1. Tutor Training Part 1
Socratic Tutorials

2. Your Tutor Trainer
Add your contact information here

3. Introductions Use the NAME TENT page 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.
Handout page 67

4. Today’s Agenda Parking lot AVID overview AVID binders
Inquiry & Costa’s levels of questions
Note-taking: Cornell style
The AVID tutorial process
Expectations for tutors & students
Practice tutorials

5. Advancement Via Individual Determination
First…
A little bit about AVID
Advancement Via Individual Determination

6. The Mission of AVID
The mission of AVID is to ensure that all students, and most especially students in the middle with academic potential capable of completing a college preparatory path, will:
Succeed in the most rigorous curriculum
Complete a rigorous college preparatory path
Enter mainstream activities of the school
Increase their enrollment in four-year colleges
Become educated and responsible participants and leaders in a democratic society
AVID’s systemic approach is designed to support
students and educators as they increase schoolwide/
districtwide learning and performance.
Handout pg 3

7. “Getting the GIST” Read the Mission Statement silently.
In pairs, complete the GIST activity in the handouts. Create a 20-word sentence summary of the Mission Statement.
Share out sample summaries.
Share out ways that the GIST can be used in other academic classes.
Handout pg 4

8. The AVID Student Profile
Students with Academic Potential
Average to High Test Scores
GPA
College Potential with Support
Desire and Determination
And Meet One or More of the Following Criteria:
First in family to attend or graduate from college
Historically Underserved in 4-year Colleges
Low Income
Special Circumstances
NOTES:

9. Friday y Monday W n Thursday S M P L E K N H * NOTES: Daily or BlockV I D C u r i c l m T t o a s
Binder Evaluation F e d p
Media Center
Speakers
Motivational v
*(within block) y
Monday W n
Thursday
*Combination
for
Block Schedule S M P L E K N H
Daily or Block *
Schedule : •
Collaborative Study Groups g G
Socratic Seminars
College and Careers
Strategies for Success
NOTES:

10. W I C R WRITING INQUIRY COLLABORATION READING●
Prewrite
Draft
Respond
Revise
Edit
Final Draft
Class and Textbook Notes
Learning Logs/Journals
INQUIRY S
killed 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”
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Handout pg 5

11. AVID Students Keep Binders (Highly successful people are organized)
Contents of binders:
Calendar/agenda and assignment log
Divided sections
Notes from all classes
Tests/quizzes/homework for all classes
Tutorial Request Forms
Learning Logs
Handouts
Tests
Blank notebook paper, pens, pencils, etc.
AVID teachers will explain the specific binder requirements and grading for their classes.
Handout pgs 6 & 7

12. Tutorial Process: Step 1
In their academic classes, students take Cornell notes on the material presented in lectures, textbook readings, videos, handouts, etc.
After class, students review their notes, create questions in the column on the left, and write a summary at the bottom of the page.

13. Thinking and Questioning
Inquiry
And
Costa’s Levels of
Thinking and Questioning

14. Costa’s 3
Levels
Handout pg 8 14 14

15. Writing Questions: “Wonderings”
Study the Preamble to the US Constitution and let your mind “wonder” about the words and meanings within it.
Jot down your wonderings/questions.
Share your questions with a table partner.
With your table partner, identify your questions as Level 1, 2, or 3 (Costa’s Levels of Questions).
Handout pgs 9 & 13

16. Preamble to the US Constitution
We the People of the United States, in Order to form a more perfect Union, establish Justice, insure domestic Tranquility, provide for the common defense, promote the general Welfare, and secure the Blessings of Liberty to ourselves and our Posterity, do ordain and establish this Constitution for the United States of America.
Handout pg 9

17. Writing Questions: “Wonderings
Read the Cinderella Story, being conscious of letting your mind “wonder” about the story.
Using the “Moving on Up” handout, complete the table by writing Level 2 and 3 questions for the given Level 1 questions (work with a table partner).
Handout pgs 10-12

18. Levels of Thinking and Questioning
Review Handouts on --
Vocabulary: Costa’s Levels
Content Specific Questions
Handout pgs 13-17

19. Cornell Note taking Quick Write: 2 minutes
How did you learn the skill of note taking?
How has that skill helped you in your education?
Share out on your table.
Review notetaking depending on how well the participants know Cornell.

20. Cornell
Notes 20

21. note paper and get ready to practice the
Practice Time
Let’s get out a
sheet of Cornell
note paper and get ready to practice the
skill. 21

22. Assignment & Instructions
In the large, right hand
column, take notes like
you normally would. You
may use any style of note-taking you wish: outline format, narrative format, symbols, short hand, etc. 22

23. Cornell note taking stimulates
Why take notes?
Cornell note taking stimulates
critical thinking skills.
Note taking 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. 23

24. Good notes allow students to help each other problem solve.
Why take notes?
Good notes allow students to help each other problem solve.
Good notes help students organize and process data and information.
Good notes help students recall by having them process their notes 3 times.
Writing is a great tool for learning. 24

25. History of Cornell Notes
Developed in 1949 at Cornell University by Walter Pauk
Designed in response to frustration over student test scores and meant to be easily used as a test study guide
Adopted by many major law schools as the preferred note taking method 25

26. large right hand column.
What goes where?
Questions,
subtitles,
etc. go here,
in the left
hand column.
higher level
critical
thinking
questions
are
encouraged.
The heading goes here:
Name, Class, Period, Date, Topic
Notes go here, in the
large right hand column.
A 3 to 4 sentence summary down there on the bottom.

27. Assignment & Instructions
Compare notes with a
partner.
Trade papers. Look for gaps
and missed info.
Both partners should feel free
to add additional information to
their notes. 27

28. Assignment & Instructions
With your partner(s), create questions in the left hand column. These questions should elicit critical thinking skills (Level 2 or 3)
The left column may also contain headings, main Ideas, vocabulary, diagrams, etc. 28

29. Assignment & Instructions
Your questions should reflect:
Information you don’t understand or want to discuss with your teacher or tutor
Possible test questions
Gaps in your notes 29

30. Assignment & Instructions
On your own, in the space provided
at the bottom of the page, write a concise 3-4 sentence summary of what you wrote in your notes or what was learned.
In other words:
Connect the “big ideas” and complete a
3-4 sentence summary. 30

31. Cornell Note Debrief (Brain-based research)
Review the steps of note-taking.
How many times did you process your notes in this brief activity?
How did this process involve collaborative or group learning?
(Brain-based research)
For optimal memory: 10—24—7
10 min—24 hours—7 days

32. Cornell Note Debrief Review Question The Cornell Note-taking system
Sample of completed Cornell notes
Notice the questions in the left column and the summaries
Cornell note-taking checklist and rubric
Question
Should all left-column questions be Level 2 or 3?
Handout pgs 18-21

33. Tutors and Note-taking
Employ class notes as a regular part of the tutorial session.
Have students practice note-taking during tutorials.
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.

34. Tutors and Note-taking
Encourage students to use shortcuts for note- taking.
**Just a suggestion: Tutors take Cornell notes during one or more of their college classes and show these notes to the AVID students.
Handout pg 22

35. What is the main purpose of AVID tutorials?
The Tutorial Process
What is the main purpose of AVID tutorials?
To promote student achievement in academic classes through:
Assistance with content material
Collaborative efforts
Inquiry strategies 35

36. Handout pgs 23-27

37. The Tutorial Process
View the tutorial videos: Before, during, and after tutorials Use the “Summarizing: Pyramid” to summarize/synthesize your learning about the tutorial process.
Handout pg 28

38. The Tutorial Process
Where was inquiry used in the tutorial video segments?
Where was collaboration used in the tutorial video segments?
(Collaboration is group members working together while taking responsibility for each person’s learning.)

39. Tutor and Student Expectations
“Jigsaw” read the “Expectations of Tutors” and the “Expectations of Students” by dividing each reading 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 1-2 big ideas from the reading and 1-2 questions to share with the entire group.
Handout pgs 29-30

40. Tutor and Student Expectations
Find someone you don’t know (or don’t know well)
and do a “1-1-2 minute” share with them on what
you have learned about tutorials and your role in
the tutorials.
Partner A talks for one minute. Partner B just listens—no talking.
Partner B talks for one minute. Partner A just listens—no talking.
Both partners engage in a conversation for two minutes.

41. Tutorial Request Forms
Review the blank TRF’s and the sample TRF in your handouts.
What elements are common to the TRF’s?
Note: Teachers may use various forms of TRF’s on their campuses.
LUNCH
Handout pgs 31-36

42. Room Arrangements Regular tutorials: Desks/chairs in a half-circle
(horseshoe) next to board
Group discussion on a text or group study for test/quiz:
Desks/chairs in a circle

43. Tutor Roles During Tutoring
Watch carefully as the video clip of the actual tutorial is played again.
Designate individuals at your table to carefully note the actions of
The tutor
The student presenting the problem
The students in the tutorial group
Share your observations with your table group.

44. Tutor Roles During Tutoring
Is 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
Coaches students in their learning and questioning of each other

45. Tutor Roles During Tutoring
Review “Using Tutorial Question Stems” Review “Levels of Inquiry Process”
Handout pgs 37-38

46. Presenter Roles During Tutoring
At the board, visually and orally presents problem to group
Interacts with group responses to questions
Pushed by group to think deeply about solutions
Records the steps of his/her and the group’s thinking on the board, preferably in Cornell note style

47. How to Present a Question
Write the problem/question on the board.
Face the group members.
Read the question out loud to group.
Explain prior knowledge and what you understand about the question.
Explain what strategies you used in attempting to answer the question.
Handout pg 39

48. How to Present a Question
Indicate to group exactly where you became confused as you worked to answer this question/problem.
Ask group members: “What questions do you have to prompt my thinking and assist me in identifying the next step?”
Ask group members questions to clarify anything that they asked or stated.
Handout pg 39

49. Group Members Roles During Tutoring
Take responsibility for pushing the thinking of the presenter through questioning and collaboration
Take Cornell notes
Engage with other students in the group, including the presenter

50. Teacher Role During Tutoring
Teacher (or tutor) collects TRF’s and determines groupings.
Teacher constantly monitors tutorial groups: roles of tutor/presenter/ group, participation, conduct, etc.
Teacher (or tutor) collects TRF’s at end of tutorial for grading and feedback.

51. Inquiry Learning Process
Handout pg 40
Identify the Problem:
What is your question?
Check for Understanding:
What do they know?
What can you tell me about it?
What does ___ mean? 1 2 3
Clearly Understands
More Inquiry
Confused??
What questions do you still have?
What would happen if you changed __?
What have we overlooked?
Key Comprehension Questions:
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? 4 5
What would happen if you
changed __?
Recite!!
How would you teach this to a friend?
Reflect...
What did you learn? 6 7

52. Guidelines for Effective Tutorials
Read “Guidelines for Effective Tutorials”, highlighting important ideas.
With a partner from another table, complete the Share-One-Get-One handout.
Comments and questions?
Handout pgs 41-43

53. Mock Tutorial #1 Mock tutorial (6-7 volunteers)
Student presenter
Group members
Need 6-7 volunteers
Individually write at least 2 questions that the group members or tutor might ask of the student presenter. 53

54. Handout pg 44

55. Mock Tutorial #1 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?” 55

56. Mock Tutorial #1 Debriefing
Group members: “How did the tutorial process go for you and what did it feel like to only use inquiry?”
Observers: Report on the involvement of Group Members using the Tutorial Process Observation Checklist.

57. Mock Tutorial #1 Debriefing
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: Report on the involvement of the Student Presenter using the Tutorial Process Observation Checklist.

58. Mock Tutorial #1 Debriefing
Tutor: How were you able to facilitate questioning and interaction between the student presenter and the group?
Observers: Report on the involvement of the Tutor using the Tutorial Process Observation Checklist.

59. Tutorial Reflections
The tutorial reflection is not a summary, it is a reflection on the learning that occurred.
Allow students enough time at the end of tutorials to think about and write personal reflections.
Review the reflection prompts on the handout “Think About It.”
Write a reflection on the mock tutorial.
Handout pg 45

60. “I” Messages
Stating your feelings or observations without attacking the other person
“I” messages are explanations.
“You” messages are evaluations, whether positive or negative.
Review example messages on handout.
Work together as a group to rewrite “you” messages into “I” messages.
Handout pg 46

61. “I” Messages
“Catch the eye” of someone across the room to be your partner.
Work together as partners to rewrite “you” messages into “I” messages.
# 2, 3, 5, 7, 8 on handout
Handout pg 47

62. Mock Tutorial #2
Form small tutorial groups as directed by facilitator.
Designate a tutor, student presenter, and observer. All others are group members.
Choose a tutorial question for the student presenter. Use the Tutorial Request Form B samples (labeled A, B, or C in upper right corner) that also have notes pages attached.
Handouts pgs 48-54

63. Mock Tutorial #2
4. Take notes on all questions (not just your own) on the blank TRF. The tutor should take Cornell notes for the student presenter while modeling higher-level questions for the group. 5. Use the resources and notes provided to assist in asking questions of the student presenter. 6. The Observer will debrief the process with the tutor and group. Then switch roles.

64. Mock Tutorial #2
7. Write a reflection about your learning on the tutorial process on the Tutorial Request Form.

65. Tutorial Process Debrief
With your table group, discuss the Tutorial Scenarios and write your response to each situation.
As a whole group, discuss the Challenges and Possible Solutions in your handout.
Handout pgs 55-57

66. The Non-Negotiables DO—
Maintain confidentiality of students’ grades and conversations
Build appropriate rapport with students
Tell the AVID teacher about any inappropriate action or comment from a student
Report suspected child abuse to the teacher
Contact the teacher (or whomever he/she designates) if you must be absent.

67. The Non-Negotiables DO NOT—
Discuss or joke about drugs, weapons, or sex with students
Have contact with students (phone, , meetings, MySpace, FaceBook) outside of class
Discuss the students or their grades outside of class, except with the teacher

68. Closing
Form small groups as directed by the presenter and answer the debriefing questions on the handout.
Handout pg 58 68

69. Thank you!
Please complete the tutor training evaluation form and leave it on your table.
Thank you for choosing to make a difference for the AVID students.
Handout pg 59

70. Contact information
Name
Address
Phone (000)