AVID:Advancement Via Individual Determination

Jen Chiwaki & Alan D.Lely High School

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

Agenda

1. Overview 2. Binders3. Cornell Notes

4. Tutorials5. Philosophical Chairs6. Socratic Seminar

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

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

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%

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

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

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.

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

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100%

0%

3. Cornell Notes

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

3. Cornell NotesNotes on fancy paper vs. Cornell Notes

3. Cornell Notes

• Math Example:

3. Cornell Notes• Science

Example:

3. Cornell Notes• Social

Studies Example:

3. Cornell Notes• PE Example:

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

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

4. Tutorials• Recent examples of tutorial board-work:

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.

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.

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

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