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Tutorology 2012-2013

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Kathleen Giannandrea

on 8 September 2012

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Transcript of Tutorology 2012-2013

End of Day 1 What system is in place to hold students accountable for preparing for tutorial?

Does your system increase motivation and participation, while increasing student achievement?

Step page: p. 155

Reflection Activity:
Individually complete Step Reflection Log in handouts Step 3:
Preparing for Tutorials Resources:
Content class Cornell Notes, class work, tests/quizzes to support inquiry, critical thinking & problem solving

Collaborative Inquiry:
Tutors to take notes/ identify steps/ process

Three-Column Note Taking:
(Three columns: Question, Notes & Process/Steps)
Taken during tutorial on each student presenter’s POC

Reflection:
Prompt directed reflection based on learning theory Updated Tutorial Request Form Know, Show, Tell p. 144 View Jennifer’s Tutorial video. Jennifer’s Tutorial Video p. 148 30-Second Speech
Why is it important to teach the Blooms/Costa’s academic vocabulary?

In pairs select a different higher-level vocabulary word and create a “Vocabulary Word Map.” (p. 247)

See example. (p. 248)

Share word map tables. Inquiry Word Map
p. 247 Table Talk Question:
What can teachers and tutors do to support students taking Cornell notes in academic classes?

Step page: p. 78

Reflection Activity:
Individually complete
question p. 79, #2.
Share out. Step 1:
Taking Cornell Notes Collaboration
Group projects
Response/edit/revision groups
Collaboration activities
Tutorials
Study groups
Jigsaw activities
Read-arounds

See Handouts: pages 41-46

*Anything missing from that PPT that needs to be discussed at your site?

What are the top 3 things that need to be reinforced at your site?

Who is taking care of this at your site?

Does everyone know what the Tutors are being told? Training lens: train tutors & students
Tutorology Resources:
www.avid.org > MyAVID

Curriculum Updates> Tutorial Guide

File-sharing> Tutorology Setting Norms
WICOR
Focused Note Taking
10 Steps of Tutorial Process Overview
Inquiry Word Map
Tutorial Self-Assessment
Tutorial Process: Step 1
Observation Feedback Tool
Initial Tutor Meeting
30-Second Speech
TRF Activity/ Jennifer’s Video
Fishbowl Tutorial/Mock Tutorial Day 1 Agenda Review Units 1-3 in your book! HOMEWORK FOR NEXT MONTH Review Tutorial Protocol Action Plan page 227
Whole group: Complete student presenter column.
In triads:
- Jigsaw the remaining protocols.
- Review your assigned protocol.
- Complete the rest of the plan. Tutorial Protocols How does the tutorial group use inquiry to support the presenter and to check for understanding?
Step page: p. 215, 266, & 269 & 271

How does the way you group students increase academic achievement?
Step page: p. 173 Step 5, 6, & 7: Begin, Check & Repeat MOCK TUTORIAL
1. Take a TRF/resources from envelope

2. Assign following roles:
- Student Presenter, Tutor, Site Tutor Trainer Designee (Observer), and Group Member
3. Review roles & responsibilities
4. Time called
Site Tutor Trainer Designee debriefs
Group listens and plans refinement

5. Switch roles
Complete another tutorial round
Repeat process

6. Complete reflection on TRF Mock Tutorials Deconstruct: Identify question addressing area of confusion

Contextualize: Evaluate resources to determine support needed

Think aloud/process: Communicate perspective of question to group

Collaborative Inquiry: Analyze and integrate group input

Synthesize: Identify and assess conclusion

Metacognition: Reflect on conclusion TRF Overview Meet with 3:00 partner.

Discuss and process your thoughts, ideas and questions
about the TRF Pre-work Inquiry. TRF Pre-work Inquiry Processing • Initial Tutorial Question: May not be higher-level

• Academic Vocabulary: Academic language to be embedded in POC question

• Prior Knowledge: Explanation and validation of what they know

• Critical Thinking about Initial Question: Show work: what you know how to do and can show

• Steps Attempted: Explanation of steps/process of what you can do

• Question from Point of Confusion: Question to bring to tutorial Updated Tutorial Request Form

What do you notice about Jennifer’s Pre-work? (page 148)

What did she write in the critical thinking box about the initial question?

What did she write in the General Process and steps box?

What did she write in her reflection? Jennifer’s TRF
Record what you see/hear on the “Student Presenter Observation Form” pg 223

After her 30-Second Speech,
turn to pg 225 to record what you see/hear from Group Members.


What critical thinking is involved in this tutorial? 30-Second Speech Lunch:
30 minutes, please! Meet with 12 O’Clock Partners:

Question:
Why is it challenging for students to come up with authentic questions?
How can you scaffold this step so students will be successful in preparing for tutorial?

Step Reflection Activity Page: p. 136
Individually complete Step Reflection Log in handouts. Step 2: Complete TRF Use “Clock Partner” handout to schedule partners (p. 192)
Find a partner from another table and schedule an appointment
Record partner’s first and last name at the corresponding time
Find a different partner for 12, 3, 6, & 9 O’Clock Clock Partners This is what you will use to create your
Vocabulary Word Map! Higher-Order Thinking Vocabulary p. 246 3-Column Notes
are NOT
Cornell Notes

See examples of both on pages 148-149

Q: What are the differences? Cornell Notes &
Focused Notetaking In groups of 3, order the steps, resources, or activities, from one through ten.

Discuss and reach consensus on the placement of the ten steps of the Tutorial Process. 10 Step Tutorial Process Organization Tools
Binders
Calendars, planners, agendas
Graphic organizers
Methods
Focused note-taking system
Tutorials, study groups
Project planning, SMART goals WICOR Writing
Writing process (prewrite to final draft)
Respond, revise
Edit, final draft
Cornell notes
Quickwrites
Learning logs
Journals “Is what I am doing during tutorial creating
rigor and increasing student achievement?” Tutorial Frame Learn ways to…
Create rigorous tutorials that evidence critical thinking and metacognition
Increase achievement in content areas through rigorous tutorials
Monitor, train, coach, and debrief with tutorial participants in order to create rigorous, collaborative and inquiry-based tutorials Tutorial Walk-a-Ways Example:

Let’s Have FUN!
Finish on time!
Understand different views
Nurture relationships Setting Norms Please…
Clean and organize table.
For each tutorial role, what will you be mindful of as you build collaborative tutorials? Mock Tutorials Debrief
Tutorial Team:
Regarding your role:
What was your experience like?
What advice would you offer to an individual in your role?
What should we be mindful of as we train and coach tutorials?
Observers:
“What suggestions do you have to move the tutorial to a more collaborative model?” Fishbowl Tutorial Debrief Review notes & observations.

Complete Feedback Tool on page 293 for role observed. Fishbowl Tutorial Observations 30 Second Speech Reading
SQ5R (Survey, Question, Read, Record, Recite, Review, Reflect)
KWL (What I Know; What to Learn; Learned)
Reciprocal teaching
“Think-alouds”
Text structure
Critical reading Inquiry
Skilled questioning
Socratic Seminars
Quickwrites/discussions
Critical-thinking activities
Writing questions
Open-minded activities What does a rigorous tutorial
look and sound like? A rigorous tutorial… Tutorial Frame Quickwrite Look for commonalities in norms and record on chart paper

Sign Social Contract at break Social Contract

Select a word to describe the
tone you’d like to set

Create an acronym using
behaviors to achieve that

Frame all norms as positive

Create poster and share Setting Norms Introductions
Logistics
Sign-in procedures
Restrooms
Breaks
Parking Lot Introductions & Logistics Kathleen Giannandrea, AVID Regional Coach
Enrique Lopez, AVID Regional Coach
Elaine Sotiropulos, AVID Regional Coach Welcome to Tutorology Take notes and record observations on Feedback Tool handout Fishbowl Tutorial Review TRF Think-A-Loud Prompts used to guide student completion of TRF TRF Think-A-Loud p. 146 - 147 Tutorial Self-Assessment Tool

☐ Evident ☐ Partially evident ☐ Not evident Tutorial
Self-Assessment
pp. 49-50 Pages 286-287 Observation & Feedback Tool Review the collaborative box for each tutorial member 5 Minute BREAK Link learning to create a summary. Create questions on left side. Review and revise. Notes Cornell Notes ELA Example and Process Fold Feedback Form
and use blank side as a table tent School NameAVID Role
School/Region Table Tent (Front) Central Valley AVID
Region VII Opening Doors To Opportunity Tutorology Look through
Unit 1
Unwrap your books
Place Workbooks in binders
Throw away your trash BREAK Name Best Tutorial Tip If you were not an educator
what would you be? Around your name, draw 3-4 visuals that represent you personally and professionally. Initial Tutor Meeting WICOR WICOR WICOR WICOR Mark the appropriate category for site tutorials Note: You may have many items currently at “Not evident”. Essential Question ACADEMIC VOCABULARY Frame Question With 9 o'clock Partner Pre-work completed for homework Table Talk Table Talk Questions: See you on October 6th. Share-Debrief Format Training Lens Page 222 Page 148/handouts Page 155
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