Strategies for Success through AVID
- AVID Binder Check list
- Cornell Notes
- Assignment Log
- Calendar for the Week
- WICOR Strategies
The AVID binder is a requirement for every AVID student. It becomes one of the tools for student academic success. AVID students learn the importance of keeping a neat, complete, and organized binder. The AVID binder is one of the first ways that teachers will be able to identify AVID students. The AVID binder should be a good quality, two-inch to three-inch binder. The reason students need to carry a larger binder is so that they always have their notes and assignments with them to make good use of any free time during school. Students will also need to bring their notes to tutorials twice a week. In some cases, teachers want students to have a binder with four to five dividers just for their class. Subsequently, many students end up with several binders. If students have rotating block schedules and/or even/odd periods days, they may want to have one binder for even days and another for odd days. It is important that your school faculty understands the AVID binder requirement and what a large component of the AVID program it is. In many AVID classes, the binder may be up to 50 percent of the AVID grade. On-going communication will be necessary with teachers to problem-solve how AVID students will be able to meet the binder requirement.
The following section will contain several examples of binder check forms and an outline of how to introduce the AVID binder. Tutors typically grade the binders. A challenge AVID elective teachers must think through is how to check the binders weekly if you don’t have tutors in place. This may often be the case at the beginning of the school year. If you do have tutors, how will they be involved in checking the binders? For this process to be effective, AVID teachers must have clear communication with the students and the tutors about how the binders will be checked and what will be checked every week. As part of this process, establish procedures for how a student may conference with you, the teacher, if he/she doesn’t agree with the grade the tutor assigned.
Listed below are some suggestions for differentiating the expectations for AVID binders at the different grade levels. While the basic requirements are the same, the number of pages of notes required may vary. Other variations may include how school agendas are completed and/or the frequency of how often the binder is graded.
There is also an example of an “Assignment Log” (see Activity 2.6). This form was created before the use of school planners/agendas was popular. Students were expected to have an Assignment Log for each class. With the common use of school planners/agendas, you may want to make the Assignment Log optional.
Parents must be made aware of the AVID binder requirements and what a large percentage of the students’ grades in AVID is dependent on the consistent upkeep of the binder. This may be done in writing or you may use an activity to review the AVID binder at the first AVID parent night. An effective way to do this is to have students and parents attend together and as you explain the binder check process to parents, they can view their students’ binders. This allows the AVID teacher to explain to parents how they can help their students become more organized and what things to check for specifically.
If time allows, send home a letter listing exactly what school supplies students will need, where parents can buy them, and (if possible) approximate costs. Supplies should be provided for students when they cannot obtain them themselves. AVID students will be expected to spend some time every week as part of their homework preparing for their weekly binder check.
One of the cornerstones of AVID in terms of strategies for success is Cornell notes. Cornell notes indeed originated at Cornell University. This notetaking system was adopted by AVID because it was originally created to help students be successful in college. The Cornell notetaking system is based on research
done in the area of memory and learning theory. It is a very valuable system because it takes students through the cycle of learning. It is much more than just a way to record information. Teaching Cornell notes will take time, but what we have learned in AVID is that by the time students leave high school and get into college, it is one of the most valued skills they take with them. In AVID, notetaking is considered a skill and therefore will improve with time and practice. In addition, the Cornell notetaking system incorporates what students do with their notes once they have taken them. By using Cornell notes consistently, students learn to see writing as a tool for learning.
This section includes a plan to introduce the teaching of Cornell notes to a new AVID class as well as some suggestions for continuing to develop those skills. If you are teaching a class of experienced AVID students, a quick review is recommended. This plan is not intended to be an exhaustive list, but a general guide.
As Cornell notes are being introduced it is a good idea to share with the rest of the faculty what AVID students will be held accountable for. Some teachers have their own way of having students take notes, and there may be misunderstandings between what AVID students are required to do for AVID and what content teachers are asking students to do in class. Communication will be essential. AVID teachers must decide what is the best way to share with their faculty. AVID students need to understand that whatever their content area teachers may require can be written in the right-hand column for notes. The student will do the additional follow-up necessary with the Cornell note process independently, as instructed by the AVID teacher. For example, if a teacher wants students to use an outline, a graphic organizer, or a mind map, all that can be written on the right-hand side. The AVID teacher is the one who teaches the AVID student what to do with the other parts of the Cornell notes, including the left-hand column for questions and the bottom section for a summary. If teachers have an understanding that AVID is not trying to change what they do, but rather, to enhance the learning process, less resistance will be encountered.
AVID WICOR STRATEGIES
W is for WRITING
Writing is a learning tool, a record of your thinking.
Students who WRITE:
- Consider audience and purpose
- Engage is various WRITING PROCESSES
- Support their thinking by using text based evidence; which demonstrates their understanding
AVID WRITING STRATEGIES:
- Cornell Notes
- Learning Logs
- Process Writing
- Quick writes and reflections
- Peer Evaluation
I is for Inquiry
Inquiry is uncovering one’s own thinking. It is asking critical questions and engaging in thinking, learning and discussion.
Students who INQUIRE:
- Analyze & Synthesize Information
- Clarify their own thinking through explaining
- Probe the thinking of others through questioning
- Persevere through confusion, frustration, and ambiguity
AVID STRATEGIES for INQUIRY:
- Skilled questioning techniques
- Costa’s level of questioning
- Socratic Seminars
C is for COLLABORATION
Collaboration is teamwork with shared responsibility, the sharing of ideas, information, and opinions during academic discussions.
Students who Collaborate:
- Work together for a common goal
- Work in focused study groups
- Support the learning of others Develop positive
AVID STRATEGIES for COLLABORATION
- Group Activities
- Philosophical Chairs
- Socratic Seminars
O is for ORGANIZATION
Organization is managing materials and practicing methodical study habits. It is planning and prioritizing school work, being mentally prepared to learn and set goals.
STUDENTS WHO ARE ORGANIZED:
- Are prepared for class mentally, with the necessary materials and supplies. Manage their time by prioritizing and setting goals. They self-direct, self-monitor, self-evaluate and self-advocate.
AVID ORGANIZATIONAL STRATEGIES:
- GRAPHIC ORGANIZERS
- STUDY GROUPS
- FOCUSED NOTE TAKING SMART GOALS
R is for READING
Reading is strategically gaining meaning, understanding, and knowledge from print and other media.
Students who READ:
- Understand text structure
- Apply prior knowledge Create Visual Images
- Make Connections to other texts, self, and world
- Make predictions and ask questions
AVID READING STRATEGIES:
Deep Reading Strategies such as:
- Mark the Text
- Note Taking Grapic Organizers
- Graphic Organizers
Summarizing Reciprocal teaching
MONTHLY BINDER CHECK
8 tab dividers
1 Zipper pouch
Zipper pouch in front
Subject dividers for class handouts and homework
Subject dividers for notes (optional) with extra paper
Extra Credit Dictionary/Thesaurus
(15 extra credit points)
Binder Check Dates:
- August 24
- September 24
- October 24
- November 16
- December 14
- January 24
- February 22
- March 21
- April 26
- May 24
*Monthly Binder Checks will go through Social Studies Classes*
EARLY DISMISSAL BINDER CHECK
Student Name: __________________________________________________________
Teacher/ Class: __________________________________________________________
A Use Cornell Format
B Need Full Heading/Dates
C Mission Summaries
D Summaries Lacking Depth
E Organize Loose Papers
F Incomplete Assignment Logs
H No Parent Signature
I Goals Missing
J Homework Assignments Missing
Neatness of assignments/notes (10)
Overall organization (10)
Assignment Logs filled out & up to date (20)
Calendar complete & up to date (20)
Cornell notes in class (30)
Name, date & period on all papers (10)
100 points possible
*Early Dismissal Binder Check will occur EVERY Early Dismissal in EVERY class*
Description of Assignment
Date Turned In
Calendar for the Week of ______________________________________________________