Name Tents Fold a piece of cardstock in half to make a name tent. Both sides: Write your name in large letters in the middle. One side: Write the following in each corner: o Top leftcampus/district o Top rightsubject area/role o Bottom lefta word or drawn picture
that describes you o Bottom rightcollege/university that you attended Purpose The strategies in The Student Success Path are not intended to replace your curriculum; they are intended to give you proven, research-based strategies to help your students learn your current curriculum more successfully.
AVID does not put more on your plate; rather, it is the plate upon which everything else is served. What would happen if.. Students were greeted at the door, every day? Every class began (and ended) with written reflection..? Every student was known by name to a staff member?
Every student had someone at school believe in them? Every student was taught the skills necessary to be Norms
Ask questions. Engage fully. Integrate new information. Open your mind to diverse views. Utilize what you learned. Used with permission of Learning Forward (www.learningforward.org). All rights reserved. Agenda Day One
Overview of AVID and Student Success Structure is Key! WICOR Focused Notes (How to Study) Learning Logs Inquiry Method Philosophical Chairs Did You Know Technology Integration Socratic Seminar Purpose
Our Purpose: To present AVID teaching strategies and learning activities that can be implemented in a single class or as part of a schoolwide, across-thecurriculum project. Focus on: student success skills, Writing to learn, Inquiry, Collaboration, Organization, and Reading to learn. WICOR AVIDs mission is to close the
achievement gap by preparing all students for college readiness and success in a global society. AVID Schoolwide AVID Schoolwide AVID is schoolwide when a strong AVID system transforms the
INSTRUCTION, SYSTEMS, LEADERSHIP, and CULTURE of a school, ensuring college readiness for all AVID Elective students and improved academic performance for all students based on increased opportunities. Why AVID Works Accelerates under-achieving students into
more rigorous courses. Teaches academic skills not targeted in other classes. Provides intensive support with in-class tutors and a strong student/teacher relationship. Creates a positive peer group for students. Develops a sense of hope for personal achievement gained through hard work and determination.
Impact on Schools Increases enrollment, especially among minority students, in advanced academic courses (Pre-AP/AP). Implements instructional best practices for all students in the school. Creates a college-going culture across the school. What Is AVID? AVID is a schoolwide collegereadiness system that works to
influence the belief system, culture, and instructional strategies of the entire campus. AVID is an elective class for grades 612 that prepares students in the academic middle for colleges and universities. AVID Districtwide AVID Class
The Student Success Path Strategies ELECTIVE 612 CONTENT AREAS 612 SELECTED STUDENTS
SCHOOLWIDE STRUCTURED WEEK STRUCTURED LESSONS AND STRATEGIES WICOR WICOR Writing
PROCESS Pre-write Draft Reader response Revise Edit Publish and reflect WRITING TO LEARN Cornell notes Quickwrites Learning logs
Group projects Response/edit/revision groups Collaboration activities
Tutorials Study groups Jigsaw activities Read-arounds WICOR Organization TOOLS Binders Calendars, planners, agendas Graphic organizers
METHODS Focused note-taking system Tutorials, study groups Project planning, SMART goals WICOR Reading SQ5R o Survey, Question Read, Record, Recite, Review, Reflect
KWL o What I Know; Want to Learn; Learned Reciprocal teaching Think-alouds Text structure
Critical reading strategies Collaboration List the following: How do you currently use collaboration in your content? AND How do you hold students accountable during collaborative activities? College Preparedness/Readiness
College Readiness How to navigate the college system How to take notes and study at a college level How to write at a college level Understand college vocabulary How to organize your materials and time How to set personal and academic
goals How to self-advocate College Preparedness Completing a high school diploma plan Turning in your college application
Figuring out finances For more information on this topic, see College and Career Readiness by David Conley. Quickwrite The purpose is to build students writing fluency so that they are better prepared for timed writing, such as the SAT. Topic:
What tools do students need for academic success in your school? Individually, QUICKWRITE for three minutes on the Take Five topic. The Hidden Curriculum Get out a fresh sheet of Cornell notepaper. Table Talk: How did you learn the skill of notetaking? How did this skill contribute to your
success? Lets share as an entire group. Our Essential Question How can I ensure that my students learn the collegereadiness skill of structured notetaking? Cornell Notes Practice Time! Writing to Learn:
You will take notes on the slides and lecture. Please only take notes on the right-hand side of the paper. We will complete all the steps to the Cornell Way History of Cornell Notes Developed in 1949 at Cornell University by Walter Pauk
Designed in response to frustration over student test scores; meant to be used easily as a test study guide Adopted by most major law schools as the preferred note-taking method Why Is Note-Taking Important? Helps students organize and process data and information. Students creating the question on the left-hand side allows them to process
the information. Writing the summary allows the brain to synthesize the information. Helps students recall by getting them to process their notes multiple times. Pyramid of Retention p. 160 Jerome S. Bruner, The Process of Learning
Curve of Forgetting Counselling Services, University of Waterloo. (p. 106) CORNELL WAY Acronym Create format Organize your notes
Note-Taking Review and reflect Note key ideas Exchange ideas Link learning Learning tool Written feedback Note-Making NoteInteracting
Address feedback Your reflection NoteReflecting Cornell Notes Why will students take Cornell notes? Because we model them every time. Students in AVID schools are taught how to take notes from:
Lectures Textbooks Discussions Audio/Visual Other How Do I Reinforce Usage? Give the students a grade for taking notes. Give extra points for notes turned in with the test.
Let students use notes on tests occasionally. Note-Making With an elbow partner, supplement your notes with information from Ideas for and About Cornell Notes (HO 1618). 1. Add any information that you missed.
2. Circle key vocabulary. 3. Highlight main ideas. 4. Chunk the notes into three parts (and number each chunk). Note-Making Create Questions Individually For each chunk, write one question on the left that can be answered by the information on the right. Do not worry about the level of the
question. Share your questions with your table. Share as a group. Note-Interacting Create Questions Individually Write a summary of your notes by answering all three questions from the left-hand side. Good Questions = Good Summary Fold-over method for studying
10247 Note-Reflecting Students address the feedback on their notes from the teacher. Students reflect on how the notes have prepared them for tests. Cornell Notes Magic The only way that anyone
learns anything is through repetition. See sample notes (pp. 132137). Cornell Notes Unit Plan Read pp. 109110 and look for ways that you could incorporate Cornell notes into your class. Discuss with your table the Essential Question, How will you ensure that your students learn the college-readiness skill
of structured note-taking? Be prepared to share with the group. Cornell Notes Practice Lets practice using Cornell notes in our subject area. Create one page of perfect Cornell notes from your subject on chart paper. Remember, we are focusing on the process of CORNELL
WAY, and NOT the content of the notes. Cornell Notes Practice Step 1: Find a topic that is common to some of the people in your group. Step 2: Create an Essential Question to be addressed in your notes. (See p. 125.) Step 3: Based on the CORNELL WAY, create one page of perfect notes for your subject area.
Step 4: Hang your notes in our gallery. Learning Logs Chapter 9 (pp. 138149) The purpose of learning logs is to allow the students time to reflect on their learning. Read pp. 139140. As a table, skim the variety of learning logs and select one format to complete based on todays learning. Share learning logs at your tables. How could you incorporate student reflection into your
class? The Inquiry Method Why are INQUIRY (questioning) and knowing how to inquire important in the classroom? Why is it important for students to be able to generate higher level questions? Why is it important for the teacher to ask students higher level questions?
Power of the Question Skilled questioning can: Stimulate, assess, and guide thinking. Motivate students. Focus attention. Elicit deeper processing of information. Keep students on task. Determine level of mastery.
Levels of Questions Costas Three Levels of Thinking and Questioning pp. 9297 Blooms Taxonomy of Cognition pp. 9899 Costas Levels Level 1Input Gathering information
Book questionsinformation is either known or can be found in a book. Level 2Process Thinking about the information Level 3Output Applying the information to new situations and making judgments Costas Levels Level 1Input Who was the 1st president of the US?
Who was the 16th president of the US? Level 2Process How were Lincoln and Washington similar, and how were they different? Level 3Output Who was the better president? Why did you choose him? Philosophical Chairs The purpose of Philosophical Chairs is to help students develop the ability to give careful attention to other
students comments, to engage in constructive dialogue with one another, and to think critically about a controversial subject matter. Read the introduction on p. 185 silently. Share questions and thoughts about this passage. Philosophical Chairs Like debate, but with more constructive dialogue
Incorporates many WICOR components Different from Socratic Seminar Can be used with all grade levels, with levels of complexity, self-direction, and structure differing with grade levels Philosophical Chairs Tab the following pages for reference: Guidelines (p. 186)
Topics (pp. 187188) Rules for Engagement (p. 189) Preparation and Evaluation (pp. 190 193) Philosophical Chairs Rules of Engagement 1. Understand the central statement or topic and take a stand. 2. Listen carefully even if you dont agree. 3. Only one person speaks at a time.
4. Summarize the previous speakers argument before responding. 5. Remember, Three before me. 6. Address the ideas, not the person stating them. 7. Move if your opinion is swayed. 8. Maintain order and keep an open mind. Before We Begin Turn to Philosophical Chairs Preparation (HO 15) and fill in: The Central Statement/Topic and
what you understand the topic to mean The T-chart with reasons that you agree (Pros) and disagree (Cons) Philosophical Chairs Topic HO 15 Central Statement: Students should be permitted to use
cell phones during school hours. Philosophical Chairs Agree Disagree Students should be permitted to use cell phones during school hours. After We End
Fill in the Summary section. With those around you, discuss the Philosophical Chairs Written Evaluation Sheet on p. 192. In your book or on Cornell notepaper, complete the Philosophical Chairs Reflection. There is also a Philosophical Chairs Reflection on p. 193. Philosophical Chairs
Write down three topics in your teaching area that would be appropriate for a Philosophical Chairs activity. Socratic Seminar p. 195 The purpose of a Socratic Seminar is for students to gain a deeper understanding of a text through thoughtful dialogue. This format allows the students to think for themselves.
Enabling students to think is more important than right answers. Skills used in Socratic Seminars are critical for college success. Successful Socratic Seminars take time students develop the skills over time. Socratic Seminar Preparation Students must understand: The difference between dialogue and debate (p. 199)
The four elements of the Socratic Seminar (p. 200) The role and responsibilities of the Socratic Seminar participant (p. 202) Developing opening, core, and Socratic Seminar Guidelines 1. Listen
No one can speak while someone else is speaking. 2. Build Speakers must try to build on what others say, not debate their views. 3. Refer to the text Speakers must refer directly to the section of the text from which their ideas come, rather than making general comments or observations. Gather your notes and the text.
Youll need them for our Socratic Seminar. Socratic Seminar Resources (pp. 203210) Developing Opening, Core, and Closing Questions Questions Planning Template Critiquing or Debriefing the Seminar SS Discussion Debrief
SS Rubric SS Fish Bowl Observation FormInner-Outer Discussion Circle Socratic Seminar What are the implications of this activity for your content area or classroom? How would you use it? Are there certain modifications that
you could make or specific pieces that you would use? The Implementation Dip All successful change goes through implementation dip. Change will not go smoothly. Knowledge of the implementation dip gives people a label for what is normal and common. Awareness of the dip reduces dip.
The Myth and the Reality of Change Adapted from Motion Leadership: The Skinny on Becoming Change Savvy by Michael WICOR One-Pager The purpose is to plan and prepare for your return to school with others from a similar content area. Create a one-pager, reflecting the learning and application of the AVID strategies.
Be sure to include the following: Thoughts/feelings about AVID Questions with answers regarding the strategies Key vocabulary Applications of learning Visual representation Reflections
What have we learned or applied today for the following: Writing Inquiry Collaboration Organization Reading What are the implications for your classroom and content area? Thank you.
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