The AVID tutorial process is a structured, collaborative learning method. It aims to deepen student understanding through guided inquiry and discussion. This process is divided into three key parts; before, during, and after, providing a framework of ten steps.
Overview of AVID Tutorials
AVID tutorials are a core practice within the AVID program, designed to foster collaborative learning and critical thinking skills. These tutorials provide a structured environment where students can address their points of confusion from academic content classes. The process uses inquiry and Socratic dialogue, encouraging students to actively participate in their learning. By focusing on student-generated questions and collaborative problem-solving, AVID tutorials empower students to become more independent learners. This approach moves beyond simply providing answers, helping students develop the ability to tackle similar problems in the future. The tutorials take place twice a week, forming a regular part of the AVID student’s schedule. They are not just about content mastery but also about learning how to learn effectively. The process is about helping students become independent learners.
Before the Tutorial (Steps 1-3)
The preparation phase is critical, involving Cornell note-taking, identifying points of confusion, and completing the Tutorial Request Form (TRF). These steps ensure students come prepared for collaborative inquiry.
Step 1⁚ Taking Cornell Notes
The initial step in the AVID tutorial process involves diligent note-taking using the Cornell method. This structured approach divides the note page into three sections⁚ notes, cues, and summary. Students record class content in the main note-taking area during instruction. After class, they formulate questions or cues in the left column that relate to the notes, prompting deeper thinking. Finally, they synthesize their learning by writing a concise summary at the bottom. This active note-taking strategy is crucial for identifying specific points of confusion that will be addressed during the tutorial. Cornell notes serve as a foundation for the entire tutorial process, ensuring students actively engage with the material.
Step 2⁚ Identifying Points of Confusion
After taking Cornell notes, the next vital step requires students to carefully review their notes and pinpoint specific areas where confusion exists. This is not just about noting what they don’t understand; it’s about identifying precise points where their comprehension falters. This might include unclear concepts, unresolved questions, or gaps in understanding the material. This step demands metacognitive awareness, encouraging students to reflect on their learning process. Students must articulate these points of confusion clearly and concisely to effectively address them during the tutorial. This focused identification is essential for productive discussions and collaborative learning.
Step 3⁚ Completing the Tutorial Request Form (TRF)
The Tutorial Request Form, or TRF, is a critical tool in the AVID tutorial process. Students use this form to formally articulate their points of confusion, identified in Step 2. The TRF prompts students to record the specific question or concept they struggle with, which is directly linked to their Cornell notes. It also encourages reflection on the learning process. Completing the TRF ensures that the tutorial session is focused and targeted. Additionally, it requires students to think through their confusion in order to communicate it clearly. The TRF also often includes space for students to reflect on their learning as well as what they did to prepare for the tutorial.
During the Tutorial (Steps 4-7)
The tutorial shifts to active engagement. Students present their points of confusion. Group members ask clarifying questions and engage in collaborative inquiry. This leads to revised understanding and learning.
Step 4⁚ Presenting the Point of Confusion
This crucial step involves the student clearly articulating the specific area where they encountered difficulty or misunderstanding. It is not simply stating “I don’t get it,” but rather pinpointing the exact concept, problem, or process that is causing confusion. The student should use their Cornell notes and Tutorial Request Form (TRF) to guide their presentation. This requires them to synthesize their learning and identify the gap in their knowledge. This step is essential because it sets the stage for focused inquiry. The presenter is encouraged to be concise and specific, allowing their group to quickly understand the nature of the difficulty and begin the collaborative process of finding a solution. It’s about taking ownership of their learning by clearly defining their challenge.
Step 5⁚ Initial Questioning by Group Members
Following the presentation of the point of confusion, group members engage in initial questioning. This phase is not about providing answers, but rather about clarifying the presenter’s understanding. Group members ask probing questions to delve deeper into the nature of the confusion. They may ask about the steps the presenter took, the resources they used, or the specific concepts they found challenging. This active questioning helps the presenter articulate their thinking and identify any potential gaps or misunderstandings they might not have initially recognized. The goal is to encourage the presenter to think critically about their own learning process. Group members are also practicing their own critical thinking and communication skills during this collaborative inquiry phase.
Step 6⁚ Collaborative Inquiry and Discussion
The collaborative inquiry and discussion phase is where the group actively works together to explore the presenter’s point of confusion. This is a dynamic process, moving beyond simple question-and-answer into a deeper investigation of the subject matter. Group members share their own perspectives, experiences, and knowledge, contributing different angles to the problem. They may offer alternative strategies, draw connections to related concepts, or challenge assumptions. This step emphasizes peer-to-peer learning, where students learn from each other’s insights. The goal is not to just find the “right” answer, but to collectively build a more thorough and nuanced understanding. This collaborative exploration fosters critical thinking, communication, and problem-solving skills amongst all participants.
Step 7⁚ Revising Understanding Based on Discussion
Following the collaborative inquiry and discussion, the presenter reflects on the new information and insights gained. This crucial step involves the student actively revising their initial understanding of the point of confusion. They consider the various perspectives shared by their peers, integrating these ideas into their own comprehension of the topic. This may mean adjusting their initial approach, clarifying their definitions, or recognizing alternative solutions. The presenter is not just passively receiving information; they are actively synthesizing it to construct a more accurate and complete understanding. This step reinforces metacognitive skills, as they become aware of their own learning process and the impact of peer collaboration. The presenter articulates how their thinking has shifted, solidifying the new knowledge.
After the Tutorial (Steps 8-10)
The final phase involves reflection, application, and assessment. Students reflect on their learning, apply new knowledge, and assess their progress. These concluding steps ensure the tutorial’s effectiveness. This completes the process.
Step 8⁚ Reflection on the Learning Process
Following the collaborative inquiry, students engage in a crucial step⁚ reflecting on their learning process. This stage is not just about summarizing what was learned, but also about examining how the learning occurred. Students consider the effectiveness of the tutorial strategies used, the quality of their participation, and how their understanding evolved through the discussion. This metacognitive process encourages self-awareness as learners. They analyze their initial points of confusion, evaluate the collaborative inquiry, and pinpoint the moments where their understanding shifted. By reflecting on both the content and the process, students gain valuable insights into their own learning styles and how to approach future challenges. This step allows for deeper synthesis of information and lays the foundation for continuous improvement.
Step 9⁚ Applying New Knowledge
The penultimate step in the AVID tutorial process involves applying the newly acquired knowledge. After reflecting on their learning, students are tasked with actively using their revised understanding. This application may take various forms, such as solving related problems, explaining the concepts to others, or connecting the material to real-world examples. This step is crucial because it solidifies learning by moving beyond passive reception to active application. Students demonstrate their comprehension by employing the new knowledge in tangible ways. This step ensures that the learning is transferable and not limited to the tutorial context. This application phase also serves as a form of assessment, allowing both students and tutors to gauge the depth of understanding achieved during the session. It reinforces the practical value of the tutorial and prepares students to utilize the knowledge in future academic and practical scenarios.
Step 10⁚ Assessing Learning and TRF Completion
The final step of the AVID tutorial process centers around assessing both the learning achieved and the thoroughness of the Tutorial Request Form (TRF) completion. Students reflect upon their journey through the tutorial, evaluating how well they addressed their point of confusion and how their understanding evolved. This evaluation is crucial for metacognitive development, encouraging them to understand their learning process. The TRF is also reviewed, ensuring all sections are completed accurately and comprehensively, serving as evidence of their preparation and engagement in the process. Tutors then assess the TRF for completion and the depth of the student’s reflection. This final step provides valuable feedback on the effectiveness of the tutorial and the student’s ability to engage with the material. It is a critical component for improving future tutorials and promoting student accountability. By assessing both the learning and the process, students are encouraged to take ownership of their understanding.