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Welcome to Tutorology

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What steps do your students follow in presenting their questions for tutorial? ... Science Question. Standard: Physical Science 8.7 ... – PowerPoint PPT presentation

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Title: Welcome to Tutorology


1
Welcome to Tutorology
  • AVID Center has updated the AVID Tutorial
    Curriculum for 2008. All AVID teachers will be
    expected to be trained in this new curriculum by
    2010 as required by the AVID Center. This will be
    a requirement of the site certification process.

2
Why a Tutorial Support Curriculum?
  • Align tutor training to the national
    certification document--Essential 8.2
  • Provide the teacher and tutor with tools to
    debrief and refine the tutorial process with
    students
  • Provide the teacher and tutor with tools to
    facilitate rigorous tutorials that assist
    students in increasing achievement in academic
    classes

3
Tutorial Topics- Mary Bullock
  • Think Write Pair Share
  • How to Present a Question (p161- 162)
  • Using Tutorial Question Stems (p163)

4
Think-Write-Pair-Share
  • Individually take the next 3 minutes to complete
    the following Quick-Write
  • What steps do your students follow in presenting
    their questions for tutorial?
  • Debrief Please share with a partner.

5
How to Present a Question
  • How does what you wrote compare to the 8 steps on
    page 161?
  • DVD Clip Matts Story
  • - Complete page 162 center column only

6
Debrief
  • Take the next 5 minutes and with a different
    partner
  • What would Matt have had to do in order to
    complete steps 4-6 from page 162 in presenting
    his question?

7
Using Tutorial Question Stems
  • Review page 163
  • -Stems can be utilized as
  • A) tools during tutorials
  • B) questioning strategies
  • C) writing prompts
  • Can be laminated for tutorials
  • Questions by Subject Area

8
Math Question
  • Standard Algebra 8.0
  • Students understand the concepts of parallel
    lines and perpendicular lines and how those
    slopes are related.
  • CST Released Item
  • Stem 18 Considering that the equation of line 1
    is
  • 6x 5y 3, and the equation of line 2 is 5x -6y
    0, What conclusion can be made about lines 1
    and 2?

9
Science Question
  • Standard Physical Science 8.7
  • Students understand that the organization of
    the periodic table is based on the properties of
    the elements and reflects the structure of atoms.
  • CST Released Item
  • Stem 2 What is the difference between
    metals and non-metals?

10
Language Arts Question
  • Standard Language Arts Grade 11
  • Reading Comprehension 2.5
  • Students analyze an authors implicit and
    explicit philosophical assumptions and beliefs
    about a subject.
  • CST Released Item
  • Stem 17 What speculation can we make about
    Crocketts attitude toward his audience?

11
Social Science Stem
  • Standard World History 7.7
  • Students compare and contrast the geographic,
  • political, economic, religious, and social
    structures of
  • the Mesoamerican and Andean civilizations.
  • CST Released Item
  • Stem 13 How do the characteristics of Aztec
    societies compare to those of Incan
    societies?

12
Tutorial Topics Celia Walker
  • Checking For Understanding (p
    165-166)
  • Reflection How Do you Keep it all going? (p168)

13
Checking for Understanding
  • Individually complete 165
  •  
  • Individually complete page 166 according to
    how you and your tutors check for understanding
    of the process used to arrive at the solution to
    each question presented during the tutorial.
  • Debrief Share your responses to question 2 on
    page 166 with your table.

14
Reflection How Do You Keep It All Going?
  • Take the next 5 minutes to
  • At your table groups, individually number
    yourselves 1, 2, 3.
  • Answer your corresponding question number on
    page 168

15
Reflection How Do You Keep It All Going?
  • Take the next 10 minutes
  • Move to the corner of the room that
    corresponds to your question number (bring your
    written response and pen/pencil)
  • Share your responses to your corner group and
    take notes on others comments,

16
Reflection How Do You Keep It All Going?
  • Take the next 10 minutes to
  • Return to your table and share the two best
    ideas for your corresponding question number

17
Tutorial Question Analysis-Ricardo/Darren
  • DVD Itzel Preparing for Tutorials
  • With a partner, discuss Itzels statement
  • solving for x is a level 2 question.

18
Tutorial Question Analysis
  • Many students are not clearly expressing their
    actual question during math tutorials. This
    activity will focus on how students present their
    questions and identify the point of confusion.
  • Read and Review page 170focusing on Example
    3.

19
Tutorial Question Analysis
  • Note Page 171, steps 1 and 2 have been completed
    for you.
  • DVD Itzel Inquiry and Collaboration
  • While viewing the DVD, identify what Itzel knows
    and can do for the 3rd step on page 171
  • Share your response with a partner

20
Tutorial Question Analysis
  • 5. DVD Itzel Inquiry and Collaboration
  • 6. While viewing the DVD, identify Itzels
    point of confusion
  • 7. Considering the 4th step, write a question
    that Itzel could have asked during tutorial to
    better address her point of confusion?
  • 8. Whole Group Share

21
Tutorial Question Analysis-Next Steps
  • Partner talk What can you do to support
    students and tutors in developing questions that
    better address points of confusion?

22
Tutorial Question Analysis
  • DVD Itzel Inquiry Collaboration
  • Individual Reflection
  • To what extent was Itzels question answered
    (Explain the steps to solve for x, v(3x/5) 4
    2)?
  • Whole Group Share
  • How would you characterize the use of academic
    language while the group addressed her question?

23
Tutorial Topics Debbie Burton
  • Completing Tutorial Growth Plan (133-134)
  • Idea Hunt Suggested Tutorial Make Up Activity

24
Completing Tutorial Growth Plan
  • Please write your school name and your name on
    this sheet. Complete one Growth Plan per school,
    pages 133-134. Please include in the School
    Certification Portfolio.
  • 1. Where is your school on this continuum for
    all four roles?
  • 2. What strategies can you implement to achieve
    or maintain a Collaborative rating for these
    roles?

25
Jigsaw of Tutorial Growth Plan
  • 1. At your table groups, individually number
    yourselves 1, 2, 3, 4
  • 2. Match to the 4 roles on page 133-134Teacher
    is 1, Tutor is 2, etc
  • 3. Move to the area of the room that corresponds
    to your role number (bring pages 133-134 and
    pen/pencil). We will have two groups for each
    role.
  • 4. Group Sharing Where is your school on this
    continuum for this role? What strategies can you
    implement to achieve or maintain a Collaborative
    rating for this role?

26
Feedback for Tutorial Growth Plan
  • Which indicators would you add or modify for
    your role to the specific columns? Please chart
    your responses.
  • Please return to your tables.

27
Idea Hunt
  • On a note-card, write down one way you allow
    students to make-up tutorials.
  • Find a person in the room, that wrote down
    something different than you. Share your ideas
    and record on your own note-card.
  • Repeat process with another personyou will now
    have 2 new ideas on your note-card.

28
Suggested Tutorial Make-up Activities
  • Whole Group Share Any Innovative Ideas?
  • Review page 175

29
Tutorial Topics Darren/Ricardo
  • Grade/Tutorial Analysis Activity
  • Quick Write

30
Grade/Tutorial Analysis Activity
  • Take the next 5 minutes to
  • Individually Read page 176
  • then
  • Quick-write
  • What data is collected by your
  • site/district to show evidence that tutorials
    are used to increase student achievement in all
    academic areas?
  • Take the next 3 minutes to Pair-Share your
    responses with a new partner.

31
Grade/Tutorial Analysis Activity
  • Imagine you are student Eddie Lopez, take the
    next 15 minutes to review page 177 in order to
    individually finish completing page 181
  • Calculate the Overall rows on both tables
  • and
  • B. Answer the two reflective questions

32
Grade/Tutorial Analysis Activity
  • Take the next 15 minutes to
  • Table Share your responses to page 181
  • then
  • How would you implement this in the AVID
    elective?
  • How would you share this data with your AVID site
    team?
  • For those districts utilizing pacing guides, how
    can this be a part of the data analysis?

33
Grade/Tutorial Analysis Activity
  • Page 182 Grade/Tutorial Analysis Part C Handout
    3.12.1
  • This can be used as a follow up for the next
    grading period

34
LUNCH
  •  

35
Mock Tutorial
  • Observe role playing of an AVID tutorial.

36
Mock Tutorial RolesStudent presenter
37
Mock Tutorial RolesGroup Members
38
Mock Tutorial RolesTutor
39
Mock Tutorial RolesTeacher
40
Mock Tutorial - Roles
  • Observers role
  • Use the checklist (p137) to evaluate the mock
    tutorial
  • Use the back side as a reference for levels of
    questions (164)

41
Mock Tutorial
  • Solve 4x - 1 3(x1)

42
Mock Tutorial Observations
  • Looking at your checklist, what questions could
    you ask
  • the teacher
  • the tutor
  • the student presenter
  • the group members,
  • in order to make the tutorial more
    collaborative?

43
Mock Tutorial-Debrief
  • Revise the question to be higher level
  • Identifying the point of confusion
  • Graphic Organizer (t-chart)
  • Academic Vocabulary
  • distributive property
  • combining like terms
  • isolating the variable
  • conceptual vs. procedural understanding
  • Checking for solution and checking for
    understanding

44
Articulation
  • Please sit in circle
  • Comment Cards from December
  • Site Data Remindershow school status list via
    www.avidonline.org
  • Senior Data Remindershow school status link via
    www.avidonline.org
  • Scholarship Application
  • Calendar CSS Visits
  • Survey Monkey Feedback

45
Comment Cards from December
  • Please share your successes and challenges in
    this implementation with your partner school.
  • Whole group share 2-3 positives and 2-3
    challenges.

46
Site Data Collection
  • www.avidonline.org
  • MyAVID
  • AVID Data Entry System
  • Under Site Data Collection, select Schools Status
    List

47
Senior Data Collection
  • www.avidonline.org
  • MyAVID
  • AVID Data Entry System
  • Under Senior Data Collection, select Schools
    Status List
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