Every class began (and ended) with a written reflection… everyday?

AVID Summer Institute 2011—Today’s Learners, Tomorrow’s Leaders

Every class began (and ended) with a written reflection… everyday?

Students were greeted at the door, every day?

Every class posted the lesson objective for the day/ the Essential Question for today’s learning?

Every student was known by name to a staff member at the school?

Every student was taught the skills necessary to be successful in school?

Every student had someone at school believe in them?

AVID SCHOOLWIDE

WHAT WOULD HAPPEN IF?


Yo

ur F

ac

ilitato

r

Miceal [email protected]

909 386 2632

mailto:[email protected]


Pu

rpo

se

Our Purpose:To present AVID teaching strategies and learning activities that can be implemented in a single class or as part of a school-wide, across-the-curriculum project.

Focus on: organization, student success skills, Writing to learn, Inquiry, Collaboration, Organization and Reading to learn.

WICOR


Ta

ke

Fiv

eTopic:

What tools do students need for academic success in your school?

CLOCK PARTNERS


What are the five most important tools students need to

be successful in your school?

Ta

ke

Fiv

e C

on

se

ns

us


What are the implications of this activity for my classroom and content?

Ta

ke

Fiv

e


Co

llege P

repared

ness / R

eadin

ess

College Preparedness

Completing a high school degree plan

Turning in your college application

Figuring out finances

College Readiness

How to navigate the college system

How to take notes and study at a college level

How to write at a college level

How to organize your materials and time

How to set personal and academic goals

How to self-advocate


Ice

Bre

ak

er

Knock, Knock, Boom, Boom

Knock, Knock, Pow, Pow

Knock, Boom, Knock, Pow

Knock, Knock, Boom, Pow


Th

e In

qu

iry M

eth

od

Why are INQUIRY (Questioning) and knowing how to Inquire important in the classroom?

Why is it important for students to be able to generate higher-level questions?

Why is it important for the teacher to ask students higher-level questions?


Po

we

r of th

e Q

ue

stio

n

Skilled questioning can:

• Stimulate, assess, & guide thinking

• Motivate students

• Focus attention

• Elicit deeper processing of information

• Keep students on task

• Determine level of mastery.


Le

ve

ls o

f Qu

es

tion

s

Costa’s Three Levels of Thinking

Bloom’s Taxonomy of Cognition


Co

sta

’s L

ev

els

Level 1 ― Input• Gathering Information • Book Questions – Information is either known

or can be found in a book.

Level 2 ― Process• Thinking about the information

Level 3 ― Output• Applying the information to new situations and

making judgments


Level 1 — Input• Who was the 1st president of the US?• Who was the 16th president of the US?

Level 2 — Process• How were Lincoln & Washington similar, and

how were they different?

Level 3 — Output• Who was the better president? Why did you

choose him?

Co

sta

’s L

ev

els


Level 1 — InputWhat are the components of this picture?

Level 2 — ProcessWhy is the gun lower down than the gavel?How are the gun and gavel similar or different?

Level 3 — OutputWhat do you think this picture is trying to communicate?

Co

sta

’s L

ev

els


Le

ve

ls o

f Qu

es

tion

ing

What are the implications for your classroom and content area?

CLOCK PARTNERS


Th

e H

idd

en

Cu

rricu

lum

Table Talk:

How did you learn the skill of note-taking? How did this skill contribute to your success?

Let’s share as an entire group.


Ou

r Essen

tial Qu

estion

How can I ensure that my students learn the college-

readiness skill of structured note-taking?


His

tory

of C

orn

ell N

ote

s

• Developed in 1949 at Cornell University by Walter Pauk.

• Designed in response to frustration over student test scores. Meant to be used easily as a test study guide.

• Adopted by most major law schools as the preferred note-taking method.


Wh

y Is

No

te-T

ak

ing

Imp

orta

nt?

• Allows students to help each other problem solve

• Helps students organize and process data and information

• Helps students recall by getting them to process their notes multiple times

• Writing is a great tool for learning


Why will students take Cornell notes?

• Because we model them every time

• Students in AVID schools are taught how to take notes from: Lectures Textbooks Discussions Audio/Visual Other

Co

rne

ll No

tes


How Do I Reinforce Usage?

• Give the students a grade for taking notes

• Give extra points for notes turned in with the test

• Let students use notes on tests occasionally


CO

RN

EL

L W

AY

Acro

nym

Create format

Organize your notes

Review and Reflect

Note key ideas

Exchange key ideas

Link learning

Learning tool

Written feedback

Address feedback

Your reflection

Note-Taking

Note-Making

Note-Interacting

Note-Reflecting


No

te-Taking

Create your Cornell note paper

Write in theEssential Question

Use preferred style and organization


No

te-Makin

gUnderline key information in the notes

Fill in gaps with a partner

Look for “chunks” of notes

Write corresponding questions


No

te-Interactin

g

Answer each question you’ve written to compose a summary

Use the completed notes as a learning tool (e.g., fold-over method)


No

te-Reflectin

gStudent addresses the feedback on their notes from the teacher

Student reflects on how their notes have prepared them for their tests


Co

rne

ll No

tes

Ma

gic

The only way that anyone learns anything is through repetition.

How many repetitions of the material did we just get using the Cornell notes method?

See sample notes


Other Methods for Processing

• 10–24–7

• Fold-over method

• Letting students compare notes with a partner


AV

ID 4

-Co

rne

r Dis

cu

ss

ion

Aspects of college HS students know

least about

Who influenced me to go to

college

How my life would be different if I had not gone to college

What skills I needed in college

that I didn’t get from high school


One-One-Two Minute Partner Share

Pair up with someone – Preferably someone you do not know.

Decide who in your pair will be “A” and who will be “B”.

As with all strategies in The Student Success Path, this activity can be used in all classrooms and in all content areas.


Cla

ss

roo

m A

pp

lica

tion

How can you incorporate One-One-Two Minute Partner Share into your classroom and content area?


TH

E IM

PL

EM

EN

TAT

ION

DIP

• All successful change goes through implementation dip

• Change will not go smoothly

• Knowledge of the implementation dip gives people a label for what is normal and common

• Awareness of the dip reduces dip


TH

E

MY

TH

A

ND

T

HE

R

EA

LI

TY

O

F

CH

AN

GE

Adapted from Motion Leadership: The Skinny on Becoming Change Savvy by Michael Fullan

Every class began (and ended) with a written reflection… everyday?

Documents

Transcript of Every class began (and ended) with a written reflection… everyday?