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AVID Open Access is a collection of classroom-ready instructional strategies that support student agency and accelerate learning.
The following is a sample of the classroom-ready AVID strategies that support learning in any subject.
Word Splash
The Word Splash is a formative assessment strategy focused on reinforcing key terms or vocabulary.
Key terms or vocabulary from the unit or lesson are displayed.
Students pick 2 or 3 key terms or words to define/explain.
Revisit Lesson Goal(s) or Guiding Questions
This strategy reinforces key takeaways from the day's lesson.
At the end of the lesson, project lesson goal(s) or guiding questions.
Students summarize what information they learned that demonstrates their achievement or progress towards these goals/guiding questions.
Dear Absent Friend
Dear Absent Friend is a formative assessment strategy that has students recalling the learning goals, skills and content from a given lesson.
Students write a summary of the lesson for someone who was absent that day.
They use learned content and vocabulary to answer the questions: What were the main goals of the lesson? What did you learn?
Storyboarding: A reading comprehension strategy
Storyboarding is an AVID strategy to help students with their reading comprehension, especially with challenging texts. This strategy can be used with both fiction and nonfiction sources.
Storyboarding is a strategy requiring students to sequence a series of events or concepts by writing summaries, creating illustrations, and posing questions. This activity helps students develop skills in chronological reasoning, summarizing, and causation.
Have students divide a piece of paper into the number of sections corresponding to the number of sections in a selected chapter or reading. After reading each sectionAVID strategies, students should:
• Create a title for that section
• Write a short summary of the section
• Create an illustration of the information
• Pose at least one question that is not directly answered in the text (an “I wonder” question).
Out the Door/Exit Ticket Idea: Quick formative assessment
Some of the most effective exit tickets are those that are easy for teachers to use as a quick formative assessment. If the exit ticket requires too much time for the teacher to use, they then become cumbersome and then not used. Here are some quick questions that can be asked of students at the end of a lesson.
“So what?” What was the purpose of today’s class?
$2.00 Summary- If each word is 10 cents, give me a $2.00 summary of what you learned today.
Aha! & Huh?- Write one AHA and one huh about today’s class.
Task Cards: An assessment review strategy
Task cards are a fun way to administer practice questions for review. The format is different from a regular worksheet or study guide. The whole class is engaged and answering questions at the same time.
Print/cut questions onto individual pieces of paper, or write them on index cards.
Pass out all of the task cards with the questions on them so that every student has a question to start.
Students record their answers on an answer sheet.
Use a timer, and after 30 seconds to 1 minute, instruct the class to pass their task card to the next person.
At the end of the activity, students had a chance to answer all of the questions and record their answers on their answer sheet.
Then we go over the answers one by one.
Students self-check their answers on their answer sheets, and have an opportunity to ask questions about ones they miss.
Academic Thinking Skills: Disciplinary sentence stems
Every day we ask students to analyze, explain, evaluate and synthesize information. However, many students struggle with what those words mean and how to use appropriate language in their answers to demonstrate understanding.
Academic Thinking Skills – Disciplinary Stems is a resource that provides sentence stems or sentence starters (organized by discipline) that help students use academic language in their speaking and writing.
The 10-24-7 Model: A note-taking review strategy
The 10–24–7 model reinforces the need to sustain the connection to notes over time. This process of coming back and interacting with the notes is what increases retention of content.
In the 10–24–7 model, students review notes for 10 minutes immediately after taking them.
Then, 24 hours later, they revisit these notes for another 10 minutes, writing questions of confusion about what they learned the previous day.
A week later (7 days), students should again return to their notes and revisit them for at least 5 minutes and have the opportunity to ask clarifying questions.
The Parking Lot Review: A review strategy
The Parking Lot Review is a technique that assesses the level of understanding at various intervals of a lesson, but in this example it might be a useful review strategy for finals.
With this activity, the teacher is able to determine a general level of understanding among and perhaps review the information that students have said they don’t understand. With this method, students who are hesitant to ask questions orally will have their concerns addressed.
Students should be provided with sticky notes on which to write questions or statements about a given topic or concept that they have been working with during reviews.
They should place their notes on a large chart that is posted in the room.
The chart should be divided into three sections and labeled with headings such as I Don’t Understand, I am Starting to Understand, and I Completely Understand.
The teacher should take note of the questions and use them in preparing how to start class the next day.
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