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Tutorials have been a key practice in AVID classrooms since the program's inception. Inspired by the idea that writing reflects thought, Mary Catherine Swanson required students to take notes in all their classes, which served as a window into their understanding. To provide support in subjects like science and math, she hired former AVID students attending universities to tutor in those areas. As the program evolved, Swanson recognized the need for students to become independent learners. Introduced to the Cornell Note-Taking System and the inquiry method, she integrated these strategies to foster critical thinking and collaboration. Today, tutorials remain a cornerstone of AVID, helping students develop essential skills like communication, collaboration, and critical thinking to prepare them for college and beyond.
HANDOUTS and RESOURCES:
AVID Tutorial Videos and Resources
Gives step-by-step instructions on how to conduct effective tutorials including what should happen before, during and after a tutorial session.
WAG Lessons for teaching TUTORIALS in the CLASSROOM
At the start of the tutorial progression, whether implementing tutorials in 6th grade or 9th grade, students are focused on learning the 10 Steps of the AVID Tutorial Process, which is steeped in metacognition. As they attain skills through grade-level standards and their academic courses simultaneously become more rigorous, they shift their focus toward the content, using the tutorial steps as the routine to access the material. Observation and coaching of focus areas allow for continuous improvement of tutorials.
Before the Tutorial includes:
Students engage in rigorous coursework and identify an initial question they have from their academic studies
Dtudents work to complete a Tutorial Request Form (TRF) and identify a Point of Confusion (POC)
The student brings the completed TRF to their AVID Elective class and the class is divided into tutorial groups where students prepare to engage in tutorials.
During the Tutorial includes:
Once students are in their tutorial group, a student presenter is selected to start at the whiteboard and deliver their 60-Second Speech, which ends with the presentation of their Tutorial Question from their POC
The group members utilize inquiry to engage the presenter in an academic conversation that assists and guides the student presenter in clarifying their POC
The group members check the student presenter’s understanding as they help to articulate the steps taken to resolve the POC
The presenter gives a 60-Second Synthesis of their learning, including the notes, resources, academic conversation, and steps used to reach a new understanding of that POC
Students repeat Steps 4 through 7 until it is time for closure
After the Tutorial includes:
Students complete a summary of their learning and reflect on the tutorial process, in either verbal or written format, addressing any skills or issues that the group is working on
Students bring the process to a close by returning to their academic classes and applying their learning
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