This has been an amazing first quarter of the school year! I continue to be impressed by our students and their commitment to being COLLEGE and CAREER ready. Our underclassmen are "learning the ropes" on how to incorporate the AVID strategies into their other classes and our upperclassmen continue to serve as models and mentors to the underclassmen and refine their skills as well.
I hope you all enjoy a well deserved fall break. I look forward to continuing to share with you all the wonderful things happening in our AVID elective classes next quarter and throughout the rest of the school year.
Thank you all for your continued support of our Chandler AVID Program.
CUSD College Fair
Thursday, Sep. 22nd, 6-8pm
250 North Arizona Avenue
August AVID Club Meeting
Mark your calendars for our next meeting on Tuesday, September 13th, we will be decorating cookies along with Bob Ross!!
September AVID Club Meeting
Tuesday, Sep. 13th, 2:30-3:30pm
Mrs. Dyke's Classroom - Rm. 502
AVID College Visits
Seniors will be touring Northern Arizona University on Monday, October 24th
Freshman will be touring Chandler Gilbert Community College on Friday, November 18th
(Next semester, we are planning for our Sophomores traveling to ASU and our Juniors are planning to visit U of A)
AVID gives you wings... Where will you fly?
Guest Speaker from Access ASU
AVID Juniors Reflect and Discuss Self-Perception
WICOR AVID strategies for Chandler Teachers
The Triad (Pilot/Co-Pilot) model of Socratic Seminar is one of the most advantageous formats to employ when the goal of the lesson is to maximize both inquiry and collaboration among all classroom students. Similar in structure to the Inner/Outer Circle variation, the Triad model allows for greater interaction and mobility between the outer circle of students and those in the inner circle.
1. Follow the same text selection, norms, and pre-work steps as Socratic Seminar: Classic Style, including having students write appropriately leveled questions about the text.
2. Divide students into thirds and arrange the seats so that one-third of the students sit in the inner circle (as the “pilots”).
3. Set two chairs behind each pilot’s chair (for the “co-pilots”). If the total number of students does not divide evenly into thirds, arrange the chairs accordingly so that a few pilots only have one co-pilot each, instead of two.
4. Review elements of the text and the prompt with the class.
5. Once students are seated, instruct the pilots to discuss the questions that they created about the text with their co-pilots. If Socratic Seminars are a new experience for the students, consider using a teacher-created prompt to bolster this initial discussion.
6. Allow about one minute for each “flight crew”—pilot and co-pilots working together—to share their thoughts about the questions.
7. Beginning with a volunteer, conduct a Whip-Around, having each pilot in the circle share a question that they had discussed with their flight crew.
8. Once each pilot has shared a question, determine the opening question and allow the Seminar to develop its initial dialogue. The outer ring of co-pilots does not openly contribute to the discussion occurring in the inner circle. However, encourage co-pilots to take notes or write down points that they wish to mention at the first available opportunity.
9. At appropriate times—about every five to seven minutes—announce a “stop-over,” and pause the discussion.
10. Allow the pilots to turn to their co-pilots once again to quickly gather input and reactions regarding the inner-circle discussion. At this point, allow co-pilots the opportunity to relieve their pilots, if they so desire, and assume the inner-circle seat.
11. Continue the Socratic Seminar, allowing for connections so that co-pilots can continue to contribute to the discussion until the dialogue comes to a close.
12. For the final leg of their “journey,” conduct a Whip-Around, allowing each pilot one final statement or rhetorical question that sums up their flight crew’s thinking.
2) KWL (Inquiry/Reading)
K-W-L charts are graphic organizers that help students organize information before, during, and after a unit or a lesson. They can be used to engage students in a new topic, activate prior knowledge, share unit objectives, and monitor students’ learning.
1. Pass out the K-W-L chart handout to students. Alternatively, you can distribute a blank sheet of paper and ask students to create their own chart.
2. Have students respond to the first prompt in column 1: What do you Know about this topic? Students can do this individually or in small groups. Often, teachers create a master list of all students’ responses. One question that frequently emerges for teachers is how to address misconceptions students share. Sometimes it is appropriate to correct false information at this point in the process. Other times, you might want to leave the misconceptions so that students can correct them on their own as they learn new material.
3. Have students respond to the prompt in column 2: What do you Want to know about this topic? Some students may not know where to begin if they don't have much background knowledge on the topic. Therefore, it can be helpful to put the six questions of journalism on the board as prompts (Who? What? Where? When? Why? How?). We suggest that students’ responses and questions be used to direct the course of study. As students share what they want to learn, this step provides an opportunity for teachers to present what they hope students will learn in the unit.
4. Throughout the unit, students can review their K-W-L charts by adding to column 3: What did you Learn? Some teachers have students add to their charts at the end of each lesson, while others have students add to their charts at the end of the week or the end of the unit. As students record what they have learned, they can review the questions in column 2, checking off any questions that they can now answer. They can also add new questions. Students should also review Column 1 so they can identify any misconceptions they may have held before beginning the unit.
Link to KWL chart printable pdf: https://www.readwritethink.org/sites/default/files/resources/lesson_images/lesson924/kwl.pdf