· Create deeper understanding of concepts covered
in core content classes.
in core content classes.
· Develop skills necessary to become self-directed learners.
· It's not just homework help!
Process
· To push each other's thinking, AVID tutorials utilize an inquiry process.
· Tutors do not give answers; they facilitate the
group's discovery with critical questions.
group's discovery with critical questions.
· Students reflect on their learning.
How are AVID tutorials different from “tutoring”?
- Students come prepared with specific questions
- Questions are high level thinking questions
- Students work and discuss in collaborative groups
- Students must reflect on their own participation in the groups and on how the group worked together
Tutors don’t teach the answers; they ask more questions; this is called the Socratic Method.
Students remember:
- 10% of what they READ
- 20% of what they HEAR
- 30% of what they SEE
- 50% of what they SEE, HEAR, and SAY
- 70% of what they DISCUSS
- 80% of what they DO
- 90% of what they SAY and DO
So, if the teacher/tutor only has you read something, you will likely remember only a tenth of it. If the teacher/tutor is telling you how to do something, you will likely remember only a fifth of it. If the teacher/tutor is showing you how to do something, you will likely only remember half of it.
Why are collaborative groups beneficial?
- No one knows everything
- Teachers expect analysis, synthesis, and evaluation of subject matter
- Students will move faster and remember more when working together
For most people, learning with other people is more fun than studying alone
Why are the student written questions important?
The skill of asking questions is fundamentally different from the skill of answering them because…
-
Waiting to answer a question is a passive process; asking a question is an active process and changes your relationship to the material.
Costa’s Levels of Questions
Level One Questions– can
be answered by facts contained in the document or text or by
information accessible in other resources; generally short answers.
Level Two Questions – have
answers that are implied by the text; requiring analysis and
interpretation of specific parts of the document or text being examined
Level Three Questions – much more open-ended and go beyond the document or text being examined. They are intended to provide a discussion of an abstract idea or issue.
(From http://www.sheldonisd.com/Page/2456)Here is the form students fill out with their questions and bring to tutorial. At the end of tutorial students write a reflection of the process.
Here is the process that we use in AVID tutorial and can be modified for use in subject area classes. Since you do not have college tutors in subject area classes, students should rotate as the tutor. I check off students on a class list print out to make sure that every student has a chance to be the tutor. I have found this to be quite effective in getting all students to take responsibility for the learning of the entire group, which is the definition of classroom collaboration. Teachers should ask their students to come up with 2 critical thinking questions about the material the class is covering. It is particularly effective as review when students will have a fair amount of knowledge on the subject to use as a springboard to delve deeper into the material but can also get clarification of elements about which they are unsure. Here is the link to a very good video of an AVID tutorial. It clearly shows the steps involved and what students are responsible for. It is by Mark Twain Middle School's AVID program.
If you would like to see the steps written out, I borrowed this PowerPoint of the tutorial steps from this site: http://www.tulsacc.edu/campuses-and-centers/northeast-campus/northeast-services/engaged-student-programming/america-read-10
No comments:
Post a Comment