Tutorials: Ten-Step Process

Main Ideas / Concepts Conveyed

• The video explains the AVID tutorial process as a structured method to help students achieve academic success.
• Tutorials build skills such as:
  • Critical thinking
  • Collaboration
  • Student agency (taking ownership of learning)
• The 10-step AVID tutorial process is divided into three phases:
  1. Before the tutorial
  2. During the tutorial
  3. After the tutorial

The 10-Step AVID Tutorial Process (as Described)

1) Before the Tutorial

1. Identify the question / concept / problem

   • Students identify something confusing from academics such as:
     • lectures
     • textbooks/readings
     • videos
     • handouts
     • tests/quizzes
     • projects
     • other learning resources

2. Complete pre-work (TRF)

   • Students complete a TRF (tutorial request form) that includes:
     • the initial question
     • key vocabulary
     • prior knowledge
     • critical thinking
     • the steps used to identify the point of confusion

3. Form the tutorial question

   • Students develop a clear question to bring to the tutorial based on where their confusion is.

4. Teacher/tutor checks pre-work

   • As students enter, the teacher or tutor reviews the completed TRF.

5. Group setup and preparation

   • Students are divided into groups with one tutor.
   • Students prepare by bringing and using resources (e.g., binder notes, textbooks, supportive technology).

6. Student presenter gives a 60-second speech

   • Once a student presenter is chosen:
     • they give a 60-second explanation to the group that includes:
       • their pre-work inquiry
       • the point of confusion
       • what they already know
       • central academic vocabulary
     • they end by asking the tutorial question based on their point of confusion.

2) During the Tutorial

1. Academic conversation with Socratic questioning

   • The tutorial centers on an academic conversation between:
     • the 60-second speech and the 60-second synthesis
   • It uses:
     • Socratic questioning
     • academic dialogue
     • templates/stems/language scripts (to support formal academic speaking/listening)

2. Check presenter understanding

   • Group members and the tutor monitor and clarify understanding as the student presenter:
     • reviews their work
     • articulates steps used to identify the point of confusion
   • Purpose:
     • assess the strength of the presenter’s understanding
     • ensure connections are made between the confusion and the solution

3. 60-second synthesis by the student presenter

   • The student presenter delivers a 60-second synthesis summarizing:
     • the inquiry
     • the critical thinking process
     • what the group concluded

4. Steps 4 through 7 repeated (as time allows)

   • These steps are repeated for additional group members as time allows.

3) After the Tutorial

1. Student summary and reflection

   • Students summarize what they learned by resolving their point of confusion.
   • They reflect on:
     • the tutorial process
     • how learning will be useful and what they can improve

2. Apply learning back in class

   • The tutorial is completed when students apply the new understanding to their original academic class(es).

3. Broader skill reflection

   • Students reflect on the broader skills built through tutorials (e.g., speaking/listening, critical thinking, collaboration, agency) and how these skills transfer to other coursework.

Example Content Included in the Subtitles (Student “Presenter” Work)

• Student example (car cost research)

  • Initial question: research different types of cars and their cost (including payment, insurance, gas).
  • Constraint: monthly car payment + insurance + gas should not exceed 15% of monthly net income.
  • Academic vocabulary highlighted:
    • monthly net income = money after taxes each month
    • monthly insurance = money for protection if the car is damaged/stolen
  • Tutor question formed: after calculating monthly insurance/payment, how to find monthly gas price.
  • The student references a gas calculation formula involving:
    • average gallons per month
    • miles per gallon
    • price per gallon
  • Budget figure mentioned: $729.40 (based on net income × 15%)

• Another student example (Industrial Revolution influence)

  • The presenter begins knowing little about the most influential Industrial Revolution person.
  • They conclude Nikola Tesla is most influential.
  • Notes used/mentioned:
    • graphic organizer choice
    • using background knowledge + group evidence
    • Tesla-related modern inventions/battery-powered ideas

Speakers / Sources Featured

• Jessica (mentioned as part of a class/group conversation)
• Mr. Clark (referenced regarding classroom guidance/dos and don’ts for an effective thesis)