AVID Tutorials

The Advancement Via Individualized Determination (AVID) program was an idea developed by Mary Catherine Swanson in 1980 in San Diego California. AVID’s goal is to teach children equality by giving first generation college students the tools they need to succeed in education, through their residing schools.

Requirements for entry to the program include: giving up an elective class period for AVID, a signed contract promising to keep all grades at C level or above, and having supportive parent to student and teacher to student relationships at home and in school. Through these requirements, students are not only encouraged to pursue high school graduation and higher education, but are given the resources necessary for success and advocacy in education.

The AVID program has spread to more than 1,000 schools in 16 states. The program has a curriculum focused on improving students reading and writing skills. through the program, students are the chance to research local colleges and universities in depth through group based projects and field trips. They are able to gain a better understanding of the college application process, financial aid, and college life.

Tutorials are a large part of the AVID curriculum. Each week, students complete a worksheet with a question chosen from any class where they do an in-depth analyzation of the questions and problems they have with their question. Tutorials help stengthen the teacher and student relationship because it teaches the students that it's okay to have questions. The challenge in tutorials is getting students to realize where exaclty they are stuck and to not just give up on the problem because of a lack of understanding. Furthermore, it teaches students to work together in helping each other to understand a problem.

Step 1: What You'll Need

1. Classroom of around 30 AVID students

2. Desks of small tables that can be moved in the classroom

3. Tutors (these are college students that are hired and trained by the principal of the school and the director or AVID for the school district)

4. 4-5 white boards with dry-erase markers and erasers

5. Tutorial Request Forms (TRF)

Step 2: The Whole Classroom: Have Students Complete TRF Forms (front Side Only)

Have students complete TRF forms before Tutorial day.

The TRF form has six major points in which the students have been taught how to go through.

They must come up with a general question about anything from any of their classes, from homework assignments, past quizzes, or notes. They will explain their question, and come up with two key vocabulary words which they will define in the vocab section of the TRF. Then they will write what they already know about their problem. In the next section, they will show what they know about their question, through drawings, tables, or graphs. They will work as far through their problem as they can. Then, they will write the steps they took to get as far on their problem as they did. Lastly, they will come up with a final "specific point of confusion" explaining where exactly they are stuck on their problem.

Their specific point of confusion (P.O.C.) is to be a higher level thinking question which allows others to know exactly where they are stuck.

Step 3: Step 2: Divide Students Into 4-5 Equal Groups

Depending on how many tutors there are, make sure each group is assigned to one tutor. Groups typically have about 6-8 kids in each group. The smaller the groups, the better; as this allows tutors to focus on each student better.

Students will be expected to stay in these groups for one grading period (about 6 weeks).

Step 4: Have Students Move Desks Into U-Shape

Have students place desks in U-shapes around the whiteboards, so that each group is facing towards the outside of the room and away from other groups.

Step 5: Each Group: Chose Students Presenter With Completed TRF Form

Step 6: Have Student Set Up Whiteboard Using the Tutorial Format

Name:

Essential Question:

What I know: Steps:

Step 7: Have Student Write P.O.C. in the Correct Section on the Whiteboard

Note: During tutorials, the Tutor will be copying down notes as the student presenter writes on the whiteboard, as well as moving the presentation forward and asking other students to provide questions.

The other students will be copying down notes as the student presenter writes them on the board, as well as adding in their own thoughts.

Step 8: Have Student Presenter Write Down Prior Knowledge From the Middle Section of the TRF Form

Have student write down whatever they think is necessary for others to know about their question.

Step 9: Have Student Presenter Provide Their 30 Second Speech to the Group.

The 30 second speech is presented after the student finished writing what they know on the board. This is where the student presenter tells the group what their question is, and what they already know about it. H

Step 10: Have the Other Students Provide Critical Thinking Questions to the Presenter to Help Solve the Problem

Note: DO NOT let students simply give answers.

Remind students that what they say to the presenter must be relevant, and in question form.

Have students use Costa's level of questioning to help give questions.

Step 11: Have Student Presenter Answer Questions and Write Their Thinking on the Whiteboard in the Notes Section

Step 12: When Student Presenter Has Arrived at Their AH-HA Moment, Have Them Say What Helped Them Solve Their Problem, As Well As What Answer They Have Come To

Step 13: If Possible, Have Student Try Another Example Question Problem

This may come from the same or different homework problem or a textbook, or from a fellow student.

Step 14: Have Student Presenter Go Through Their Steps on the Whiteboard and Write Down How They Solved Their Question

The steps are to help the student to solve further similar questions in the future. The tutor will want to remind the student to word their steps in a way that will help them in the future. (i.e. in a math problem, do not use numbers, use words (ex: in a fraction do not say "divide 4 by 7" say "divide the numerator by the denominator")).

Step 15: Have a Non-presenter Student Lead AVID Claps As the Presenter Erases the Whiteboard and Returns to Their Desk.

AVID claps are a routine created by the class to praise one or many students. The students will show the tutors how their AVID clap is done, as it may change from class to class.

Step 16: Tutor Will Return Students Notes Back to the Presenter Student

Step 17: Have Students Self-grade and Comeplete the Reflections Form on the Back of the TRF

The Reflections section of the TRF will guide the students through a few questions regarding tutorial presentations.

Step 18: Have Students Turn in TRF's to Tutors

Tutors will use grading rubric on the back to grade the TRF's just as the students have self graded themselves.

Step 19: FAQ's

How do you keep students on task?

Before actual tutorials begin, groups will create a set of norms for how to behave during tutorials. If students choose not to follow the set of norms (all of which include staying on task) the tutor will remind the student of the norms.

What if a student doesn't have a TRF form with them?

Teachers have different preferences for students who come to class unprepared. Some teachers will ask the student to leave the classroom and work on their TRF in the hallway. Other teachers will just give the student a zero for the grade and expect them to participate in the rest of tutorials, minus their presentation.

What if the student says they have no P.O.C.?

All students must have a P.O.C., if a student does not have straight A's then they must have something they aren't understanding. Even if the student does have such grades, they may be allowed once in a while to bring in a question from a source other than school, such as a magazine article or intellectual television program.

How are tutors supposed to deal with behavior issues?

Tutors are never expected to deal with behavioral issues. AVID students are held at a higher expectation for good behavior than most students, so behavior issues are rare. If a student does have behavior issues, contact the teacher, and they will deal with the issue.

What is the teacher doing during the tutorial process?

The teacher is walking around and overlooking all groups. The teacher is looking for critical questions being asked and may be pulled in if a group is stuck.

How do TRF's help students in general?

TRF's are meant to help students with problems they are having in their schoolwork, ultimately, students should use the skills they learn from completed TRF problems and apply them to their school work. This is expected to result in higher grades.