The AVID 10-Step Tutorial Process is a structured‚ student-centered approach designed to enhance learning and academic performance in a collaborative environment. It emphasizes student agency‚ critical thinking‚ and the application of skills to real-world challenges. This process‚ developed by AVID (Advancement Via Individual Determination)‚ is divided into three key phases: before the tutorial‚ during the tutorial‚ and after the tutorial. These phases provide a framework for 10 steps that ensure effective‚ rigorous‚ and collaborative learning experiences. By following these steps‚ students engage in higher-level questioning‚ develop strong communication skills‚ and deepen their understanding of complex concepts. The process fosters a supportive environment where students take ownership of their learning and grow academically.
Before the Tutorial
The AVID 10-Step Tutorial Process begins with preparation to ensure students are ready to engage effectively. Step 1 involves completing the Tutorial Request Form (TRF)‚ where students identify their Point of Confusion (POC) and formulate a higher-level question. This step helps students clarify their understanding and focus on specific challenges. Step 2 requires pre-work and a resource check‚ ensuring students have all necessary materials and have completed preliminary tasks. These initial steps are crucial for setting the foundation for a productive tutorial session. By organizing their thoughts and materials beforehand‚ students are better equipped to actively participate and benefit from the collaborative learning environment.
Step 1: Completing the Tutorial Request Form (TRF)
Completing the Tutorial Request Form (TRF) is the first and foundational step in the AVID 10-Step Tutorial Process. This step is designed to help students identify their points of confusion and articulate their questions clearly. The TRF serves as a guide for both the student and the tutor‚ ensuring that the tutorial session is focused and productive. Students are required to fill out the TRF before the tutorial‚ detailing their specific challenges and outlining the steps they have already taken to address them.
The TRF typically includes sections for identifying the Point of Confusion (POC)‚ which is the central issue or concept the student is struggling with. Students are also expected to formulate a higher-level question related to their POC. This question should go beyond basic recall and instead encourage critical thinking and deeper understanding. For example‚ instead of asking‚ “What is the definition of photosynthesis?” a student might ask‚ “How does the process of photosynthesis contribute to the carbon cycle in ecosystems?”
Completing the TRF requires students to reflect on their learning and take ownership of their academic challenges. This step helps students develop the habit of identifying areas where they need additional support and seeking resources to address those gaps. The TRF also encourages students to think critically about their coursework and to approach problems with a solutions-oriented mindset.
One of the key benefits of the TRF is that it provides a structured format for students to organize their thoughts and communicate their needs effectively. Many students struggle with articulating their confusion or knowing where to start when seeking help. The TRF gives them a clear framework to follow‚ making the tutoring process more efficient and effective. Additionally‚ the TRF helps tutors understand the student’s perspective and tailor their support to address specific needs.
Students are often provided with examples and guidelines to help them complete the TRF successfully. These resources may include sample TRFs‚ think-aloud exercises‚ and video tutorials. Such supports are designed to ensure that students feel confident in their ability to identify and communicate their points of confusion. Over time‚ the process of completing the TRF becomes second nature‚ helping students develop essential skills in self-advocacy and academic communication.
Step 2: Pre-Work and Resource Check
Step 2 of the AVID 10-Step Tutorial Process involves completing pre-work and conducting a resource check. This step is essential for ensuring that students are adequately prepared for the tutorial session and have access to the necessary materials to address their points of confusion. The pre-work and resource check are designed to promote accountability‚ organization‚ and collaboration‚ setting a strong foundation for the tutorial process.
During this step‚ students are expected to review and complete any assigned pre-work related to their Point of Confusion (POC). This may include reading relevant textbook chapters‚ completing practice problems‚ or reviewing class notes. The goal of the pre-work is to ensure that students have a basic understanding of the material before entering the tutorial session. By completing the pre-work‚ students demonstrate their commitment to taking ownership of their learning and preparing thoroughly for the tutorial.
In addition to completing pre-work‚ students are also required to gather and organize the necessary resources. These resources may include textbooks‚ class notes‚ study guides‚ or online materials. The resource check ensures that students have access to the tools they need to actively participate in the tutorial and to address their POC effectively. Tutors and teachers often verify that the resources are relevant and aligned with the student’s needs‚ providing guidance on how to use them most effectively.
The pre-work and resource check also serve as an opportunity for students to identify any gaps in their understanding or preparation. If a student realizes they are missing critical resources or need additional support‚ they can address these issues before the tutorial begins. This proactive approach helps to minimize distractions and ensures that the tutorial session remains focused on addressing the student’s POC.
One of the key benefits of this step is that it fosters a sense of accountability among students. By requiring students to complete pre-work and gather resources‚ the AVID process teaches valuable time management and organizational skills. These skills are not only essential for academic success but also for long-term personal and professional development. Additionally‚ the pre-work and resource check promote a growth mindset‚ encouraging students to view challenges as opportunities for growth rather than obstacles.
Teachers and tutors play a crucial role in this step by providing guidance and support. They may offer suggestions for additional resources‚ clarify expectations for the pre-work‚ and help students develop strategies for organizing their materials. This collaborative approach ensures that students feel supported and prepared as they move through the tutorial process.
During the Tutorial
The tutorial phase of the AVID 10-Step Tutorial Process is a dynamic and collaborative learning experience designed to foster critical thinking‚ effective communication‚ and problem-solving skills. This phase is where students engage with their peers and tutors to explore and resolve their Point of Confusion (POC) in a structured and supportive environment. The tutorial is divided into several key steps‚ each designed to guide students through the process of inquiry and understanding.
Once the tutorial begins‚ students are typically divided into small groups‚ usually consisting of no more than seven students‚ along with a trained tutor. The tutor’s role is to facilitate the discussion‚ ask guiding questions‚ and ensure that students remain focused on their POC. The small group setting encourages active participation and collaboration‚ allowing students to learn from one another and build on each other’s ideas.
The tutorial process begins with one student presenting their POC to the group. This presentation is often preceded by a brief 30- to 60-second overview of the pre-work they completed. During this presentation‚ the student shares their initial question or area of confusion and outlines the steps they have already taken to address it. The tutor and group members then ask questions to guide the student through the critical thinking process‚ helping them to clarify their understanding and identify key concepts or gaps in their knowledge.
The questioning phase is a cornerstone of the AVID tutorial process. Tutors and peers are trained to ask open-ended‚ higher-level questions that encourage the student presenter to think deeply about their POC. These questions are designed to provoke thought‚ challenge assumptions‚ and help the student develop a more nuanced understanding of the material. For example‚ questions might include‚ “How does this concept relate to what we learned earlier?” or “What evidence supports your conclusion?”
As the discussion progresses‚ the student presenter is encouraged to articulate their thoughts clearly and defend their reasoning. This process not only helps the presenter solidify their understanding but also benefits other group members‚ who gain insights and perspectives they may not have considered. The tutor’s role is to ensure that the discussion remains focused and productive‚ stepping in to provide clarification or additional guidance when needed.
After exploring their POC through discussion and questioning‚ the student presenter shares their resolution or final understanding of the concept. This step is crucial‚ as it allows the student to synthesize the information they have gathered and articulate their understanding in a clear and concise manner; Group members and the tutor then provide feedback‚ celebrating the student’s progress and offering suggestions for further exploration or refinement.
Throughout the tutorial‚ the emphasis is on collaboration‚ active participation‚ and mutual respect. Students are encouraged to take risks‚ ask questions‚ and learn from one another‚ creating a safe and inclusive learning environment. The tutor plays a pivotal role in fostering this environment‚ modeling effective communication and critical thinking skills while empowering students to take ownership of their learning.