th Welcome to 10 Grade AVID Assignments Due

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th Welcome to 10 Grade AVID Assignments Due: Today’s Agenda: Wednesday July 23 rd,

th Welcome to 10 Grade AVID Assignments Due: Today’s Agenda: Wednesday July 23 rd, 2014 1. AVID Overview/Making the Grade Video Clip & Go Over Syllabus 2. Cornell Notes Power Point 1. Syllabus signatures due Friday 2. Binder and Portfolio Materials due Friday Objective: I will learn various skills and strategies that will help me become a more effective students. Essential Question: What skills do students need to develop to become better students?

WELCOME TO

WELCOME TO

What does AVID stand for? • Advancement • Via • Individual • Determination [L.

What does AVID stand for? • Advancement • Via • Individual • Determination [L. avidus]: eager for knowledge

Themes in AVID (Grades 9 -12) • Organization • Research Skills/Papers • Time Management

Themes in AVID (Grades 9 -12) • Organization • Research Skills/Papers • Time Management • Public Speaking • Money Management • Cornell Notes • College Readiness • Tutorials • College Exploration • Philosophical Chairs • Socratic Seminars • Scholarship Research • Goal Setting • Career Exploration • Mission Statements • The Process of Getting a Job • Self Discovery & Reflection • Study Skills • Tips for Success • Guidance Lessons • Binder Checks

th 9 Grade Areas of Focus BE PROACTIVE Take responsibility for your life. BEGIN

th 9 Grade Areas of Focus BE PROACTIVE Take responsibility for your life. BEGIN WITH THE END IN MIND Define your mission and goals in life. PUT FIRST THINGS FIRST Prioritize, and do the most important things first. THINK WIN-WIN Everyone can get what they want. SEEK FIRST TO UNDERSTAND, THEN TO BE UNDERSTOOD Listen to people sincerely. SYNERGIZE Work together to achieve more SHARPEN THE SAW Renew yourself regularly

th 10 Grade Areas of Focus Principle 1: Take 100% Responsibility for Your Life

th 10 Grade Areas of Focus Principle 1: Take 100% Responsibility for Your Life Principle 2: Believe It's Possible Principle 3: Decide What You Want Principle 4: Be Clear Why You're Here Principle 5: See the Best to Be the Best Principle 6: Unleash the Power of Goal-Setting Principle 7: Release the Brakes Principle 8: See What You Want, Get What You See Principle 9: Act As If Principle 10: Just Lean into It Principle 11: Face Your Fears Head-On! Principle 12: Be Willing to Pay the Price Principle 13: Ask! Principle 14: Rejection Principle 15: Use Feedback to Fast. Forward Principle 16: Stop Hanging with Turkeys and Soar with Eagles Principle 17: Keep Score of Your Success and Build on It Principle 18: Perform with Persistence by Keeping Your Eyes on the Prize Principle 19: Give Your Best to Be Your Best Principle 20: Start Now-Just Do It!

The Mission of AVID “AVID’s mission is to close the achievement gap by preparing

The Mission of AVID “AVID’s mission is to close the achievement gap by preparing all students for college readiness and success in a global society. ”

AVID Student Profile • Average to high test scores • 2. 0 – 3.

AVID Student Profile • Average to high test scores • 2. 0 – 3. 5 GPA • College potential with support • Desire • Determination

What AVID is NOT • A remedial class • Study hall

What AVID is NOT • A remedial class • Study hall

Students must meet at least one criteria below: • 1 st to attend college

Students must meet at least one criteria below: • 1 st to attend college • Historically underserved in college • Low income • Special circumstance

Sample Week in AVID Mon • AVID Skills for Success • College & Careers

Sample Week in AVID Mon • AVID Skills for Success • College & Careers Tues • Tutorials Wed Thurs Fri • AVID Skills for Success • Presentations • AVID Skills for Success • College & • Teambuilding Careers • Binder Check • Tutorials

Tutorials

Tutorials

Cornell Notes

Cornell Notes

Purpose of AVID Tutorials • Create deeper understanding of core curriculum • Develop academic

Purpose of AVID Tutorials • Create deeper understanding of core curriculum • Develop academic skills • Reflective learning • Encourage leadership skills

Students remember… • • 10% 20% 30% 50% 70% 80% 90% Of what they

Students remember… • • 10% 20% 30% 50% 70% 80% 90% Of what they READ Of what they HEAR Of what they SEE, HEAR, and SAY Of what they DISCUSS Of what they DO Of what they SAY as they DO something

Academic Rigor “Rigorous curriculum is a greater factor Rigorous curriculum in determining college graduation

Academic Rigor “Rigorous curriculum is a greater factor Rigorous curriculum in determining college graduation rates than class standing, standardized test scores, or grade point average. ” - Clifford Adelman

AVID increases the # of • Low income students in college • Minorities in

AVID increases the # of • Low income students in college • Minorities in college • Students graduating from college

AVID Graduates • 97% plan to attend college – 66% will enroll in a

AVID Graduates • 97% plan to attend college – 66% will enroll in a four-year university – 31% will enroll in a two-year college • 78% of AVID students are accepted to four-year universities • 83% of their parents have less than a four-year degree

Completion of Four-Year College Entrance Requirements • 76% of all graduating seniors DO NOT

Completion of Four-Year College Entrance Requirements • 76% of all graduating seniors DO NOT meet university requirements • 89% of AVID students meet university requirements! • Only 34% of students in the United States complete university requirements

Nationwide • Nationwide 76% of students from affluent backgrounds attend college. • Only 4%

Nationwide • Nationwide 76% of students from affluent backgrounds attend college. • Only 4% of community college students transfer to a four-year college or university • AVID seniors graduate with an average G. P. A. of 3. 1

Why AVID works • Rigorous curriculum • Support • Creates a team • Provides

Why AVID works • Rigorous curriculum • Support • Creates a team • Provides students with the “hidden curriculum”

Grading • Binder Check (30%) • Tutorial (30%) • Projects, Classwork and homework(30%) •

Grading • Binder Check (30%) • Tutorial (30%) • Projects, Classwork and homework(30%) • Portfolio (10%)

Expectations • Students are expected to demonstrate maturity, responsibility, and respect for others. •

Expectations • Students are expected to demonstrate maturity, responsibility, and respect for others. • Anything that interferes with learning, including, but not limited to cell phones, music players, makeup, and food, will be confiscated. • Students will participate in college entrance exams such as the PSAT, PLAN (if offered), and SAT.

Expectations • Hats should be removed when entering the room. • Gum, food, and

Expectations • Hats should be removed when entering the room. • Gum, food, and drink are not allowed in class. • Cells phones need to be silenced and put away during class time. (See cell phone agreement form)

Late work & Extra Credit • You are responsible for all material presented in

Late work & Extra Credit • You are responsible for all material presented in class. Even if you have extra-curricular activities, you are still responsible for completing and turning in assignments when they are due. • You will be given until midnight that same day to e-mail the assignment. After that the assignment is half credit off. It is your responsibility to ask for missing assignments and/or to visit http: //ww 2. chandler. k 12. az. us/Page/6840 to download missing assignments. • Late work is half credit off. All assignments are due at the beginning of the class period. It is your responsibility to print essays or have assignments ready before the class period begins. • If you have a serious extenuating circumstance, speak with me as soon as possible. Waiting until the class period when something is due is not acceptable. • Extra credit is rarely offered in AVID if at all.

AVID Website http: //www. cusd 80. com/Page/6840

AVID Website http: //www. cusd 80. com/Page/6840

Taking Cornell Notes

Taking Cornell Notes

What do Cornell Notes Look Like?

What do Cornell Notes Look Like?

The Curve of Forgetting • By day 2, if you do not think about

The Curve of Forgetting • By day 2, if you do not think about or review your notes, you will lose 50%-80% of what you learned. • By day 30, if you do not think about or review your notes, you remember only 2% - 3% of what you learned on day 1. Source: Counseling Services, Study Skills Program at the University of Waterloo

The Value of Cornell Notes • Students who take no notes or some notes

The Value of Cornell Notes • Students who take no notes or some notes retain less than 59% of what was learned. • Students who take and use Cornell Notes as a study tool retain 90%-100% of what was learned.

Table Talk • With your table group, discuss when you should take notes in

Table Talk • With your table group, discuss when you should take notes in class. • Make a list. • Be prepared to share with the class!

When to Take Notes • The speaker says to take notes • The speaker

When to Take Notes • The speaker says to take notes • The speaker says something you don’t already know • The speaker presents using Powerpoint • The speaker writes on the board • The teacher says, “This will be on the test. ”

S. T. A. R. • Set up your paper • Take the notes •

S. T. A. R. • Set up your paper • Take the notes • Apply your thinking to the notes • Reflect on Revise and Review your notes.

Set Up Your Paper • Put a proper heading in the top right corner.

Set Up Your Paper • Put a proper heading in the top right corner. – Name – Class – Period – Date • Save 1/3 of the left hand side of paper for questions by folding or drawing a vertical line. • Write the topic of the lecture, passage, etc in the form of an essential question.

Set Up Your Paper

Set Up Your Paper

Take Notes • Write notes on the right side of the page • Abbreviate

Take Notes • Write notes on the right side of the page • Abbreviate words • Paraphrase • Skip at least 2 lines between each idea • Use symbols, pictures, or diagrams

Take Notes

Take Notes

Apply Your Thinking • Within 24 hours of taking notes, review your notes and

Apply Your Thinking • Within 24 hours of taking notes, review your notes and write questions on the left questions side of the page.

Reflect on Notes • Add a summary to summary your notes. Answer the essential

Reflect on Notes • Add a summary to summary your notes. Answer the essential question as your topic sentence and turn each “chunk” of information into supporting sentences.

Revise Notes • Review notes with a partner and add details that you each

Revise Notes • Review notes with a partner and add details that you each missed. v v

Revise Notes • Look in your textbook and add details from the book to

Revise Notes • Look in your textbook and add details from the book to your notes. v v

Review Notes • Fold your notes so that the questions show, but the notes

Review Notes • Fold your notes so that the questions show, but the notes do not. Quiz yourself or work with another student to quiz each other.

Cornell Note Requirement • You are required to take at least 3 pages of

Cornell Note Requirement • You are required to take at least 3 pages of Cornell Notes per class per week. • You may choose any 5 classes to take notes for (no notes are required for P. E. )

th Welcome to 10 Grade AVID Assignments Due: Today’s Agenda: Friday, July 25 th,

th Welcome to 10 Grade AVID Assignments Due: Today’s Agenda: Friday, July 25 th, 2014 1. Organize your binder & portfolio 2. Costa’s Levels of Intellectual Functioning (Three Little Pigs & Goldilocks & The Three Bears) 3. Teambuilding Activity (Who Am I) Objective: I will learn various skills and strategies that will help me become a more effective students. Essential Question: What skills do students need to develop to become better students?

Organizing Your Binder

Organizing Your Binder

Required Binder • 2 ½ or 3 inch 3 -ring binder with clear cover

Required Binder • 2 ½ or 3 inch 3 -ring binder with clear cover

Inside Cover • High School/College schedules taped to inside cover • Label both pockets

Inside Cover • High School/College schedules taped to inside cover • Label both pockets with a permanent marker High School Schedule Per Course Teacher Rm 1 Biology Jobe 09 2 AVID 9 Clarke 16 3 English I Hansen 02 4 P. E Pearcy FLD 5 Art Wilson 17 6 Algebra I Rondeau 13 Fall College Schedule Computers for Beginners Needs Immediate Attention

Order of Binder Contents • Zipper Pouch 2 pens, 2 pencils, scientific calculator, 2

Order of Binder Contents • Zipper Pouch 2 pens, 2 pencils, scientific calculator, 2 highlighters, USB flash drive (optional) High School Schedule Per Course Teacher Rm 1 Biology Jobe 09 2 AVID 9 Clarke 16 3 English I Hansen 02 4 P. E Pearcy FLD 5 Art Wilson 17 6 Algebra I Rondeau 13 Fall College Schedule Computers for Beginners Needs Immediate Attention

Order of Binder Contents • School Planner High School Schedule Biology AVID English P.

Order of Binder Contents • School Planner High School Schedule Biology AVID English P. E. Art Spanish Fall College Schedule Computers for Beginners Needs Immediate Attention School Planner

Planners • Write down due dates for all assignments.

Planners • Write down due dates for all assignments.

Order of Binder Contents • Binder Checklist in a sheet protector High School Schedule

Order of Binder Contents • Binder Checklist in a sheet protector High School Schedule Per Course Teacher Rm 1 Biology Jobe 09 2 AVID 9 Clarke 16 3 English I Hansen 02 4 P. E Pearcy FLD 5 Art Wilson 17 6 Algebra I Rondeau 13 Fall College Schedule Computers for Beginners Needs Immediate Attention

Order of Binder Contents • AVID Writing Assignments (behind binder checklist) Needs Immediate Attention

Order of Binder Contents • AVID Writing Assignments (behind binder checklist) Needs Immediate Attention

Order of Binder Contents • 4 tutorial slips in a sheet protector High School

Order of Binder Contents • 4 tutorial slips in a sheet protector High School Schedule Per Course Teacher Rm 1 Biology Jobe 09 2 AVID 9 Clarke 16 3 English I Hansen 02 4 P. E Pearcy FLD 5 Art Wilson 17 6 Algebra I Rondeau 13 Fall College Schedule Computers for Beginners Needs Immediate Attention

Order of Binder Contents • ½ pack of college ruled paper High School Schedule

Order of Binder Contents • ½ pack of college ruled paper High School Schedule Per Course Teacher Rm 1 Biology Jobe 09 2 AVID 9 Clarke 16 3 English I Hansen 02 4 P. E Pearcy FLD 5 Art Wilson 17 6 Algebra I Rondeau 13 Fall College Schedule Computers for Beginners Needs Immediate Attention

Order of Binder Contents • Tabbed divider pages with the names of each course

Order of Binder Contents • Tabbed divider pages with the names of each course in order by periods Per Course Teacher Rm ALGEBRA CPUTERS Needs Immediate Attention ART Computers for Beginners ENGLISH Fall College Schedule AVID 1 Biology Jobe 09 2 AVID 9 Clarke 16 3 English I Hansen 02 4 P. E Pearcy FLD 5 Art Wilson 17 6 Algebra I Rondeau 13 BIOLOGY High School Schedule

Order of Binder Contents • Syllabus for each course (right after the divider page)

Order of Binder Contents • Syllabus for each course (right after the divider page) High School Schedule Per Course Teacher Rm Fall College Schedule ALGEBRA CPUTERS Needs Immediate Attention ART Computers for Beginners ENGLISH 1 Biology Jobe 09 2 AVID 9 Clarke 16 3 English I Hansen 02 4 P. E Pearcy FLD 5 Art Wilson 17 6 Algebra I Rondeau 13

Order of Binder Contents • A minimum of 3 pages of Cornell notes/learning logs

Order of Binder Contents • A minimum of 3 pages of Cornell notes/learning logs per class (x 5 classes) High School Schedule Per Course Teacher Rm Where should I sit? Sit in front of room What should I do if I need help? - Speak to teacher - Go to tutoring after school Fall College Schedule ART Cornell Notes Computers for Beginners Being successful in AVID is not hard. You simply need to sit up front and ask for help when you need it. Teachers or tutors can help. ALGEBRA CPUTERS Summary Needs Immediate Attention ENGLISH 1 Biology Jobe 09 2 AVID 9 Clarke 16 3 English I Hansen 02 4 P. E Pearcy FLD 5 Art Wilson 17 6 Algebra I Rondeau 13 How can I be successful in AVID? John Doe AVID Period 2 8/30/11

Order of Binder Contents • A minimum of 3 pages of Cornell notes/learning logs

Order of Binder Contents • A minimum of 3 pages of Cornell notes/learning logs per class (x 5 classes) High School Schedule Per Course Teacher Rm Fall College Schedule ALGEBRA CPUTERS Needs Immediate Attention Learning Log ART Computers for Beginners Being successful in AVID is not hard. You simply need to sit up front and ask for help when you need it. Teachers or tutors can help. Speaking with the teacher is also a good way to raise your grades. ENGLISH 1 Biology Jobe 09 2 AVID 9 Clarke 16 3 English I Hansen 02 4 P. E Pearcy FLD 5 Art Wilson 17 6 Algebra I Rondeau 13 Learning Log John Doe AVID Period 2 8/30/11

Order of Binder Contents • Handouts & Worksheets High School Schedule Per Course Teacher

Order of Binder Contents • Handouts & Worksheets High School Schedule Per Course Teacher Rm Fall College Schedule ALGEBRA CPUTERS Needs Immediate Attention ART Computers for Beginners ENGLISH 1 Biology Jobe 09 2 AVID 9 Clarke 16 3 English I Hansen 02 4 P. E Pearcy FLD 5 Art Wilson 17 6 Algebra I Rondeau 13

Portfolios • 1 inch portfolio with clear plastic cover

Portfolios • 1 inch portfolio with clear plastic cover

Portfolios • Put any divider page (that has a black border) in a sheet

Portfolios • Put any divider page (that has a black border) in a sheet protector Biology Tests

Costa’s Levels of Intellectual Functioning

Costa’s Levels of Intellectual Functioning

Costa’s Levels of Intellectual Functioning • Level 1 – defining – describing – identifying

Costa’s Levels of Intellectual Functioning • Level 1 – defining – describing – identifying – listing – naming – observing – reciting – scanning

Level 1 • Answers are “right there” in the text.

Level 1 • Answers are “right there” in the text.

Costa’s Levels of Intellectual Functioning • Level 2 – analyzing – comparing – contrasting

Costa’s Levels of Intellectual Functioning • Level 2 – analyzing – comparing – contrasting – grouping – inferring – sequencing – synthesizing

Level 2 • Reading between the lines.

Level 2 • Reading between the lines.

Costa’s Levels of Intellectual Functioning • Level 3 – applying a principle – evaluating

Costa’s Levels of Intellectual Functioning • Level 3 – applying a principle – evaluating – hypothesizing – imagining – judging – predicting – speculating

Level 3 • Moving beyond the text. What does this mean in the real

Level 3 • Moving beyond the text. What does this mean in the real world?

Table Talk • With your table group, read through The Three Little Pigs •

Table Talk • With your table group, read through The Three Little Pigs • Work together to sort questions at each level of Costa’s Levels of Intellectual Functioning. • Be prepared to share out with the class!

Table Talk Handouts

Table Talk Handouts

Table Talk • With your table group, read through Goldilocks and the Three Bears

Table Talk • With your table group, read through Goldilocks and the Three Bears • Work together to write 6 questions at each level of Costa’s Levels of Intellectual Functioning. • Be prepared to share out with the class!

Table Talk Handouts

Table Talk Handouts

For Your AVID Binder • Place this two-sided handout in your AVID binder to

For Your AVID Binder • Place this two-sided handout in your AVID binder to help you write level 2 and level 3 questions on your tutorial sheet.

Teambuilding Activity Who Am I? • • • MATERIALS: Adhesive Name Tags Marker DESCRIPTION:

Teambuilding Activity Who Am I? • • • MATERIALS: Adhesive Name Tags Marker DESCRIPTION: Students try to figure out their new identity by asking “yes/no” questions. DIRECTIONS: Have each student write their name on a nametag Place the nametags in a container Form a circle Each person draws a name from the container while keeping the name a secret Have each player stick the name tag they drew on the back of the person standing to their right The challenge is for the players to find out their new identities by asking questions that can only be answered with “yes” or “no”. For example “Am I female? ” or “Am I on the football team? ”