1. Tutor Training- Session 1 Creating Rigorous Tutorials to Increase Student Achievement in Academic Classes

2. Module 1 Agenda Participant Introduction WICR GIST and Mission Characteristics of Ideal Tutors Expectations 10 Step Tutorial Process and Video Ideal AVID Tutor and AVID Student

3. Participant Introductions Fold the card lengthwise. On one side, write your name, college attending, and school/district where you tutor. On the other side have them write/ illustrate in the four corners (clockwise): College you attend– top right Strongest subject– bottom right Hobby/ interest– bottom left Your dream job– top left Introduce yourself and share your card at your table.

4. The Mission of AVID 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: 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.

5. “Getting the GIST” Read the Mission Statement silently. In pairs, Create a 20-word sentence summary of the Mission Statement. Share out sample summaries.

6. http://bcove.me/teyvyoa3 People Like Me

7. W I C 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 R READING ● SQ5R (Survey, Question, Read, Record, Recite, Review, Reflect) ● KWL (What I Know; Want to Learn; Learned) ● Reciprocal teaching “Think-Alouds”●

8. WICR/Rigor in Tutorial Curriculum WICOR lessons infused throughout curriculum. Activities can be used on tutorial days and curriculum days. WICR basis for successful tutorials.

9. WICOR and Tutorials

10. Top 10 Characteristics of Ideal Tutors Brainstorm as a whole group what makes an ideal AVID tutor. Read and highlight the top ten characteristics on Activity #1.3.1. Put a check mark on the 5 most important characteristics. Be ready to share.

11. Teacher, Tutor, Student Expectations Individually read assigned role. In table groups, complete activity. Use the Venn Diagram to compare and contrast the expectations from the previous pages for the teacher, tutor and students. 1.Debrief: What are some expectations that are the responsibility of tutors? What will you do to ensure these expectations are met?

12. Tutorial Process Activity Take your 10 pieces out of the envelope and put them in the right order.

14. The Ideal AVID Tutor and Student Brainstorm in table groups a list of characteristics on that would make an ideal AVID tutor/ student to be included in your visual representation. Label one chart paper “Ideal Tutor” and the other “Ideal Student.” Divide into two groups at the table to visually illustrate the characteristics of an ideal tutor/ student. Label each characteristic.

15. Creating Rigorous Tutorials to Increase Student Achievement in Academic Classes

16. Break What’s in a Picture? Tutorial Process: Steps 1-3 Cornell Notes 4 Corner Cornell Note Grading Activity Inquiry Activities Tutorial Request Forms You Be the Judge & Making the Grade Collaborative Learning Groups

17. Costa’s 3 Levels of Inquiry Read and review the “3 Story House Poem” and Graphic on #2.5.1. Read and review #2.5.2, “Vocabulary for Costa’s Levels.” Also, refer to Bloom’s Levels (in handout packet only) Read and review #2.5.3, “Costa’s and Bloom’s Content Specific Questions.”

18. What’s in a Picture?

19. Points to consider to push the inquiry level higer  What systems can we put in place at our site to check student binders?  What strategies can we use to assist students in using inquiry to think at a higher level?  How do we norm the grading of Cornell Notes?  How do we assist students in being responsible for their own learning using the Tutorial Request Form?

20. Cornell Notes Read “College Applicants Beware, Your Facebook Page is Showing”. Create your own page of Cornell Notes. Review your notes, highlighting the main ideas and inserting shortcuts. Replace words with abbreviations whenever possible.

21. Four Corner Activity Review the Cornell Note grading checklist and Cornell Note rubric. Review the sample student Cornell Note pages passed out. Select either grading tool and assign a letter grade of A, B, C, D/F for student Cornell Note pages. Please do this quietly on your own.

22. Four Corner Activity Go to the corner of the room that corresponds with the grade you gave for the Cornell Note page selected by the presenter. Share your reasoning/justification for your grade in small groups at your corner. You may change the grade you assigned the page based on the rationale you hear from each group. Select a representative from your group to share out with the whole group.

23. Four Corner Activity Debrief How do I grade Cornell Notes for quality as well as quantity? How can we use this Four Corner activity to norm the way that we (elective teachers, content teachers, tutors and students) evaluate Cornell Notes at our site?

24. Cornell Note Die-Grading Strategy Label weekly content Cornell Notes to be graded with the numbers 1-6 (i.e. 1=AVID, 2=Language Arts, 3=Math, 4=Science, 5=Social Studies). Before collecting, check off all notes for completion (quantity) and stamp so that you know this note has be checked. Roll the die and collect only the note that corresponds with the number rolled.

25. Tutor Training- Creating Rigorous Tutorials to Increase Student Achievement in Academic Classes

26. Afternoon Agenda Lunch Inquiry in a Bag Tutorial Observation and Feedback Tool Guidelines for Effective Tutorials Fish Bowl Tutorial Mock Practice Tutorial

27. Levels of the Inquiry Process Read the different types of questions. Highlight or underline questions you will use during tutorials.

28. Inquiry in a Bag 1.Select an item from your purse, pocket, etc. 2.Place the item into the paper bag or envelope at your table. 3.Pass the bag or envelope around and have each member of your group select one item.

29. Inquiry in a Bag 4.Write a Level 1, Level 2 and Level 3 question for the item that you selected from the bag. 5.Share your questions in a random order with your group. 6.The group members will decide the level of each question shared and the person whose item is selected should answer the questions.

30. Costa’s 3 Levels of Inquiry Read and review the “3 Story House Poem” and Graphic on #2.5.1. Read and review #2.5.2, “Vocabulary for Costa’s Levels.” Also, refer to Bloom’s Levels (in handout packet only) Read and review #2.5.3, “Costa’s and Bloom’s Content Specific Questions.”

31. Guidelines for Effective Tutorials Read the directions on #3.2.1 and review the P-Q-R-S-T strategy. Read #3.2.2 to complete the activity on #3.2.1. At your tables, discuss: Why is it important to establish norms while working in tutorial groups? “Tutorial Group Norms” Have groups share out norms with each other

32. During the Tutorial  What are effective ways to divide our students into tutorial groups?  What are the steps to the inquiry process that move students to higher-level discussions?  How do we check for our students’ understanding in the tutorial?

33. The Tutorial Process Jennifer’s Tutorial Process-Alg 2 http://learning.avid.org/course/view.p hp?id=6http://learning.avid.org/course/view.p hp?id=6

34. Observation Feedback Form Look over 3.1.3. Debrief at your table: What are the expectations of your role in facilitating collaborative tutorials and what systems do you need to put in place to ensure this happens? How and when might the checklist on #3.1.3 (2 of 2) be used at your site?

35. Inquiry Learning Process What is your question? What can you tell me about it? What does ___ mean? 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? What would happen if you changed __? How would you teach this to a friend? What did you learn?

36. Fishbowl Tutorial 1.Fishbowl participants: 1 tutor (role-played by trainer) 1 student presenter 4-5 group members 2.Observers: Please take notes recording your observations 3.Debrief with your table group using the rubric on #3.1.3 (2 of 2). Based on your observations, check off the appropriate boxes.

38. Fish Bowl Tutorial Debrief Group members: “How did the tutorial process go for you, and what did it feel like to use only inquiry to answer the question?” Student presenter: “How did the tutorial process work for you? Did the inquiry and collaboration of the group members help you solve the question?” Observers: “What suggestions do you have for this group to refine their tutorial in order to move to a more collaborative tutorial model?”

39. Tutor Training-Session 4 Creating Rigorous Tutorials to Increase Student Achievement in Academic Classes

40. Module 4 Agenda Tutorial Trouble Shooting Tutorial Analysis Activity Tutorial Tip Practice Tutorial Strategies & Scenarios 3-2-1 Reflection Evaluation

41. Tutorial Tips Activity 1.Whole group: Brainstorm a list of tutorial problems/dilemmas 2.On Tutorial Request Form, record a question based on a tutorial problem they are currently facing, have faced in the past or predict may be a struggle during future tutorials. 3.Table groups will participate in a tutorial using the questions generated from each member of the group.

42. Tutorial on Tutorial Tips Activity 4.Tutorial protocol should be followed for this activity: Chart paper should be used by each presenter to record the group’s own thinking. Each group member should use inquiry to push the thinking of the student presenter and the group members. Each group member should be taking notes on each student presenters’ question. 5. Rotate roles (tutor, student presenter) until everyone gets a chance to ask their question or until time is called. Those who did not get to share their question in the mock tutorial should start during tutorial today.

43. Tutorial Strategies & Scenarios (WICR) 1.Individually read and review “Tutorial Strategies” & list additional strategies you use to create successful tutorials. 2.Assign each table group a scenario. 3.Record strategies to address your specific scenario. 4.Use “Tutorial Strategies” #5.3.4 & “Tutorial Trouble Shooting” #5.3.6 as a guide to assist you in responding to each scenario. 5.Table groups share out scenarios and strategies.

44. 3-2-1... Reflect Evaluation 3... Things I learned or valued today 2... Ways I can use the information presented today 1... Changes I will make to create rigorous tutorials