1. AVID Strategies at a Glance
Helping ALL Students Succeed

2. Questions / Comments / Concerns
Today’s meet is great tool to use during faculty meetings, professional development Sessions, classroom lessons (for those shy students or overly expressive students)
Polleverywhere.com
Allows you to do live audience polls, students love to use during class. Excellent way to get live feedback from staff during a faculty meeting.

3. Cornell Notes
Cornell Notes were developed in 1949 by Walter Pauk, a law professor at Cornell.
Good C-Notes help students organize and process information and use critical thinking skills.
By learning note-taking strategies, students gain access to the “hidden curriculum” of education – learning note-taking skills is part of learning how to do school.

4. 2 1 3 4 5 6 Topic/Objective: Name: Date: Essential Question:
Questions/Subtitles/Headings:
Notes: 4 5
Summary: 6

5. 1 2 3 4 5 6 Topic/Objective: Elements of a short story
Name: Amanda Hines
Date: April 5, 2012 2 3
Essential Question: What are the defining characteristics of a short story?
Questions/Subtitles/Headings:
*What are the parts of a story plot?
*What are the 5 different types of conflicts?
*What are some types of characters?
Notes:
-plot = events that take place in a story
-parts of a plot are exposition, rising action, climax, falling action, resolution
-conflicts: person vs. person = between 2 people
person vs. nature = natural disasters
person vs. society = mainstream society
person vs. self = within heart/soul/mind
person vs. supernatural = a supernatural entity
-dynamic character = personality changes throughout story
-static character = personality does not change thru story no matter what happens 4 5 6
Summary: We are learning the major elements of a short story. The structure of a short story is made up of the different parts of a plot, beginning with the exposition and ending with the resolution. We have also reviewed the types of conflicts that are commonly used, as well as the difference between static and dynamic characters.

6. Memorize These 10 Items Bubble gum Eraser Mockingbird
William Shakespeare
Neon green 43
Notebook paper
Botany
War of 1812
Great Uncle

7. Quickwrite
What is something at which you used to be good but now you’re not as good?
Why aren’t you as good now?
Write for three minutes on this topic.

8. This slide illustrates

9. Quiz
You have 30 seconds to study
Write down the 10 Items

10. WICOR Strategies Writing Inquiry Collaboration Organization Reading
WICOR leads to Rigor…

11. Writing Strategies WICOR Cornell Notes
The Writing Process, from Pre-Write to Final Draft
Learning logs/Reflection journals
What did you do in class today/this week? What did you find interesting? What could you have done differently as a student?
Focused Writing
Write nonstop for 5-10 minutes on a specific topic being studied. The purpose is to explore new ideas, find out what you know and still need to learn about the topic.
Quick Write
Write for 1-2 minutes about a topic.

12. Inquiry Strategies WICOR Socratic Seminars Philosophical Chairs
A dialogue, usually centered around a text, different formats (inner/outer circle, wingman)
Philosophical Chairs
A debate, usually centered around a yes/no “hot-button” issue. Students choose their own side, or are assigned to an opinion and have to argue it, whether or not they agree.
Format varies (stand on opposite sides of room for yes/no, stand around room in spectrum from “strongly agree” to “strongly disagree”)
Critical Thinking Activities
Logic puzzles and riddles

13. Inquiry Strategies, cont.
WICOR
Inquiry Strategies, cont.
Using/Writing High Level Questions
Using Bloom’s Taxonomy or Costa’s Levels of Questions
Costa’s Level 1: Knowledge/Recall
What is a gene? What is a chromosome?
Costa’s Level 2: Processing
Compare and contrast genes and chromosomes.
Costa’s Level 3: Synthesize/Hypothesize
Use what you know about genes and chromosomes to predict a trait in a child.
Gallery Walk
Set up topical quotations, pictures, questions, words, (almost anything!) around room. Students circulate in groups and write their reflections either on posted chart paper or in their own notes.

14. Collaboration Strategies
WICOR
Collaboration Strategies
Jigsaw Activities
Groups of students become “specialists”, bring knowledge back to original groups to accomplish a task
Think-Pair-Share
Reflect on a topic, find a partner, share thoughts
Study Groups
Socratic Seminars
Philosophical Chairs

15. Collaboration Strategies, cont.
WICOR
Tutorials
AVID Tutorials are structured to use the Socratic method and encourage active learning in small groups. Students question each other to arrive at the answer instead of giving knowledge.
Tutor is the “guide on the side”, not the “sage on the stage”.
Reciprocal Teaching
A group of students read a text together piece by piece and, through discussion, help each other understand the content.
Students use 5 key strategies: summarizing, predicting, clarifying, questioning, and visualizing.
Appropriate for all content areas, texts, and allows for full student participation regardless of reading ability.

16. Organization Strategies
WICOR
Organization Strategies
Student agendas/planners
Students write assignments for each class each day. Students self-monitor completion of assignments.
Student binders
Dividers for each subject, Cornell notepaper.
Pencil pouch with pencils, pens, highlighters.
No loose papers!

17. Reading Strategies WICOR Write for Discovery as you Read
SQ5R (Survey the text/Question the material/Read to answer questions, Record key ideas, Recite answers to questions, Review your notes, Reflect on the text)
KWL (What I Know/Want to Learn/Learned)
Marking the text
Number the paragraphs for common reference
Circle key terms
Underline the author’s claims
Highlight new vocabulary
Write for Discovery as you Read
Post-It notes, Letter from/to a character, Letter to author, Reader’s Response Log
Reciprocal Teaching

18. Questions?
Tarrah Thompson Bedichek Middle School AVID Coordinator Austin Independent School District office