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Avid Learning Goals

Working Toward Success


on 7 August 2013

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Transcript of Avid Learning Goals

College Admissions
Learning Goals
-Guest Speakers

-Field Trips


-College Admissions Testing
The student will:
-prepare for guest speaker presentations by creating questions for the speakers prior to their visit

-use skills of listening during presentations by guest speakers that focus on careers in education, careers in business, community involvement, public speaking, and preparation for high school

-draft, peer-edit, revise and create a final draft of a letter and/or project of appreciation to guest speakers
The student will:

-review and utilize the components of the Cornell Note-taking system

-understand the value of reviewing notes and writing questions in the left column of notes

-field trip experiences and writing assignments
Ownership of Learning
The student will:
-regularly take Cornell Notes in classes other than the AVID elective, particularly without being instructed

-regularly use Cornell Notes as a study/learning tool both inside and outside of class(es)

-understand and utilize the WiCOR strategies in classes other than the AVID elective, expressing ownership of academic behaviors

-Understand the consequences of their work ethic regarding expectations in high school and college

-exhibit positive behaviors to others, serving as a role model for their peers
Academic Success
College Awareness
Guest Speakers
-Organization and Time Management
-Inquiry and Collaboration
-Research and Technology Skills
-Test Preparation
-Community and School Involvement
-Ownership of Learning
The student will:
-participate in field trips
-use skills of listening and viewing during field trips
-draft, edit, revise and create final draft of writing that reflects on learning from field trips
Field Trips
Goal Setting
The student will:

-recognize and explain their goals, successes and personal characteristics with classmates.

-utilize SLANT interactions in all classes
-discuss views and opinions about the transitions to high school

-understand the values of a high school/college education

-reflect and share experiences on their plans to be successful in high school

-complete a career interest inventory to determine potential career opportunities that align with interests

-describe their ideal career to include important parts of the career

-analyze learning style inventories
The student will:
-discuss and monitor guidelines of AVID requirements in school contract order to remain above minimum requirements

-Create written and visual depictions of long-term, mid-range and short-range goals and post in the classroom.
-re-affirm goals for attending a college and/or university by adding descriptions to action plans

-revisit academic six-year plan for secondary education with teachers, parents and guidance counselors, especially during registration for ninth grade courses

-calculate grade point average and set academic and personal goals for success, and monitor goals at the end of each grading period

-set short-range goals around projects and/or required reading

-Create and monitor a goal setting outline to achieve personal, physical, or social goals
Organization and
Time Management
The student will:
-regularly maintain and monitor an organized binder
-reorganize binder at the end of each grading period
-utilize a calendar or agenda
-reflect, process and anaylze on their successes and challenges in developing time management skills
-continue to add to academic portfolio
-Complete reflections and present on contributions to academic portfolio
Inquiry and Collaboration
The student will:
-continue to foster trust building skills by working with classmates
-enhance understanding of collaboration by working in groups
-refine the 10 steps in the tutorial process
-understand roles of all participants in academic tutorials
-recognize and create questions based on Costa's Levels of Questioning
-develop content specific higher-level questions
-participate in group discussions and reflections based on collaborative work
-Refine inquiry, listening and oral communication skills through a variety of activities including tutorials, presentations, Socratic Seminars, and philosophical chairs

-actively participate in and evaluate the process of philosophical chairs and/or Socratic seminars and select articles and topics as appropriate
Research and Technology Skills
The student will:
- use technology in assignments and presentation, particularly in response to guest speaker presentations, field trip experiences and writing assignments
Test Preparation
The student will:

-identify and reflect on personal challenges in preparing for or taking tests, specifically in advanced and honors courses

-utilize strategies to prepare for different types of exams
Community and School Involvement

The student will:

actively participate in leadership activities that include but are not limited to mentoring, community events, service learning, clubs, athletic teams and/or groups within the school
The student will:
-understand differences between jobs and careers
-use the internet to analyze a career-related website
-utilize email, when appropriate, to interview a person regarding a specific career

-use the internet to conduct research projects
-use the Internet to conduct research in preparation for speeches and essays
The student will:
-take practice exams of PSAT
-participate in an official administration of PSAT

-develop a personal action plan based upon analysis of practice and official test results
Working Toward Success
The Writing Process

The student will
- use graphic organizers and quickwrites to prepare for writing assignments
-revise and edit drafts of writing for themselves and classmates.
-publish final version of writing for the student portfolio
-evaluate the stages of the writing process for various assignments

Writing Application

The student will
-refine skill of writing effective paragraphs
-understand the structure of an essay
-correctly integrate quotes while citing sources appropriately
-apply strategies to build and expand on vocabulary/word choice
-utilize active and passive voice in writing assignments
-include descriptive sentences in pieces of writing
-complete writing assignments on the following topics but not limited to: persuasive, editorial, advertisements

Reflective Writing
The student will
-understand and use characteristics of effective summaries
-evaluate summaries using rubrics and checklists
-increase awareness of their own learning process by making personal connections to content learned.
-enhance weekly learning logs
-write detailed reflections on experiences, presentations and speeches
Writing Conventions

The student will
-effectively use pronouns in writing
-use proper capitalization in writing
-use common editing marks during the editing process
-use quotation and cite sources
The student will
-understand how to use context clues in interpreting new vocabulary
Literary Analysis
The student will
-understand and use pre-reading strategies to build background knowledge of unfamiliar texts
-utilize strategies to identify author's purpose and reading for a specific purpose
-use multiple reading strategies including but not limited to marking the text and annotating text to better understand texts while reading
-build understanding of drawing inferences from texts
-read and discuss various examples of text, including but not limited to articles from fiction and non-fiction
-understand use of persuasive techniques in advertisements and writing
-identify and discuss traits of voice found in literature
-determine the main idea of grade appropriate text
-summarize informational text
The student will
-use terminology associated with public speaking
-develop awareness of non-verbal communication
-practice varying word choice when speaking
-differentiate formal and informal speech
-utilize varied voice
-draft, edit, revise and present a speech to inform using visual aids
-utilize their speaking skills in communicating with teachers, counselors and administrators regarding academic performance and goals
The student will
-evaluate speeches
-give feedback on oral language activities
-create rubrics to evaluate speeches
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