Activities and Clubs » AVID » AVID Tutorials

AVID Tutorials

AVID Tutorials are After School from 2:45-4:00 in room 407. After School Tutorials are held Monday- Thursday every week.

Another key component of a successful AVID program is the tutorial process.   This process is not only used in the AVID elective class, but it is also used in after school tutorials.

 Tutorials:

 Purpose          

  • Create deeper understanding of concepts covered in core content classes.
  • Develop skills necessary to become self-directed learners.
  • It's not just homework help!
 

Process          

  • To push each other's thinking. AVID tutorials utilize an inquiry process.
  • Tutors do not give answers; they facilitate the groups discovery process.
  • Students reflect on their learning.
 

How are AVID tutorials different from “tutoring”?

  • Students come prepared with specific questions
  • Questions are high level thinking questions
  • Students work and discuss in collaborative groups
  • Students must reflect on their own participation in the groups and on how the group worked together

 

Tutors don’t teach the answers; they ask more questions; this is called the Socratic Method.

 Students remember:

  • 10% of what they READ
  • 20% of what they HEAR
  • 30% of what they SEE
  • 50% of what they SEE, HEAR, and SAY
  • 70% of what they DISCUSS
  • 80% of what they DO
  • 90% of what they SAY and DO

So, if the teacher/tutor only has you read something, you will likely remember only a tenth of it. If the teacher/tutor is telling you how to do something, you will likely remember only a fifth of it.  If the teacher/tutor is showing you how to do something, you will likely only remember half of it.

 

Why are collaborative groups beneficial?

  • No one knows everything
  • Teachers expect analysis, synthesis, and evaluation of subject matter
  • Students will move faster and remember more when working together

For most people, learning with other people is more fun than studying alone.

 Why are the student written questions important?

The skill of asking questions is fundamentally different from the skill of answering them because…

  • Waiting to answer a question is a passive process; asking a question is an active process and changes your relationship to the material.

We base the design of these student written questions on the theory of Costa. He exlplains the different levels of questions and the cognitive processes related to each level. Level 2 and 3 questions create a much deeper connection to the material than level 1.

Costa’s Levels of Questions

 

Level One Questions– can be answered by facts contained in the document or text or by information accessible in other resources; generally short answers.

Level Two Questions – have answers that are implied by the text; requiring analysis and interpretation of specific parts of the document or text being examined

Level Three Questions – much more open-ended and go beyond the document or text being examined.  They are intended to provide a discussion of an abstract idea or issue.

 Here are some possible terms that students can use to develop different levels of questions:

 

Level 1

Level 2

Level 3

define

analyze

apply

describe

compare

evaluate

identify

contrast

hypothesize

list

group

imagine

observe

infer

judge

recite

sequence

predict

scan

synthesize

speculate

 

Under direct supervision of the AVID coordinator/teacher, tutors will perform the following tasks:

  1. Determine from student notes and discussions, the concepts that need to be taught or retaught..
  2. Evaluate student binders, including calendars, class and textbook notes, etc.
  3. Become familiar with the materials in the AVID Curriculum Libraries.
  4. Become familiar with the textbooks and materials used by AVID students.
  5. Conduct tutorial sessions in all areas of mathematics; therefore, a strong math background is mandatory.
  6. Conduct mini-lessons in the process of writing in all subject areas, study skills, and other aspects of college preparation.
  7. Set an example of personal excellence and high expectations for AVID students to follow.
  8. Work with students in any phase of the writing process, such as brainstorming,clustering, revision, and editing..
  9. Communicate frequently and honestly with the AVID coordinator/teacher regarding student progress and areas of concern.