Tutor Training Part 1 Socratic Tutorials (revised 2010)

Tutor Training Part 1

Socratic Tutorials (revised 2010)

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Your Tutor Trainer

Add your contact information here

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Introductions

Use the NAME TENT page to create a table tent:• Fold the form like a hot dog (lengthwise)• On one side, write your name and the school(s) and

district where you will tutor• On the second side write the name of your college in the

middle.• In each corner of the second side, write your

• College major• Favorite memory as a student• Favorite song or book• A word or phrase to describe yourself

• Share card information with your table group.Handout page 69

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Today’s Agenda (Tutor Training Part 1)

• Parking lot• AVID overview• AVID binders• Inquiry & Costa’s levels of questions• Note-taking: Cornell style• The AVID tutorial process• Expectations for tutors & students• Practice tutorials

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A little bit about AVID

Advancement Via Individual Determination

First…

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“Getting the GIST”

• Read the AVID program description silently.• In pairs, complete the GIST activity in the

handouts. Create a 20-word sentence that summarizes what AVID is.

• Share out sample summaries.• Share out ways that the GIST can be used in

other academic classes.

Handout pgs 2-3

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The AVID Student Profile

• Average to High Test Scores• 2.0-3.5 GPA • College Potential with Support• Desire and Determination

Students with Academic Potential

And Meet One or More of the Following Criteria:

• First in family to attend or graduate from college • Historically Underserved in 4-year Colleges• Low Income• Special Circumstances

Friday

AVID Curriculum Tutorials AVID Curriculum Tutorials Binder EvaluationField TripsMedia CenterSpeakersMotivational Activities*(within block)

TuesdayMonday Wednesday Thursday

*Combinationfor

Block Schedule

A S MPLE WEEK IN THE AVID ELECTIVEDaily or Block* Schedule

AVID Tutorials:• Collaborative Study Groups• Writing Groups• Socratic Seminars

AVID Curriculum includes:• Writing Curriculum• College and Careers• Strategies for Success

*Combinationfor

Block Schedule

A

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WIC

WRITING● Prewrite● Draft● Respond● Revise● Edit● Final Draft● Class &Textbook Notes● Learning Logs/Journals

INQUIRY● Skilled Questioning● Socratic Seminars● QuickWrite/Discussion● Critical Thinking Activities● Writing Questions● Open-Mindedness Activities

COLLABORATION● Group Projects● Study Groups● Jigsaw Activities● Read-Arounds● Respond/Edit/Revise Groups● Collaborative Activities

RREADING

● SQ5R (Survey, Question,Read, Record, Recite, Review, Reflect)

● KWL (What I Know;

Want to Learn; Learned)● Reciprocal teaching

“Think-Alouds”●Handout pg 4

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AVID Students Keep Binders (Highly successful people are organized)

Contents of binders:• Calendar/agenda and assignment log• Divided sections• Notes from all classes• Tests/quizzes/homework for all classes• Tutorial Request Forms• Learning Logs• Handouts• Tests• Blank notebook paper, pens, pencils, etc.

AVID teachers will explain the specific binder requirements and grading for their classes.

Handout pgs 5-6

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Tutorial Process: Step 1

• In their academic classes, students take Cornell notes on the material presented in lectures, textbook readings, videos, handouts, etc.

• After class, students review their notes, create questions in the column on the left, and write a summary at the bottom of the notes.

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InquiryAnd

Costa’s Levels ofThinking and Questioning

14 Handout pg 7

Costa’s3

Levels

Handout pg 8

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Writing Questions: “Wonderings”

Study the article about Buffalo soldiers and let your mind “wonder” about the article.

Jot down your wonderings/questions using handout.

Share your questions with a table partner.With your table partner, identify your questions

as Level 1, 2, or 3 (Costa’s Levels of Questions).Work as a table to complete “Moving On Up”

handout.

Handout pgs 9-10

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Levels of Thinking and Questioning

Review Handouts on --• Vocabulary: Costa’s Levels • Content Specific Questions

• Use these content specific questions to help students in the tutorial groups

• Laminate them and keep them as visible references

Handout pgs 11-15

The CORNELL WAY

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Why does structured note-taking matter?

Elapsed Days

PercentRetentionof Material

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Four Elements of Cornell Notes

Note Taking Creating the format of your notes Organizing your notes

Note Making Reviewing and revising the content of the notes Noting key chunks of material in the notes Exchanging ideas and collaborating

about the material

Handout pgs 16-18

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Four Elements of Cornell Notes, cont’d

Note Interacting Link all the learning together by writing a summary

that addresses the essential question and answers the questions from the left margin

Learn from your notes by studying them! Note Reflecting

Written feedback from a peer, tutor or teacher Address the feedback by focusing on one area of

challeng Your reflection over an entire unit and how your notes

helped you learn and retain information

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How tutors should support Cornell Notes

Note Taking Make sure all notes taken and used in tutorials

are in Cornell Note format

Help students learn note-taking conventions

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Note Making Help students learn to “chunk” their notes

accurately and effectively Support the writing and refining of higher level

questions in the left column If possible, attend a content area class with the

students, take notes, and then compare your notes to theirs

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Note Interacting Have students read the summary from their notes

out loud to the group; group provides feedback Constantly ask students “Have you been studying

from your Cornell Notes?”

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Note Reflecting Check for the quality and quantity of Cornell notes

during binder checks, especially for students struggling in specific classes

Ask students what aspect of Cornell Notes they’re working on this week from their “Cornell Note Focused Goal Activity”

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The Tutorial Process

What is the main purpose of AVID tutorials?

To promote student achievement in academic classes through:

Assistance with content materialLearning how to work collaborativelyUsing inquiry to increase understanding

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Handout pgs 19-23

Students need to

come with their

resources!

The process

starts with a question!

The process

continues with

questions!

All group members have responsibilities

!

Reflections are

important!

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View the tutorial videos:

Before, during, and after tutorials

Use the “Summarizing: Pyramid” to summarize/synthesize your learning about the tutorial process.

Handout pg 24

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Where was inquiry used in the tutorial video segments?

Where was collaboration used in the tutorial video segments?

(Collaboration is group members working together while taking responsibility for each person’s learning.)

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Tutor and Student Expectations

• “Jigsaw” read the “Expectations of Tutors,” “Expectations of Students” and the “Tutor Contract” by dividing each reading into segments so that each person on the table reads one segment.

•After the readings are done, each person shares the main points of his/her segment with the whole table group.

•Each table group determines 1-2 big ideas from the reading and 1-2 questions to share with the entire group.

Handout pgs 25-27

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Tutor and Student Expectations

Find someone you don’t know (or don’t know well)

and do a “1-1-2 minute” share with them on what

you have learned about tutorials and your role in

the tutorials.

• Partner A talks for one minute. Partner B just listens—no talking.

• Partner B talks for one minute. Partner A just listens—no talking.

• Both partners engage in a conversation for two minutes.

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Tutorial Request Forms

• Review the blank TRF’s and the sample TRF in your handouts.

• What elements are common to the TRF’s?

• Note: Teachers may use various forms of TRF’s on their campuses.

• LUNCH

Handout pgs 28-32

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Room Arrangements

• Regular tutorials:

Desks/chairs in a half-circle

(horseshoe) next to board

• Group discussion on a text or group study for test/quiz:

Desks/chairs in a circle

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Tutor Roles During Tutoring

• Watch carefully as the video clip of the actual tutorial is played again.

• Designate individuals at your table to carefully note the actions of• The tutor• The student presenting the problem• The students in the tutorial group

• Share your observations with your table group.

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• Is positioned away from the front of the group• Takes notes for student presenter• Facilitates questioning and interaction between

group and presenter• Pushes the thinking of all group members to a

higher level• Coaches students in their learning and

questioning of each other


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Review “Using Tutorial Question Stems”

Review “Levels of Inquiry Process”

Handout pgs 33-34

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Presenter Roles During Tutoring

• At the board, visually and orally presents problem to group

• Interacts with group responses to questions• Pushed by group to think deeply about

solutions• Records the steps of his/her and the group’s

thinking on the board, preferably in Cornell note style

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How to Present a Question

• Write the problem/question on the board.• Face the group members.• Read the question out loud to group.• Explain prior knowledge and what you

understand about the question.• Explain what strategies you used in attempting

to answer the question.

Handout pg 35

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How to Present a Question

• Indicate to group exactly where you became confused as you worked to answer this question/problem.

• Ask group members: “What questions do you have to prompt my thinking and assist me in identifying the next step?”

• Ask group members questions to clarify anything that they asked or stated.

Handout pg 39

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Group Members Roles During Tutoring

• Take responsibility for pushing the thinking of the presenter through questioning and collaboration

• Take Cornell notes• Engage with other students in the group,

including the presenter

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Teacher Role During Tutoring

• Teacher (or tutor) collects TRF’s and determines groupings.

• Teacher constantly monitors tutorial groups: roles of tutor/presenter/ group, participation, conduct, etc.

• Teacher (or tutor) collects TRF’s at end of tutorial for grading and feedback.

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Inquiry Learning Process

What is your

question?

What can you tell

me about it?

What does ___ mean?

11 22 33

What questions do

you still have?

What would happen if you changed __?

What have we overlooked?

What would

happen if you

changed __?

What have we

overlooked?

What have you already tried?

What is the relationship of

___ and ___?

Is there another way to look at it?

Where can you go for more information?

How would you graphically illustrate

your process?

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What would happen if youchanged __?

How would you teach this to a friend?

What did you learn?

66

77

Handout pg 36

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Guidelines for Effective Tutorials

• Read “Guidelines for Effective Tutorials”, highlighting important ideas.

• With a partner from another table, complete the Share-One-Get-One handout.

• Comments and questions?

Handout pgs 37-39

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Mock Tutorial #1

• Mock tutorial (6-7 volunteers)• Tutor• Student presenter • Group members • Need 6-7 volunteers

• Use the TRF and resources on handout pages 41-46.

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Mock Tutorial #1

Use the TRF with the English or Biology question from handout pages

Chose either question and work with the attached notes for the practice mock tutorial.

Handout pgs 41-46

46Handout pg 40

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Mock Tutorial #1Debriefing

Group members: “How did the tutorial process go for you and what did it feel like to only use inquiry?”

Observers: Report on the involvement of Group Members using the Tutorial Process Observation Checklist.

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Student Presenter: “How did the tutorial process work for you and did you feel the inquiry and collaboration of the group members helped you?

Observers: Report on the involvement of the Student Presenter using the Tutorial Process Observation Checklist.

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Tutor: How were you able to facilitate questioning and interaction between the student presenter and the group?

Observers: Report on the involvement of the Tutor using the Tutorial Process Observation Checklist.

Handout pg 40

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Tutorial Reflections

• The tutorial reflection is not a summary, it is a reflection on the learning that occurred.

• Allow students enough time at the end of tutorials to think about and write personal reflections.

• Review the reflection prompts on the handout “Think About It.”

• Write a reflection on the mock tutorial.

Handout pg 47

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“I” Messages

• Stating your feelings or observations without attacking the other person

• “I” messages are explanations. • “You” messages are evaluations, whether

positive or negative.• Review example messages on handout.• Work together as a group to rewrite “you”

messages into “I” messages.

Handout pg 48

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“I” Messages

“Catch the eye” of someone across the room to be your partner.

Work together as partners to rewrite “you” messages into “I” messages.

# 2, 3, 5, 7, 8 on handout

Handout pg 49

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Mock Tutorial #2

1. Form small tutorial groups as directed by facilitator.

2. Designate a tutor, student presenter, and observer. All others are group members.

3. Choose a tutorial question for the student presenter. Use the Tutorial Request Form samples in the handout pages 41-46 & 50-56.

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Mock Tutorial #2

4. Take notes on all questions (not just your own) on the blank TRF. The tutor should take Cornell notes for the student presenter while modeling higher-level questions for the group.

5. Use the resources and notes provided to assist in asking questions of the student presenter.

6. The Observer will debrief the process with the tutor and group. Then switch roles.

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Mock Tutorial #2

7. Write a reflection about your learning on the tutorial process on the Tutorial Request Form.

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Tutorial Process Debrief

• With your table group, discuss the Tutorial Scenarios and write your response to each situation.

• As a whole group, discuss the Challenges and Possible Solutions in your handout.

Handout pgs 57-59

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The Non-Negotiables

DO—• Maintain confidentiality of students’ grades and

conversations• Build appropriate rapport with students• Tell the AVID teacher about any inappropriate

action or comment from a student• Report suspected child abuse to the teacher• Contact the teacher (or whomever he/she

designates) if you must be absent.

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The Non-Negotiables

DO NOT—• Discuss or joke about drugs, weapons, or sex

with students• Have contact with students (phone, email,

meetings, MySpace, FaceBook) outside of class• Discuss the students or their grades outside of

class, except with the teacher

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Closing

Form small groups as directed by the presenter and answer the debriefing

questions on the handout.

Handout pg 60

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Thank you!

Please complete the tutor training evaluation form and leave it on your table.

Thank you for choosing to make a difference for the AVID students.

Handout pg 61

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Contact information

www.avidonline.orgName

AddressAddress

Phone (000) [email protected]

Tutor Training Part 1 Socratic Tutorials (revised 2010)

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Transcript of Tutor Training Part 1 Socratic Tutorials (revised 2010)