What is a tutorial?Small group tutorial sessions are held twice a week, Mondays and Wednesdays, during the AVID elective class. During tutorials, the AVID elective class is divided into several tutorial groups. Under the direction and supervision of the AVID elective teacher, an AVID-trained tutor facilitates the discussion and work at each group.What is the purpose of tutorials?What are the goals of the tutorial process?* To push each other's thinking. AVID tutorials use an inquiry process.* Tutors do not give the answers. They facilitate the groups' learning process.* Tutors don't teach the answers. They ask more questions. This is called the Socratic method.How do AVID tutorials differ from traditional tutoring?* All students must arrive at the tutorials prepared with pre-work completed and specific questions written in a Tutorial Request Form (TRF). If they believe they have no questions regarding any homework, school work, quiz or test in any of their classes, they must still attend the tutorial with a completed TRF in which they ask a question that further explores the material they are studying in any of their classes.* Questions are high level thinking questions.* Students work and discuss in collaborative group.* Students must reflect on their own participation in the groups and on how the group worked together.How a Tutorial Request Form (TRF) is completedAVID students must complete their TRF before attending tutorials.20% of what they30% of what they70% of what they80% of what theyThe Tutorial Process - What does an AVID tutorial look and sound like?Here are two examples.Why are collaborative groups, such as the small group tutorials, important?* No one knows everything.* Teachers expect analysis, synthesis and evaluation of subject matte.* It teaches them how to work with others which they will likely have to do in college, such as in study groups, and in their career fields in the future.Why are the students' written questions important?The skill of asking questions is fundamentally different from the skill of answering them because waiting to answer a question is a passive process. Asking a question is an active process and changes a student's relationship or connection to the material.AVID bases the design of these student written questions on Costa's Levels of Questions, which show the different levels of questions and the cognitive processes related to each level.Costa's Levels of QuestionsLevel 1 questions - These questions can be answered by facts contained in the document or text or by information accessible in other resources; generally short answers.Know the stepsAs you've seen in the videos, part of writing the Tutorial Request Form and presenting at tutorials involves writing the steps taken to answer a question, solve a problem or perform a task. Why is it important to know the steps to do anything at all? Here is one way an AVID elective teacher conducted a unique class activity that taught students the importance of providing, following and understanding steps.
The students did a collaborative activity to help them learn how to articulate the steps they take in their pre-work inquiry before tutorials so they can demonstrate more specifically what they tried and how they get to the "Aha moment" during Socratic questioning.
First, the teacher modeled the need for specific steps. She asked the students to provide her with the steps she needed to learn how to make a sunflower butter sandwich. She showed the class that simply being told to 1. Put the sunflower butter on the bread and 2. Eat it doesn't work for someone who doesn't know the basics of the sandwich making process.
Students then asked the teacher questions just as they do during tutorials so she could clarify her point of confusion and determine the exact steps needed to complete the process.
Next, students worked together to complete a task and articulate in writing a list of steps for someone to follow in order to complete a particular task. Each member of the group had a different role based on what the teacher thought (or what formative assessment data showed) they needed to work on to improve the tutorial process.
Here is a list of the tasks the students were given them do based on items that were available in her classroom.
Divide into groups:
1. Put on Guatemalan clothing correctly and culturally appropriately.
2. Set up the easel for tutorials.
3. Look up “berenjena” in the dictionary and translate the word to English.
4. Set up Bingo for a group of 4 to play.
5. Organize your AVID binder
Writer - Records the steps as the doer completes them (CANNOT SPEAK or DO but may nudge asker if he/she needs a question asked to write the steps better)
Asker - Asks questions to ensure no step is missed and the do-er can complete the task with the instructions written by the writer (CANNOT WRITE or DO)
Doer - Completes the task with the direction of the group and articulates out loud what steps they are taking (CANNOT SPEAK but can nudge the asker if he/she feels there is a need for an additional step articulated by the director)
Director - Guides the doer through the process to complete the task and ensures each step is recorded by the writer, the asker is asking questions and the doer knows what to do based on the steps
Through this activity, the students learned that they needed to give precise, detailed steps to their peers so they could successful complete a task. Giving broad, general, vague or too few steps didn't work. This lesson can be applied to writing the steps on their Tutorial Request Form and tutorial presentations. If they write down precise, detailed steps, they can then later use these steps in studying, answering a similar question or solving a similar problem. It also helps them gain a better, deeper understanding of a topic or subject they are studying.