprehending concepts and articulating ideas at increasingly complex levels.
WICOR strategies support student learning in any classroom on campus.
WICOR supports AVID Schoolwide Instruction and Academic Rigor and provides strategies for highly effective instruction.

10. Writing is: WICOR A learning tool
A personal and public communication tool
A record of thinking
Cornell notes for class lectures and for textbook

11. Students who write: WICOR Consider the audience and purpose
Engage in various writing processes to address specific situations
Support their thinking
Demonstrate understanding

12. Writing in CTE Classroom is:
Taking a customer’s order (retail sales)
Writing an invoice (business)
Taking an incident report (public safety)
Documenting an intake in the emergency room (health)
How is writing used in a CTE Classroom?
Provide examples

13. Inquiry is: WICOR Uncovering one’s understanding
Asking critical questions
Engaging in thinking, learning, and discussion

14. Students who inquire: WICOR Analyze and synthesize materials or ideas
Clarify their own thinking
Probe others’ thinking
Work through ambiguity

15. Inquiry in a CTE Classroom is:
Assessing a noisy engine for repairs
Analyzing a medical issue
Questioning why the car didn’t stop at the stop sign
Deciding how to cut overhead in a declining budget

16. Collaboration is: WICOR Teamwork with shared responsibility
Sharing of ideas, information, and opinions
Formal and informal discussion

17. Students who collaborate:
WICOR
Students who collaborate:
Work together toward a common goal
Develop positive interdependence
Work in focused study groups
Support the learning of others through inquiry

18. Collaboration in a CTE Classroom is:
Creating systems to develop a more efficient computer
Developing positive relationships with customers
Working with other public safety groups to keep the communities safe
Collaborating with parents on their child’s education

19. Collaboration At your table groups, think/pair share:
Why is it important for students to learn how to collaborate?
How does this connect to what business and industry partners are saying?
Describe the purpose of think/pair/share.
Discuss why it is important to allow students time to think – especially those that are EL.
Ask for some volunteers to report out.

20. Organization is: WICOR Managing materials and practicing study habits
Planning and prioritizing school, work, and social tasks
Engaging in mental preparation and goal-setting
Strategically and intentionally taking responsibility for one’s own learning

21. Students who organize:
WICOR
Students who organize:
Develop and use processes, procedures, and tools to study effectively
Manage their time through prioritizing and goal-setting
Are prepared for courses, participate during instruction, and interact with instructors
Self-direct, self-evaluate, self-monitor, and self- advocate

22. Organization in a CTE classroom is:
Managing materials and equipment
Planning and prioritizing school, work, and social tasks
Engaging in mental preparation and goal-setting
Strategically and intentionally taking responsibility for one’s own learning

23. Organization – (C) & (I)
Let’s collaborate and think
How do you require students to be organized in your CTE classroom?
How do you require student to use effective time management skills in your CTE classroom?
Ask for one or two volunteers to report out.

24. WICOR
Reading is:
Strategically gaining meaning, understanding, and knowledge from print and other media
Purpose-driven
Interactive

25. Students who read: WICOR Understand text structures
Apply prior knowledge and make connections to other texts, self, and the world
Make predictions and ask questions
Create visual images as they read

26. Reading in a CTE classroom is:
Understanding the technical vocabulary
Applying prior knowledge and making connections to other texts, self, and the world
Making predictions and asking questions
Creating visual images while reading

27. QuickWrite – an AVID strategy (W)
Write one instructional strategy that you are currently using in your CTE classroom that supports WICOR.
Explain WHY you are using this strategy and how it connects to CTE.

28. AVID Schoolwide
Does anyone know if their high school is implementing AVID School-wide?
If yes, what are some of the AVID strategies that you are using?

29. What is College and Career Readiness? – (I)
Take a moment and reflect and choose ONE word to describe this. Why did you pick this ONE word?
Ask for responses. Discuss the different responses.

30. What is Rigor? – (I) What is your definition of rigor?
How is this demonstrated in your CTE classroom?
Call on participants to share and describe how this requires thinking and learning at higher levels.

31. AVID’S Definition
AVID defines rigor as using inquiry-based, collaborative strategies to challenge and engage students in content, resulting in increasingly complex levels of understanding.
Is this similar to your definition?
What are some AVID strategies that can help teach Inquiry?

32. AVID Instructional Methodologies
Let’s learn more about AVID Instructional strategies that support WICOR and provide rigorous instruction.

33. Cornell Notes Note-taking Note-making Note-interacting Note-reflecting
Distribute Cornell Notes or have them find them in their AVID binder.
This is one of the core instructional strategies that AVID uses. It is often one that is used school-wide?
How many of your currently have students take Cornell notes?

34. Philosophical Chairs – (I) & (C)
Agree
Disagree
The activity focuses on a central statement or topic that is controversial. Students take a position on the
issue and attempt to influence the opinions of others through logical arguments and facts. This activity uses a
format similar to debate, but it is the dialogue that is most valuable. The constructive dialogue increases students’
understanding of the topic being explored.
Philosophical Chairs exemplifies the use of WICOR strategies in lesson planning. Inquiry and collaboration are
inherent in Philosophical Chairs, and writing and reading are easily incorporated into a plan that integrates
the five components of WICOR. Additionally, this activity can be an excellent prewriting activity, since it allows
students to gain and develop a variety of ideas about a topic. Philosophical Chairs is not dependent on a text,
but the process is enhanced by using a text for information.

35. Let’s Participate in Philosophical Chairs
Should all Career Technical Education (CTE) classes be University of California (UC) approved?
Why is this a good question?

36. Costa’s Levels of Questioning and Thinking

37. Level 1 - Gathering Complete Define List Name Select
Texts include books, lectures, or straight from the horse’s mouth.
This type of question is very concrete and pertains only to the text; it asks for facts about what has been heard or read. Information is recalled in the exact manner/form it was heard.

38. Level 2 - Processing Compare Sort Explain (why) Analyze Synthesize
Sequence
The answer can be inferred from the text.
This type question, although more abstract than a level one question, still relies on the facts. With a level two question, the brain has to use the facts. Answers combine information in a new way.
Information can be broken down into parts; it involves examining in detail, analyzing motives or causes, making inferences, finding information to support generalizations or decision-making.

39. Level 3 - Applying Evaluate Predict Imagine Hypothesize Apply Judge
The answer goes beyond the text.
This type of question is abstract and does not pertain directly to the text. These questions ask that judgments be made from information. They also give opinions about issues, judge the validity of ideas or other products and justify opinions and ideas.

40. Costa’s Levels of Thinking3
Applying
(off the page)
evaluate generalize imagine judge
predict speculate if/then hypothesize 2
Processing
(between the lines)
compare contrast classify sort
distinguish explain why infer analyze 1
Gathering
(on the page)
complete define describe identify
list observe recite select

41. Higher Levels of Inquiry – (C)
What are some examples of higher levels of inquiry?
How is this evident in your CTE classroom?
What does business/industry say regarding this?
This is an entire group discussion. Call on people to participate.

42. What is an Essential Question – (I)
Why is the essential question important?
What is the key to crafting a good essential question?

43. The Essential Question
Examples:
Lesson – Financial Literacy:
Essential Question: Why is financial literacy important?
Lesson – The Brake System:
Essential Question: What essential components of a brake system need to be inspected and maintained for safe operation?

44. Socratic Seminar

45. Performance Objective
Students will develop a deeper understanding of complex ideas through rigorous and thoughtful dialogue.
The Greek philosopher Socrates believed that encouraging students to think for themselves was more important than filling their heads with the “right” answers. The Socratic method is a form of inquiry-based discourse that is focused on questioning to spur critical thinking and drive ideation. It is through exploration, dialogue, considering new perspectives, and constant questioning that students develop their critical thinking and problem-solving skills. Through Socratic Seminar, students develop confidence in articulating their ideas to others, while providing supporting evidence with reasoned thinking.

46. What Is Socratic Seminar?
Structured, inquiry-based, collaborative dialogue
Focused on a common text or resource
Formatted to practice critical thinking, reading, and inquiry skills
“How does this idea connect to…?”
“What different conclusions do you have?”
Socratic Seminar is a structured, collaborative dialogue, focusing on a common text or resource that students have analyzed and toward which they have prepared questions to spur the discussion. This strategy provides a format for students to practice skills in critical thinking, reading, and inquiry, as they participate in the inquiry-based dialogue.
“You bring up an interesting point, and I also think….”

47. Closure & Reflection: 3-2-1 (W) (I)
What are 3 AVID strategies you learned?
What are 2 AVID strategies you can commit to implementing next year?
What is one question you would like to ask when the session is over? (Ticket out the Door)
Quickly review all of the AVID instructional strategies that were used today
W – Quickwrite, Cornell Notes
I – Essential Questions, Philosophical Chairs, Socratic Seminar, Costa’s Level of Thinking and Questioning
C – Think/Pair/Share, Give One/Take One
O – Binders, Goal Setting, Career Planning
R - Underlining Texts
Write the one question on a post-it for the ticket out the door.

48. Questions or Comments?

49. Thank You dianalamar123@yahoo.com