Welcome to Tutorology

1
Welcome to Tutorology

• AVID Center has updated the AVID Tutorial
  Curriculum for 2008. All AVID teachers will be
  expected to be trained in this new curriculum by
  2010 as required by the AVID Center. This will be
  a requirement of the site certification process.

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Why a Tutorial Support Curriculum?

• Align tutor training to the national
  certification document--Essential 8.2
• Provide the teacher and tutor with tools to
  debrief and refine the tutorial process with
  students
• Provide the teacher and tutor with tools to
  facilitate rigorous tutorials that assist
  students in increasing achievement in academic
  classes

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Tutorial Topics- Mary Bullock

• Think Write Pair Share
• How to Present a Question (p161- 162)
• Using Tutorial Question Stems (p163)

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Think-Write-Pair-Share

• Individually take the next 3 minutes to complete
  the following Quick-Write
• What steps do your students follow in presenting
  their questions for tutorial?
• Debrief Please share with a partner.

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How to Present a Question

• How does what you wrote compare to the 8 steps on
  page 161?
• DVD Clip Matts Story
• - Complete page 162 center column only

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Debrief

• Take the next 5 minutes and with a different
  partner
• What would Matt have had to do in order to
  complete steps 4-6 from page 162 in presenting
  his question?

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Using Tutorial Question Stems

• Review page 163
• -Stems can be utilized as
• A) tools during tutorials
• B) questioning strategies
• C) writing prompts
• Can be laminated for tutorials
• Questions by Subject Area

8
Math Question

• Standard Algebra 8.0
• Students understand the concepts of parallel
  lines and perpendicular lines and how those
  slopes are related.
• CST Released Item
• Stem 18 Considering that the equation of line 1
  is
• 6x 5y 3, and the equation of line 2 is 5x -6y
  0, What conclusion can be made about lines 1
  and 2?

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Science Question

• Standard Physical Science 8.7
• Students understand that the organization of
  the periodic table is based on the properties of
  the elements and reflects the structure of atoms.
  
• CST Released Item
• Stem 2 What is the difference between
  metals and non-metals?

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Language Arts Question

• Standard Language Arts Grade 11
• Reading Comprehension 2.5
• Students analyze an authors implicit and
  explicit philosophical assumptions and beliefs
  about a subject.
• CST Released Item
• Stem 17 What speculation can we make about
  Crocketts attitude toward his audience?

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Social Science Stem

• Standard World History 7.7
• Students compare and contrast the geographic,
• political, economic, religious, and social
  structures of
• the Mesoamerican and Andean civilizations.
• CST Released Item
• Stem 13 How do the characteristics of Aztec
  societies compare to those of Incan
  societies?

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Tutorial Topics Celia Walker

• Checking For Understanding (p
  165-166)
• Reflection How Do you Keep it all going? (p168)

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Checking for Understanding

• Individually complete 165
•  
• Individually complete page 166 according to
  how you and your tutors check for understanding
  of the process used to arrive at the solution to
  each question presented during the tutorial.
• Debrief Share your responses to question 2 on
  page 166 with your table.

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Reflection How Do You Keep It All Going?

• Take the next 5 minutes to
• At your table groups, individually number
  yourselves 1, 2, 3.
• Answer your corresponding question number on
  page 168

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Reflection How Do You Keep It All Going?

• Take the next 10 minutes
• Move to the corner of the room that
  corresponds to your question number (bring your
  written response and pen/pencil)
• Share your responses to your corner group and
  take notes on others comments,

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Reflection How Do You Keep It All Going?

• Take the next 10 minutes to
• Return to your table and share the two best
  ideas for your corresponding question number

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Tutorial Question Analysis-Ricardo/Darren

• DVD Itzel Preparing for Tutorials
• With a partner, discuss Itzels statement
• solving for x is a level 2 question.

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Tutorial Question Analysis

• Many students are not clearly expressing their
  actual question during math tutorials. This
  activity will focus on how students present their
  questions and identify the point of confusion.
• Read and Review page 170focusing on Example
  3.

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Tutorial Question Analysis

• Note Page 171, steps 1 and 2 have been completed
  for you.
• DVD Itzel Inquiry and Collaboration
• While viewing the DVD, identify what Itzel knows
  and can do for the 3rd step on page 171
• Share your response with a partner

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Tutorial Question Analysis

• 5. DVD Itzel Inquiry and Collaboration
• 6. While viewing the DVD, identify Itzels
  point of confusion
• 7. Considering the 4th step, write a question
  that Itzel could have asked during tutorial to
  better address her point of confusion?
• 8. Whole Group Share

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Tutorial Question Analysis-Next Steps

• Partner talk What can you do to support
  students and tutors in developing questions that
  better address points of confusion?

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Tutorial Question Analysis

• DVD Itzel Inquiry Collaboration
• Individual Reflection
• To what extent was Itzels question answered
  (Explain the steps to solve for x, v(3x/5) 4
  2)?
• Whole Group Share
• How would you characterize the use of academic
  language while the group addressed her question?

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Tutorial Topics Debbie Burton

• Completing Tutorial Growth Plan (133-134)
• Idea Hunt Suggested Tutorial Make Up Activity

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Completing Tutorial Growth Plan

• Please write your school name and your name on
  this sheet. Complete one Growth Plan per school,
  pages 133-134. Please include in the School
  Certification Portfolio.
• 1. Where is your school on this continuum for
  all four roles?
• 2. What strategies can you implement to achieve
  or maintain a Collaborative rating for these
  roles?

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Jigsaw of Tutorial Growth Plan

• 1. At your table groups, individually number
  yourselves 1, 2, 3, 4
• 2. Match to the 4 roles on page 133-134Teacher
  is 1, Tutor is 2, etc
• 3. Move to the area of the room that corresponds
  to your role number (bring pages 133-134 and
  pen/pencil). We will have two groups for each
  role.
• 4. Group Sharing Where is your school on this
  continuum for this role? What strategies can you
  implement to achieve or maintain a Collaborative
  rating for this role?

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Feedback for Tutorial Growth Plan

• Which indicators would you add or modify for
  your role to the specific columns? Please chart
  your responses.
• Please return to your tables.

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Idea Hunt

• On a note-card, write down one way you allow
  students to make-up tutorials.
• Find a person in the room, that wrote down
  something different than you. Share your ideas
  and record on your own note-card.
• Repeat process with another personyou will now
  have 2 new ideas on your note-card.

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Suggested Tutorial Make-up Activities

• Whole Group Share Any Innovative Ideas?
• Review page 175

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Tutorial Topics Darren/Ricardo

• Grade/Tutorial Analysis Activity
• Quick Write

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Grade/Tutorial Analysis Activity

• Take the next 5 minutes to
• Individually Read page 176
• then
• Quick-write
• What data is collected by your
• site/district to show evidence that tutorials
  are used to increase student achievement in all
  academic areas?
• Take the next 3 minutes to Pair-Share your
  responses with a new partner.

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Grade/Tutorial Analysis Activity

• Imagine you are student Eddie Lopez, take the
  next 15 minutes to review page 177 in order to
  individually finish completing page 181
• Calculate the Overall rows on both tables
• and
• B. Answer the two reflective questions

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Grade/Tutorial Analysis Activity

• Take the next 15 minutes to
• Table Share your responses to page 181
• then
• How would you implement this in the AVID
  elective?
• How would you share this data with your AVID site
  team?
• For those districts utilizing pacing guides, how
  can this be a part of the data analysis?

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Grade/Tutorial Analysis Activity

• Page 182 Grade/Tutorial Analysis Part C Handout
  3.12.1
• This can be used as a follow up for the next
  grading period

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LUNCH

•  

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Mock Tutorial

• Observe role playing of an AVID tutorial.

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Mock Tutorial RolesStudent presenter
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Mock Tutorial RolesGroup Members
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Mock Tutorial RolesTutor
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Mock Tutorial RolesTeacher
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Mock Tutorial - Roles

• Observers role
• Use the checklist (p137) to evaluate the mock
  tutorial
• Use the back side as a reference for levels of
  questions (164)

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Mock Tutorial

• Solve 4x - 1 3(x1)

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Mock Tutorial Observations

• Looking at your checklist, what questions could
  you ask
• the teacher
• the tutor
• the student presenter
• the group members,
• in order to make the tutorial more
  collaborative?

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Mock Tutorial-Debrief

• Revise the question to be higher level
• Identifying the point of confusion
• Graphic Organizer (t-chart)
• Academic Vocabulary
• distributive property
• combining like terms
• isolating the variable
• conceptual vs. procedural understanding
• Checking for solution and checking for
  understanding

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Articulation

• Please sit in circle
• Comment Cards from December
• Site Data Remindershow school status list via
  www.avidonline.org
• Senior Data Remindershow school status link via
  www.avidonline.org
• Scholarship Application
• Calendar CSS Visits
• Survey Monkey Feedback

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Comment Cards from December

• Please share your successes and challenges in
  this implementation with your partner school.
• Whole group share 2-3 positives and 2-3
  challenges.

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Site Data Collection

• www.avidonline.org
• MyAVID
• AVID Data Entry System
• Under Site Data Collection, select Schools Status
  List

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Senior Data Collection

• www.avidonline.org
• MyAVID
• AVID Data Entry System
• Under Senior Data Collection, select Schools
  Status List