AVID Overview - Cornell Notes
- 1. AVID: Advancement Via Individual Determination Jen Chiwaki & Alan D. Lely High School
- 2. Overview • Essential Question: – What is AVID and how can I use the strategies in my classroom? • Learning Goals: – Define and explain AVID – Understand how AVID strategies can benefit students of all abilities – Consider ways in which AVID strategies can be integrated into all classrooms
- 3. Agenda 1. Overview 2. Binders 3. Cornell Notes 4. Tutorials 5. Philosophical Chairs 6. Socratic Seminar
- 4. 1. Overview • AVID Mission Statement: – To close the achievement gap by preparing students for college readiness and success in a global society. • What is AVID not? – A remedial program – A free ride/excuse
- 5. 1. Overview • The LHS AVID Site Team: – Jen Chiwaki AVID Coordinator/Elective Teacher – Alan Davis AVID Elective Teacher – Jon Bremseth AVID Administrator – Ed Boaz AVID Guidance Counselor – Cyndi Werner Math Representative – Christi Patterson English Representative – Catherine Hunt CTE Representative – Kyle Manders English Representative – Sharon Murray Social Studies Representative
- 6. 1. Overview • Why AVID? – 2008-2009 Hillsborough County AVID Graduates who expect to attend college: 100% – 2007-2008 AVID Graduates nation-wide who plan to enroll in a college or university: 97% – 2008-2009 LHS Graduation Rate: 82.3%
- 7. 1. Overview • Who is an AVID Student? – These capable students, in the middle, often are not realizing their full potential academically. Criteria to consider for recruitment include: • FCAT Scores (usually average to above average) • Grades (usually average) • Attendance • Positive attitude • College Potential • Desire and Determination • Family Support • Historical Under-representation in 4-year Colleges • Other Special Circumstances
- 8. 1. Overview • What is the AVID elective class like? AVID Curriculum includes: Writing Curriculum College and Career Exploration Inquiry Activities Strategies for Success AVID Tutorials Include: Collaborative Study Groups Writing Groups Socratic Seminars Philosophical Chairs
- 9. 2. Binders • Students are given the following materials during the first week of school: – 3” 3-Ring Binder – Dividers – Paper – Pens, Pencils & Highlighters w/ Pouch for Binder • To teach students organization and responsibility, they will be expected to use this binder for all seven classes. • It will be checked often in their AVID Elective Class for a grade. • They are also required to maintain a daily planner which will also be checked.
- 10. 3. Cornell Notes Time elapsed after class Time spent reviewing notes through writing questions and summaries 0 minutes (no review of notes) 10 minutes 5 minutes 2-4 minutes Amountofinformationretained 100% 0%
- 11. 3. Cornell Notes
- 12. 3. Cornell Notes • Model the strategy on the doc cam. – Think aloud as you take the notes with them. • Have students volunteer to be the model Cornell Note-takers on the doc cam. • Use for homework or exit slips: – Encourage students to generate H.O.T. questions for the question column. – Summary/reflections
- 13. 3. Cornell Notes Notes on fancy paper vs. Cornell Notes
- 14. 3. Cornell Notes • Math Example:
- 15. 3. Cornell Notes • Science Example:
- 16. 3. Cornell Notes • Social Studies Example:
- 17. 3. Cornell Notes • PE Example:
- 18. 4. Tutorials • Tutorials provide students with an active learning experience and time for students to: – Discuss class notes – Clarify and explore challenging concepts – Review for tests – Work together to solve any troublesome homework problems
- 19. 4. Tutorials • The Tutorial Request Form • A tutorial group is comprised of: – approximately 5-7 students – one discussion leader who is a local college student or community member. • Matt’s Story
- 20. 4. Tutorials • Recent examples of tutorial board-work:
- 21. 5. Philosophical Chairs • In class, students question, statement, or quote to produce thought and discussion. • Students must decide whether they agree or disagree with topic. • Chairs are placed in two lines facing each other, with each line representing the two sides of the topic.
- 22. 5. Philosophical Chairs • Students will discuss the topic in an orderly fashion. • If someone makes a very convincing point, students can move to the opposite side. They can change sides at any time, as often as they feel compelled. • After 30-40 minutes of discussion, students will write a summary/reflection of the topic.
- 23. 6. Socratic Seminar • Prior to class, students will read a newspaper article, essay, short story, or literary selection and take notes as they read. • In class, they will presented with a higher-order thinking question to elicit thought and discussion. • There are several different methods in which students can be grouped for the discussion seminar
- 24. Recap • Essential Question: – What is AVID and how can I use the strategies in my classroom? • Learning Goals: – Define and explain AVID – Understand how AVID strategies can benefit students of all abilities – Consider ways in which AVID strategies can be integrated into all classrooms