trf.pdf | |
File Size: | 185 kb |
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Tutorial days
AVID tutorial days are held every Monday and Wednesday of school. The tutorial process is an immersive process in which students explore the difficulties they are facing in difficult subjects. Before every tutorial day, students are required to complete a Tutorial Request Form (or TRF) which will be turned in to the AVID teacher and tutors. These forms ask that students look through their notes and class activities to find the root of their problems in the subject (the "Point of Confusion") so that it can be addressed in class. College tutors will be present on tutorial days to help in the tutorial process, guiding students through the problems by questioning. The tutorial process is in the "Socratic" style. Students will go to the board, individually, and present their problems to the whole class. The class in turn will ask guiding questions about the problem, probing the presenter's understanding of the subject, until the question is successfully solved. Students in the audience are expected to take three column notes on the subject on the board to include in the ensuing reflection. After the tutorial day, students are expected to complete a reflection on the subjects learned during the tutorial, due the following day! Afterward, the TRF and the reflection will be taken for a daily grade. Hopefully, by going through this process, students will gain a deeper understanding of their subjects and improve in their classes!
Structure of tutorials
As mentioned above, AVID tutorials are structured and in the "Socratic" style of asking and answering questions.
The steps to the tutorial process can be found by clicking here.
Structure
1. Upon entering class, students will divide into tutorial groups consisting of students who need/can give help in the same subject.
2. The first student to present will go up to the board and write down all pertinent information on the board leading up to the point of confusion.
3. Then, to stimulate understanding, the other students not presenting will ask questions related to the question that may help clarify the point of confusion.
4. Students not presenting will take notes on the presentation with paper divided into three columns labeled: Point of confusion | Solution | Steps (this sheet can be found in the TRF link below and above).
5. After the point of confusion has been resolved, the next student presenter will step forward and present to the group the next point of confusion. This goes on until the end of the class.
6. Students then clean up their groups before leaving class and prepare a reflection page to turn in the following day.
The steps to the tutorial process can be found by clicking here.
Structure
1. Upon entering class, students will divide into tutorial groups consisting of students who need/can give help in the same subject.
2. The first student to present will go up to the board and write down all pertinent information on the board leading up to the point of confusion.
3. Then, to stimulate understanding, the other students not presenting will ask questions related to the question that may help clarify the point of confusion.
4. Students not presenting will take notes on the presentation with paper divided into three columns labeled: Point of confusion | Solution | Steps (this sheet can be found in the TRF link below and above).
5. After the point of confusion has been resolved, the next student presenter will step forward and present to the group the next point of confusion. This goes on until the end of the class.
6. Students then clean up their groups before leaving class and prepare a reflection page to turn in the following day.
Purpose of the tutorial process
The purpose of the tutorial process is to train the AVID student in critical thinking. Being able to think through problems on one's own is an important skill both inside and outside of the classroom, in school and in life. The process trains the student to problem solve step by step, asking questions along the way to help he or she clarify the problem at hand. The students will also be trained in succinct and clear presentation skills by presenting the problem to the class or group. Being able to speak in front of a group of peers is another important skill to practice early on in a high school career because communication is key in life to relay information. Asking questions, another important part of the tutorial process, is practice so that students will be comfortable asking other peers and adults (teachers, administrators, public figures, etc.) for help when it is needed. Finally, reflection, the final part of the process, is a crucial ability to learn and do well. Reflecting helps with the analysis of a problem. Looking back, understanding what went wrong, looking for solutions, understanding the problem more thoroughly, finding out how to solve similar problems in the future, making plans for the next step/ preparing for the next problem - these are all the processes that go on when someone reflects back and makes a self-evaluation to plan for the future. All in all, the tutorial process will make the AVID student a stronger, more global, problem solving leader by touching on the many aspects of real life critical thinking.
Ten Steps to the AVID Tutorial Process | |
File Size: | 628 kb |
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AVID TRF | |
File Size: | 185 kb |
File Type: |