1. TUTOROLOGY (6 hour training) Creating Rigorous Tutorials to Increase Student Achievement in Academic Classes Training for teacher tutorology certification

2. Welcome & Introductions Your name Contact information 2

3. Parking Lot Logistics Materials Training Audience Other Information Welcome & Introductions 3

4. Why Have a Tutorial Support Curriculum?  Align tutor training to the national certification document (CSS)  Provide training to all AVID elective teachers in the Tutorial Support Curriculum Resource Guide to meet the requirements of the new 2009-2010 teacher training indicator in Essential 8.  Provide a curriculum to create effective, rigorous and collaborative tutorials that increase student achievement in content classes  Provide coaching tools for tutorial participants to debrief and collaborate 4

5. Agenda  Book Tour and Pacing Chart  Initial Tutor Meetings  Tutorial Video  Tutorial Steps 1-10  Cornell Notes  Tutorial Request Forms  Observation Feedback Tool  Presenting a Question  Mock Tutorials  Grade & Tutorial Analysis Activity  TRF Reflections  Tutor Meetings  Coaching the Tutorial Participants 5

6. Seasonal Partners  On a piece of paper draw a triangle as shown.  Find three people that you don’t know well and ask them to be your “Texas Seasonal Partners”.  Record each name by one season. HOTCOLD WHO KNOWS ! 6

7. Book Tour  Table of Contents (ii-ix): Broken into units, identifies audience, activity number and pages are listed  Introduction & WICR (x-xii): WICR strategies that are infused in the book are listed  Familiarization Activity (xiii-xvi): Takes you on a jigsaw tour of the 5 units of the book  Pacing Chart (xvii-xxiv): Outlines the contents of the resource guide and provides a documentation form for the 16-hour tutor training  Unit 1 layout (pp. 1-3): Overview of the unit: handouts, audience for each handout, CD correlation 7

8. Book Tour CDs in Back of Book:  AVID Tutorial Support Activity Guide: PDF’s of Tutorial Activities from the guide  AVID Tutorial Support Training: Interactive computer CD that contains video clips, slides, activities & PDF documents 8

9. WICR/Rigor in Tutorial Curriculum p. x-xi  WICR basis for successful tutorials  WICR lessons infused throughout curriculum  Tutor Training Suggestions: Activities can be used on tutorial days and curriculum days 9

10.  Tutorial Support, pages xvii-xxiv  Outlines the contents of the Tutorial Support Curriculum Resource Guide (TSCRG)  Can be used to create, customize and document training hours and activities for Essential 8.2  Includes the intended audience, time frame and whether it is an individual activity or if teacher support is needed  Printable version located on AVID Center curriculum update CD in Tutorial Guide or in “file sharing” Pacing Chart 10

11. Tutorial Training Materials  Tutorology: (6 hour) 1-day training to train teachers to train their own tutors  Tutor Training: (16 hour) 2 full-day or 4 half-day trainings to train cross-age & college tutors  Syllabus, PPT, mock tutorials, pacing chart available under Elective Program Resources (avidonline “file sharing”)  Can be used with in-class training for both students and tutors or separate out-of-class trainings 11

12.  Tutorial Support Curriculum Resource Guide (TSCRG)  Available under Curriculum Updates (“file sharing”)  Available in 08-09 AVID Center Curriculum Updates CD  Activities from TSCRG found on Tutorial Support Activity Guide (CD in back of book) Tutorial Training Materials 12

13. Essential 8: Tutors  Indicator 2, Level 2  Trained personnel provide on-going coaching and support to tutors…There is evidence that teachers coach the tutors in this collaborative inquiry-based process.  Indicator 2, Level 3  … provide on-going training and support in AVID methodologies for tutors extending beyond the AVID training modules.  Indicator 4, Level 2  There is evidence of tutorial adjustments based on tutorial evaluation or feedback by AVID students. 13

14. Unit 1: AVID Overview  Intro to the AVID program and its mission*  Program Essentials*  Establishing positive communication/strong rapport with teachers, tutors and students  Characteristics of Ideal Tutors  Initial tutor meetings  Tutorial participant contracts  Tutorial roles and expectations * These agenda items won’t be covered in this training since the participants are already familiar with them. 14

15. Initial Tutor Meetings  Characteristics of Ideal Tutors #1.3.1  Whoever facilitates the initial tutor training will want to discuss with the tutors some “do’s and don’ts” related to classroom and district policies and expectations. At your table review and discuss the meeting topics on #1.4.1. 15

16. Initial Tutor Meetings Debrief: Brainstorm with the whole group:  Additional topics for your campus or district  Logistics of the tutor meetings (when, how often, where, how long, etc.) 16

17. Itzel’s Story View Itzel’s Story on Play-All Training CD Video Debrief Questions: What did you notice about the roles of the tutor, student presenter, group members, and teacher? How would you help Itzel and the students be more effectively involved in the tutorial? 17

18. The Tutorial Process  Read Before, During and After the Tutorial #1.8.1 as directed by the trainer.  Tab diagram on #1.8.2 for future use.  With your HOT seasonal partner complete #1.8.3 “Summarizing Pyramid” 18

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20. Useful Pages  General expectations #1.5.1  Tutor Trainer  AVID Teacher  Tutor  Students  Sample contracts #1.6.1-#1.6.6  Tutor questionnaire 1.7.1 20

21. Unit 2: Before the Tutorial  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? 21

22. Student Binders & Agendas  Useful Pages:  Agenda Scavenger Hunt #2.1.3  Binder check-off sheet, grading rubrics, and feedback forms #2.2.2 - # 2.2.8  These pages can be personalized for your campus/district. 22

23.  What are Cornell notes?  Why are Cornell notes particularly beneficial to students?  What is the most important section of Cornell notes? Tutorial Step 1: Taking Cornell Notes 23

24. Tutorial Step 1: Taking Cornell Notes  What can teachers (elective, content and site team) and tutors do to support students taking Cornell notes in their academic classes?  Video clip: (Matt) Content Area Class Prior to the Tutorial 24

25.  Read the text, “I’m Different…”, #2.5.8, and write down 10 observations (right-hand side on C-notes)that you make while reading.  Share the observations at your table. Add 3 other observations that you learned from your table partners.  Individually write three “wonderings” you have after discussing the observations. Tutorial Step 1: Taking Cornell Notes 25

26. Writing Summaries A notes summary—  is typically 3-5 sentences long.  is a concise statement using your own words.  is written about the important concepts, not about “I learned that---.” Sample methods of writing summaries  Highlight/mark 5-10 key words or phrases in the notes or reading, and use these to write a summary.  Write compare and contrast statements. 26

27.  Write a summary for the notes you took on “I’m Different….” Share as directed by the presenter. Writing Summaries 27

28. Cornell Notes  Student samples of Cornell Notes on #2.4.3  Suggestion: Have tutors share their college Cornell Notes with the AVID students. You might want to check the tutor’s notes before letting students see them— so you won’t receive a surprise from questionable content. 28

29. Four Corner Activity 1.Review the Cornell Note grading checklist #2.4.6 and the Cornell Note rubric #2.4.7. 2.Using the Cornell Note sample and the grading checklist OR rubric, and assign a letter grade of A, B, C, D/F for the student Cornell Note page. Please do this quietly on your own. 29

30. Four Corner Activity 3.Go to the corner of the room that corresponds with the grade you gave for the Cornell Note page selected by the presenter. 4.Share your reasoning/justification for your grade in small groups at your corner. 5.You may change the grade you assigned the page based on the rationale you hear from each group. 6.Select a representative from your group to share out with the whole group. 30

31. Four Corner Activity Debrief  How will you grade Cornell Notes for quality as well as quantity?  How can you use this Four Corner activity to norm the way that we (elective teachers, content teachers, tutors and students) evaluate Cornell Notes at your site?  What are additional ways to grade notes? Brainstorm at your table. 31

32. Cornell Note Die-Grading Strategy  Label weekly content Cornell Notes to be graded with the numbers 1-6 alphabetically by subject in pen at the top of the page. (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 notes that corresponds with the number rolled. 32

33.  The number 6 is WILD and the students get to choose any of the numbered notes to submit for grading.  The note that is submitted for grading should be graded for quality using the rubric on #2.4.7  When the note is returned have students do a reflection, learning log or make corrections indicated on the graded notes.  Share other strategies from the participants. Cornell Note Die-Grading Strategy 33

34. Costa’s 3 Levels of Inquiry Read and review the “3 Story House Poem” and Graphic on #2.5.1 Note: Bloom’s Taxonomy of Questioning is on the Tutorial CD under Inquiry & Collaboration Resources 34

35. Inquiry Activities  How can you use the following pages?  Vocabulary for Costa’s Levels, #2.5.2  Costa’s Content Specific Questions, #2.5.3  Levels of the Inquiry Process #2.5.10  Activities for Teaching Inquiry, #2.5.4-#2.5.9 35

36. Inquiry Learning Process (#2.5.10) 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

37. Step 2: Complete the TRF  Why is it challenging for students to come up with higher-level questions?  How can you scaffold this step so students will be successful in preparing for the AVID tutorial?  Video clip: (Matt) Preparing for Tutorials  Mark for future use: Good reflection questions for students and tutors on #2.6.2. 37

38. You Be the Judge  Review the sample TRF’s #2.7.2 and #2.7.4.  What are the common components of the TRF’s?  Share with your “elbow partner” the type of TRF your campus/district uses.  With your partner, complete “You Be The Judge!” #2.7.3  Discuss with the table group or entire group as directed by the presenter. 38

39. Step 3: Preparing for Tutorials 39

40. Unit 3: 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? 40

41. Observation and Feedback  Review the Tutorial Observation and Feedback Tool, #3.1.2, and the Tutorial Process Checklist, #3.1.3, which is a compact version of the first document.  Note that the “levels” of responsibilities of each tutorial participant are similar to the levels of the CSS. 41

42. The observation checklist is a non- evaluative approach to provide objective feedback to each member of the tutorial process. Share this tool with teachers, tutors and students so the expectations of each role are clear. 42

43. Observation Feedback Form Discuss at your table:  How might you incorporate the Tutorial Process Checklist, #3.1.3, in your AVID program/ classroom to coach and refine your tutorial process?  When could your use the checklist? 43

44. Step 4: Dividing into Tutorial Groups  How does the way you group students for tutorials increase academic achievement? * Video clip: (Matt) Getting into Groups  On a sticky note, write 1 or 2 ways you form or can form tutorial groups.  Find someone across the room that you don’t know well. Share and discuss your sticky note ideas with that person.  Check all that apply on #3.3.1 44

45.  Read and review #3.7.1, “How to Present a Question.”  Discuss the importance of formally teaching students how to present their question and the 8 steps observation form introduced on #3.7.2,  Video: (Matt) During Tutorial: Inquiry & Collaboration Step 5: Beginning the Tutorial 45

46.  From the video of Matt’s tutorial, record what you saw and heard for each step in presenting a question.  If you were coaching and debriefing with Matt, what suggestions would you have for him in presenting a question? Step 5: Beginning the Tutorial 46

47. Step 6: Checking for Understanding  How did the tutor and group members in Matt’s tutorial check for understanding? (Refer to “The Inquiry Process” graphic, #2.5.10,)  Read, review and check all that apply on #3.8.1 47

48. 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? 48

49. Fishbowl Tutorial  Fishbowl participants: 1 tutor 1 student presenter 4-5 group members  At your table, designate individuals to observe the tutor, presenter, and group members.  Take notes on the Tutorial Process Observation Checklist, recording your observations  Debrief the mock tutorial as a whole group. 49

50. Question for Presentation” Translate the following phrase into an algebraic expression. “25 decreased by the sum of three and half a number” Fishbowl Tutorial 50

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52. 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?” Tutor: “How were you able to facilitate questioning and interaction between the student presenter and the group? Observers: “What feedback do you have for the student presenter based on your checklist? What suggestions do you have for this group to refine their tutorial in order to more to a more collaborative tutorial model?” 52

53. Step 7: Repeating the Inquiry Process MOCK TUTORIALS  Assign a tutor, observer, and student presenter in each group. Everyone else is a group member.  Student Presenter: select a tutorial question (A, B, or C) from the envelope on your table.  Group members will take notes on all questions (not just your own). The tutor should take Cornell notes for the student presenter while modeling higher-level questions for the group members and monitoring the tutorial process. 53

54. Step 7: Repeating the Inquiry Process  When time is called, the observer will debrief the process as the presenter, tutor and group listen. Then switch roles and complete another tutorial round.  After 2-3 rounds are completed and the tutorial session has ended, write a reflection about your tutorial learning on the Tutorial Request Form (or Cornell note paper). 54

55.  In your mock tutorial group, discuss the questions in the Tutorial Process Observation Debrief, #5.5.3.  Based on your role, the debrief page you completed and the information shared by the rest of the group, what will you be mindful of as you build collaborative tutorials at your site? Mock Tutorials Debrief 55

56. Unit 4: After the Tutorial  How do we help our students write meaningful reflections?  What type of feedback should we provide on the Tutorial Request Form?  How do we debrief the tutorial with both tutors and students? How do we get families involved in this process? 56

57. Step 8: 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.  Use the Reflection Prompts on #4.2.1 to write a reflection on the mock tutorial. (What helped you access the knowledge?) 57

58. Quick Write  What data is collected by your site to show evidence that tutorials are used to increase student achievement in all academic areas?  Share out in table groups. 58

59. Grade and Tutorial Analysis Activity  Read #3.12.1 individually.  Look over and review #3.12.1.  Discuss the following questions at your table:  What data will this activity provide and how will this information influence achievement/ performance in academic classes and the tutorial session?  When and how should this activity be incorporated into the AVID classroom? 59

60. Step 9: Providing & Receiving Feedback  Read, review and check all points on #4.3.1 that apply to your AVID class.  “Catch the eye” of someone from another table and discuss the following questions with them:  What tutorial feedback will be provided to students to assist them in creating rigorous tutorials?  What are the policies and procedures for having tutors grade student work? 60

61. Unit 5: After the Tutorial Debriefing Materials in Unit 5:  Debriefing and refining activities and tools for all tutorial participants to use (Essential 8.2)  Forms for documenting tutorial meetings  Activities for coaching participants in the tutorial process 61

62. Step 10: Debriefing the Learning The tutorial process is not complete until the AVID elective teacher/site tutor trainer debriefs with the tutors, and the students verify their learning during tutorials when they are back in their classrooms.  Which of the items in the #5.1.1 checklist are you using?  What other methods are you using to debrief the tutorial learning? 62

63. Coaching Tutors  Video Clip: (Matt) Mentoring Tutors  Find your partner and discuss the following question: How can you formalize the process of mentoring students and what systems will you put in place to ensure this happens consistently? WHO KNOWS ! 63

64. Coaching Tutors  #5.2.4 Coaching/Debriefing Meeting: Suggested topics and guiding questions to discuss with tutors during their debriefing meetings.  Brainstorm as a whole group a list of formal meeting topics to be discussed with your tutors throughout the year. 64

65. Tutorial Debriefing #5.2.3 Coaching Your Students: Strategies and techniques to use when coaching students #5.2.5 and #5.2.6 Meeting Dates and Topics, and Notetaking Form: These forms can be used to record meeting dates with a brief description and to guide the note-taking process at these meetings. 65

66. Tutorial Debriefing Handouts #5.3.4 Tutorial Strategies: Examples of extra steps tutors can take to rigorous tutorials #5.3.5 Tutorial Scenarios: Questions on how to deal with various situations during tutorials. #5.3.6 Tutorial Trouble Shooting: Suggestions and handout references for problem areas 66

67. YOU DID IT !!! Six hours packed with information!! Now you’re armed and ready to have stupendous tutorials in your AVID classroom!! Thank you for a great day!! 67

68. Closing Review WICR activities and record on chart Complete Evaluation Forms Thank you! 68