The Tutorial Process What are Tutorials Tutorials are

The Tutorial Process

What are Tutorials? Tutorials are a time for students to collaborate and help one another with questions they are having in academic classes.

How Often Do Tutorials Occur? Tutorials are typically scheduled either on: Mondays & Wednesdays or Tuesdays & Thursdays

Taking Notes in Class Students take Cornell Notes from lectures, videos, presentations, textbooks, etc. in their academic classes.

Preparing for Tutorials At home, students complete side 1 of the Tutorial Request Form (TRF) which includes a higher level question from their academic classes, Cornell notes, homework, class work, quizzes, or tests

Example: Example English

Example: Example Algebra

Example: Example Geometry

Example: Example Social Studies

Example: Example U. S. History

Example: Example Chemistry

Example: Example Physics

Developing Level 2 & 3 Questions for tutorials should be level 2 or 3 questions. Level 2 or 3 questions are not required for math. Hint: If the questions can be answered simply by looking in your book or your notes, it is probably a level 1 question. You may use the following handout for help developing level 2 & 3 questions.

Collecting Tutorial Sheets As students enter the AVID classroom, the AVID teacher or an AVID Tutor collects the Tutorial Request Forms (TRFs). TRFs are the “golden tickets” required to enter class.

Scoring Tutorial Sheets • AVID Tutors score side 1 of the TRFs. • If the TRF is turned in late, the AVID tutor will deduct 10 points from the total score. X

Revising Cornell Notes For the first 15 minutes of tutorials (twice per week), you will spend time revising your Cornell notes from all of your classes and exchanging ideas with other students. During this time the AVID tutors will score and sort your TRFs.

Cornell Note Revision Symbols Symbol 1, 2, 3 or A, B, C Revision Number the notes for each new concept or main idea Key Word Circle vocabulary or key terms in pencil Main Idea Highlight or underline main ideas in pencil ^ Fill in missing information or reword in red pen Unimportant Cross out unimportant information in red pen ? * Visual or Symbol Identify points of confusion Identify information to be used on a test, essay, or tutorial Create a visual or symbol for important information

Forming Tutorial Groups TRFs are divided into groups by an AVID Tutor based on the types of questions. Chemistry Geometry English

Choosing Student Tutors • One student from each tutorial group will be assigned the role of Student Tutor. • Student Tutors help facilitate the tutorial process and calls students to present their questions on the white board. X

Getting Into Tutorial Groups The AVID Teacher or an AVID Tutor calls the names of each student who is in the chemistry group, for example, and assigns them a location to work. This step is repeated for each group.

Presenting the Questions • Students present their questions to the group one at a time by writing them on a white board. • Students give a 30 second speech to explain what they know up until their point of confusion. • Then group members and the AVID tutor ask questions to help the students with their questions.

White Board Set-up Write Point of Confusion (P. O. C. ) Here Write Notes Here Write Steps or Process Here

How to Present a Question 1. 2. 3. 4. Write the problem neatly on the whiteboard. Face the group members. Read the question out loud to the group. Explain any prior knowledge and what you already understand about the question. 5. Explain what strategies you used in attempting to answer the question. 6. Indicate to your group exactly where you became confused (P. O. C. ) as you worked to answer this question.

Questions to Ask During Tutorials 1. Can you explain your question in another way? 2. What do you already know about the question? 3. What have you already tried? 4. Where could you find a similar problem in the book? 5. Do you have Cornell notes that may help? 6. Where could you go for more information? 7. What website might help you with your question? 8. What does ______mean? 9. How would you graphically illustrate your process? 10. What would happen if you changed _______? 11. What if you tried _______? 12. How would you teach this to a friend?

Reflections During the last 5 minutes of tutorials, you will reflect on the what you learned at the end of your three-column notes. • My point of confusion was… • What I learned about my point of confusion is… • I gained a new/greater understanding of my point of confusion by/when… • What I found meaningful about today’s tutorial session is…

Why Reflect? • In a study, students who reflected on their learning did 18% better than students who did not • In another study, employees in a job training program who reflected on their learning scored 23% better on the end of training assessment than employees who did not reflect on their learning. • Simple Math: If your grade would have been a 55% with no reflection, it could go up 18 -23% with some reflection. 55% + 18% = 73% Source: http: //www. theatlantic. com/education/archive/2014/05/study-you-really-can-work-smarter-not-harder/370819/

Recording Notes Students take out a sheet of notebook paper and take 3 column notes during the tutorial process. Reflections are written on the bottom of the 3 Column notes. Point of Confusion Question Tutorial Notes Steps or Process Name AVID Period Date

Scoring Tutorial Sheets AVID Tutors finish scoring the TRFs and record the total scores on a class roster.

Finished Early? • Do your homework. Remember that you have a group of students available to help if you need it! • Write summaries for your Cornell notes • Write questions on the left side of your notes • Study your notes or quiz one another • Organize your AVID binders • Read a book silently • Ask AVID tutors about their college experience

Role of AVID Tutors During Tutorials • Encourage students to ask questions of one another • Keep the discussion going • Make sure all students participate • Guide students to the answer without simply supplying the answer • Score AVID tutorial slips at the end of each session • Model higher order thinking questions (level 2 & 3 questions) • Meet with the AVID teacher at the end of the period to discuss any concerns