AVID Tutorials
A key component of a successful AVID program is the tutorial process. This process is not only used in the AVID elective class, but in after school tutorials.
Tutorials:
- Create deeper understanding of concepts covered in core content classes.
- Develop skills necessary to become self-directed learners.
During the process:
- Push each other's thinking utilizing 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 the groups collaboration
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 your teacher/tutor told to only read something, you’ll only remember a tenth of it.
If you’re told how to do it, you’ll only remember a fifth of it.
If you’re only doing something, you’ll remember half of it.
Why are collaborative groups beneficial?
- Everyone brings in different information and perspectives
- Teachers expect analysis, synthesis, and evaluation of subject matter
- Students will move faster and remember more when working together
- It can make studying more fun when working in groups vs. alone
Why are the student written questions important?
Asking questions is fundamentally different from answering 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 explains the different levels of questions and cognitive processes related to each level, with the higher levels creating a much deeper connection to the material than level one.
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:
- Determine from student notes and discussions, the concepts that need to be taught or retaught..
- Evaluate student binders, including calendars, class and textbook notes, etc.
- Become familiar with the materials in the AVID Curriculum Libraries.
- Become familiar with the textbooks and materials used by AVID students.
- Conduct tutorial sessions in all areas of mathematics; therefore, a strong math background is mandatory.
- Conduct mini-lessons in the process of writing in all subject areas, study skills, and other aspects of college preparation.
- Set an example of personal excellence and high expectations for AVID students to follow.
- Work with students in any phase of the writing process, such as brainstorming, clustering, revision, and editing..
- Communicate frequently and honestly with the AVID coordinator/teacher regarding student progress and areas of concern.