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Transcript of AVID Implementation
Attending AVID Summer Institute, facilitated by AVID Center with the following main focus:
To participate in elected strands that will support the implementation of AVID across the college and working towards accreditation in AVID.
Other questions we sought to answer included:
How does the AVID program raise aspirations and access to university?
How does this intersect with the students' own sense of identity and motivation around university aspirations, entry and achievement?
As a result of participation in the AVID system, what changes occur in terms of the motivation, engagement and meta-cognitive practices of teachers, pre-service teachers, school leadership and students?
How does the implementation of AVID contribute to whole school impact?
Does implementing the AVID system lead to deeper engagement between home, school and the wider community?
To what extent does AVID reshape the attitudes of families toward the educational system and the opportunities it provides?
Each member undertook a different course known as a strand.
Rachel- Tutorology Strand.
A focus on the AVID elective including:
How to train tutors, how to select the right students, how to run successful tutorials, what other content and skills are included in the elective classroom.
Critical Reading 1.
• Explore the usefulness of rereading as a reading strategy
• Experience how marking the text and pause to connect can increase reading
Chelsey- Middle Years Implementation
Focusing on the areas of organization, levels of thinking and strategies for success.
In addition to learning strands, a lot of time is dedicated to working within Site teams.
During this time we:
Gained a greater knowledge of the importance of the AVID site team in implementation and what is required for the site team.
Spoke with Wyndham Central, learning about their structure and what we can apply at Manor Lakes.
Began our Site Team action plan with the first item to form an operation site team that meets regularly and will ensure the accreditation of Manor Lakes as an AVID school in 2015.
Began to identify Key Areas of Responsibility for site team members.
Listed agenda items to direct the starting work of the site team.
Networks, Connections and Resources
We developed a professional network of highly experienced AVID teachers, AVID demonstration schools contacts, AVID center administrators and AVID staff developers.
We all came back with resources to add to our AVID school libraries, resources and ideas to use immediately in the classroom and resources that will support implementation.
Findings from Dallas...
Need to develop site team structure and issued EOI
Finish site team action plan to ensure we meet the AVID essentials for accreditation
Developing curriculum for year 8, 9 and 10 elective classes
Refine student recruitment processes
Maintain relationships with contacts
Organise trip to visit demontrator schools in 2015
Manor Lakes P-12 College 15
The elective class also focuses on building aspirations for attending higher education and encouraging students to become more accountable for their own learning. Strategies were shared for how to ensure students are completing homework, re-visiting and re-drafting work, increasing their expectations and efforts and accepting and implementing teacher feedback. Many strategies can be using in all classes. Teaching students to think critically to problem solve and to complete pre-work before saying 'I don't get it!?'
Highlight- The elective works. Long term AVID teachers are receiving invitations to attend college graduations of their past students.
Much like the Elementary strand, the Middle Years Implementation strand develops a teacher’s capacity to support student success. Teachers are encouraged through various resources to scaffold strategies in order to support student organization and levels of thinking.
Levels of Questioning
- AVID Tutorials
- Note taking strategies
- Socratic seminars
- Philosophical Chairs
- Note taking strategies & processes
- Time management strategies
Mark- Student Success Strand.
This strand is designed for teachers This strand demonstrates how university readiness can be supported in all subject areas. I learnt about AVID methodologies and WICOR strategies such as goal setting, focused note taking, organization, and time management. The strand focused on incorporating these college readiness skills into teaching.
The strand was a positive introduction to AVID to understand its pedagogical approaches. Some examples are included below.
Successes and Challenges...
-established the use of agenda/planners
-use of Compass to support student
-implementation of AVID Tutorials based on
misconceptions, data and student goals
-students are organised and ready to learn
-use of note taking strategies and processes
-positive attitudes towards AVID strategies
-consistency of expectations in regards to
-providing professional learning based
on AVID strategies
Year 9 Elective and Senior Years:
Where to next?
Introduction of Year 8 and Year 10 Electives
Refining student selection processes
Site Team has been formed and will meet regularly
PL for staff including sequencing when and where this will work
Strategic implementation of AVID throughout the College (including Early Years, Support Center and Applied Learning
-The sense of community in the year 9 elective
-Tutorials are running well
-Students are seeing benefit
-Subject selections- students want to continue with AVID
-Students accepting and using binders
-Students improving their Cornell Notes
-Sense of 'AVID pride' in the elective class
-Note-taking in ALL my classes has improve
-Year 12 students teaching each other about C-Notes without teacher prompting.
-Staff responding well to PL and some implementing practices in their classrooms.
-Building students resilience to trying new things
-Getting students to see the 'BIG PICTURE' of AVID
-AVID wasn't right fit for some students in elective
-PL for staff in the meeting schedule
-PST uni timetable for tutoring
Mark- Student Success Strand.
This strand basically provides a number of classroom teaching and leaning approaches.
These vary from basic such as student management and routines, clap one time if you can hear my voice, to name tents. More advanced strategies include quick write, socratic seminars, take five activity, and costas level of questioning.
CRITICAL READING PROCESS
Plan for reading
Interact with the text
Extend beyond the text
Marking the Text
Always use Pencil
Circle KEY terms & or other information important to the text
Underline the Author's claim.
How do you assess students in "Marking the Text?"
Small group checking
Spot checks moving around
Checklist of the strategies implemented
Planning for the Reading -
1. What would the purpose of reading this text be?
2. What vocabulary techniques would you use with this particular text?
3. What would you have students mark in this text?
4. Would Pause to Connect be a good strategy with this text?
Pause to Connect
* Essential Question - Why would students Pause to Connect?
Questions & Methods-
What is the author doing in this paragraph?
What is the authors purpose?
Summarising the Text
* Essential Question - When should students sumarise the text?
To clarify information
Condensing lengthy texts to more manageable texts
Re reading the text
* Essential Question - Why should students re read the text?
Have students look at different aspects of the text key terms , author claims, making connections.
....and where to from here?
Context and Atmosphere at a Summer Institute