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Inquiry and AVID Tutorials

Supporting Socratic Tutorials in the AVID Elective A Focus on Inquiry

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Why are tutorials a required component

of AVID elective classes?

Tutorials comprise all of the key

components of AVID!

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Inquiry

Cornell Notes

Collaboration

Time Management Goal

Setting

Reading to Learn

Writing to Learn

Rigor

Team Building

Handout pg 3

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Tutor Training

Essential 8 (Certification Self-Study) 16 hours of training required Can be combination of formal training and

coaching In-class training

AVID tutorial curriculum activities and pacing chart Out-of-class training

Provided by site team member trained in Tutorology or by AVID staff member

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Trouble Shooting Tutorials

Write success and concern on post-it note “High Five” and “Pairs Pair” Place concerns that need additional support

on chart paper in front of room.

Review of “Tutorial Challenges and Possible Solutions” and “Additional Tutorial Scenarios for Teachers.” (Tutorial Support Curriculum, 5.3.5 and 5.3.6).

Handout pgs 4-5

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Determining Purpose and Outcomes

Students have problems writing “good” questions for Socratic Tutorials.

Scaffold your inquiry instruction so that students create valuable, authentic questions for the tutorial time.Step 1: Students need to understand the reason forthem coming to tutorials with a question.

Short Term Outcomes—assistance with current rigorous class work

Long Term Outcomes—prepare students to take charge of their learning and successfully complete future rigorous courses

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Scaffolding the Inquiry Process

When you first start the process, any level of question is a good question.By accepting Level 1 questions, you will establish the essentialattitudes and resources needed for productive tutorials. Here is anexample.

Student Presenter: What are the reproductive parts of a flower? Group Members:

Do you have your notes or textbook with you? Where in your notes do you find information about the parts

of a flower? What does “reproductive” mean? Is the definition in your textbook?

Students come with resources!

Question is about what the teacher

has covered!

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If things are not going well…

Look for: TRFs completed with

relevant questions Students coming

with all supplies needed

Student participating in the group on every question raised

Laying the foundation is important to success!

Look for the value added!

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The AVID Tutorial Question

The questions should be authentic!

If a student brings a Level 1 question, facilitate the answer and then have them rewrite to be a Level 2 question.

If students are writing “nonsense” Level 3 questions, focus on quality Level 2 questions. (i.e., Pretend you are visiting George Washington, what would you talk about?)

Let’s examine what makes a question good.

Handout “The Good and the Bad”

Writing the TRF Questions Supporting Student Inquiry

Handout pg 6

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The Good and the Bad!

They make you think about what you have studied and put it in a different context or application.

They make you draw conclusions and make applications.

Characteristics of Good Level 2 Questions

Characteristics of Good Level 3 Questions

They make you think,

not memorize!

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STEP 2: Complete TRFWriting Tutorial Questions

Writing Level 2 and 3 questions based on content material must be deliberately taught.

Guide students into “thinking about their thinking” (metacognition).

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STEP 2: Complete TRFWriting Tutorial Questions (Math)

“Student Worksheet: Writing Tutorial Questions,” can help students write a question for a TRF.

Handout, pgs 11-16

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A. 5n – 2B. 23 – 6nC. 15 – 2nD. 18 – 5n

Position Value of Term1 132 83 34 -25 -7n ?

Mock TRF

The table shows the value of the first five terms in a sequence. Which expression can be used to find the value of the nth term?

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Mock Tutorial

A store manager collects data showing thenumber of times each brand of soap ispurchased in his store. Which measure of datashows which brand he sells most? Range Mean Mode Median

What Level of Question?

How can we rewrite the question to raise the level?

Handout pg 10

15 Handout, pg s 3-7

16 Handout, pg s 3-7

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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

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Tutor Roles During Tutoring

Review “Using Tutorial Question Stems”

Review “Levels of Inquiry Process”

Handout pgs 11,13

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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

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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 14

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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 14

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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

Have students monitor themselves by writing down every question they ask during the tutorial.

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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.

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Inquiry Learning Process

What is your

question?

What can you tell

me about it?

What does ___ mean?

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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?

4455

What would happen if youchanged __?

How would you teach this to a friend?

What did you learn?

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Handout pg 15

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The teacher is in control…

Reteach the process as many times and as often as necessary. Scaffold the steps that students are struggling with Show the video to the students Enlist teachers to provide questions that are relevant Use scripting to capture what is happening Use Socratic Seminars to examine the problems students are

having with the process. Use the “10 Steps in the Tutorial Process” and “Tutorial Process Observation Checklist” as the texts.

Tutorial Refinement Recommendations from Revalidation Visits 2010

Handout pg 16

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Step 8: Written reflection

The tutorial reflection is not a summary, it is a reflection on learning. The process of answering and solving their questions Who or what helped them to deepen their

understanding Allow students enough time at the end of

tutorials to think about and write personal reflections.

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Sample Types of Reflections

Written description of the learning (content and/or process) Compare and contrast Classify Generalize

Visual representation of the concept learned Writing to a prompt (Handout “Think About It”)

“How would you teach another student to answer your question or solve your problem?”

“What helped you better understand your question/problem?”

Handout pg 17

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