Do not check student presenter’s understanding of the process and/or solution Take two-column notes with tutor/ teacher prompting Some engage in the discussion Some assist in checking student presenter’s understanding of the process or solution Take two-column notes on each student presenter’s question Most engage in discussion around point of confusion Most assist in checking student presenter’s understanding of the point of confusion Take detailed two-column notes on each student’s question All engage in discussion around point of confusion Assist in checking student presenter’s understanding of the process and solution. Engage in a reflection around the learning process and point of confusion After the Tutorial: Reflection/ Debrief Highlights of Visit:
Tutorial Walk Through Essential 8 Evidence AVID Teacher: Visitor: Date: Site: District: Grade Level: 6 7 8 9 10 11 12 # of Students: Observations Evident Partially Evident Not Evident Comments ESSENTIAL 8.1 Setup/ Atmosphere Room set-up to facilitate collaboration/problem-solving Students seated in semicircle/ rectangle around a large, upright whiteboard Students viewed the Tutorial CD/familiar with the tutorial process Students have access to textbooks to use as a resource during tutorials ESSENTIAL 8.1 & 8.4 Tutorial Process/ Use of Tutorial Request Form (TRF) Tutorial Process/ Use of Students receive tutorial support twice a week (40% of the week) Circle days: M T W Th F Students are grouped effectively Grouped by: subject area area of need as identified by Tutorial Grade Analysis teacher selection other:____________________ Students use a Tutorial Request Form (TRF) Students use a rigorous TRF includes key components: pre-work/point of confusion question(s) note-taking section separate from TRF student accountability student/tutor feedback section reflection section Students have/use CN/resources to support TRF question Reflection: Tutorial ends with a higher-level reflection Teacher attended Tutorology Strand Date:
Tutorial Request Form (TRF) Pre-Work Inquiry (Before the Tutorial) Think-A-Loud Subject: Standard/ Essential Question: Name: AVID Period: Date: Pre-work Inquiry /12 Resources /1 Collaborative Inquiry /2 Cornell /3 Reflection /7 /25 Initial/ Original Question: (Directly from book, quiz/test, notes, etc.) Source, page # & prob.#: _________ • “As I review my resources (Cornell Notes, textbook, workbooks, quizzes/tests), what is something that I don’t understand?” • “How can I simplify and explain this question in my own words?” /1 Key academic vocabulary/definition associated with topic/question: • “What are the key academic vocabulary words I need to understand?” • “What is the definition from my book or notes?” • “Can I define them in my own /2 What I Know about My Initial Question: • “What do I know my initial question?” • “What concept does this remind me of?” • “How can I organize the information?” • “Can I connect this concept to prior knowledge from this content area or another subject?” • “Can I make a prediction about a reasonable answer?” /2 Critical Thinking about Initial Question: • “What can I show about my question?” • “What does the textbook or notes say about this topic?” • “How do I plan to approach this question; what strategies should I use?” • “Can I work backwards?” • “From my initial question, what do I know and what can I show?” • “Have a done a similar problem/ question and what steps did I take to solve it?” • “Can I down the question to smaller parts and if so, what would they be?” • “Can I call someone from my to assist me?” • “Is there a reliable website that can support me in my learning?” /3 Identify General Process and Steps: • “What are the steps to what I know?” • “What can I show that I can apply to a similar problem?” /2