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AVID Elective Team - (Contact Information Below)
AVID Mission Statement
The Mission of AVID
The mission of AVID is to ensure that all students and most especially students in the middle, with academic potential:
- will succeed in the most rigorous curriculum
- will enter mainstream activites of the school
- will increase their enrollment in four-year colleges
- will become educated and responsible participants and leaders in a democratic society
For more information about AVID, visit www.avid.org, www.rimsavid.org or REV's AVID program.
One of the keys to AVID's success is in the percentage of AVID seniors who are accepted to four-year colleges. Over 90% of REV AVID graduates are accepted to four-year colleges. Other AVID stats on AVID students:
- 95% are accepted to a four-year university
- 93% are attending a four-year university
- 7% are attending a two-year college
- More than 80% of AVID graduates have been enrolled continuously in college since leaving high school.
- 100% applied for FAFSA vs. 34% non-AVID seniors
AVID curriculum and methodologies are based on WICOR or Writing, Inquiry, Collaboration, Organization and Reading. Writing activities such as Cornell note-taking and twice-weekly tutorials are based on inquiry or questioning which causes students to think critically about concepts or material they do not understand. Trained teachers and college tutors guide students in the process of taking responsibility for their own learning. The curriculum includes:
- Focusedl Notes
- Binder Organization
- Learning Logs
- Socratic Seminars
- Office Hours
- Community Service
- Field trips
"Cornell Notes is a method of note taking developed by Walter Pauk at Cornell University. The system helps students take notes and prepare to study in a more concise and logical fashion". (Wikipedia)
We use this method of note-taking in AVID because it allows you to recite, recall and reflect on the information given to you. You INTERACT with your notes and use them as a study tool instead of just jotting them down.
Cornell Note Sample:
Subject: Notetaking_________________ Date: 1/30/2021__
Questions created to use as a study tool
Main Ideas, Diagrams or Vocabulary Words
- Can be used to provide an outline of the course, chapter, or lecture.
- Organized by main ideas and details.
- Can be as detailed as necessary.
- Sequential-- take notes as they are given by instructor or text in an orderly fashion.
- After class, write a summary of what you learned to clarify and reinforce learning and to assist retention.
- Can be used as study tool:
1. Define terms or explain concepts listed on the left side.
2. Identify the concept or term based on its definition on the right side.
- Can be used to provide a "big picture" of the course, chapter, or lecture.
- Organized by main ideas and sub-topics.
- Limited in how much detail you can represent.
- Simultaneous - you can use this method for instructors who jump around from topic to topic.
- After class, you will probably need to "translate" notes into a Cornell format.
- Can be used as a study tool -- to get a quick overview and to determine whether you need more information or need to concentrate your study on specific topics.
There are a couple of ways that you can take notes. The Cornell method is best when the information is given in a sequential, orderly fashion and allows for more detail. The semantic web/map method works best for instructors who skip around from topic to topic, and provides a "big picture" when you're previewing materials or getting ready to study for a test
AVID students are to only have one binder for all of their classes. There are some teachers who require a separate binder for their classes. This would be acceptable.
Your binders are a MUST for AVID. You must bring them to EVERY class, including AVID. Binders will be checked weekly. You will keep Cornell notes, learning logs, an agenda, supplies, dividers, assignment logs and other items needed for class in your binder. Binder checks are a LARGE portion of an AVID student's grade.
Tutorials take place twice a week. College tutors (with strengths in various subjects) come in to MEDIATE the tutorials. Their job is not to GIVE answers but to GUIDE students to the correct answers to improve understanding. It is the students' job to run the tutorials. Students are graded on their level of question (at least a level two question), preparedness, participation and reflection. Each tutorial is worth 30 points.
Tutorial Request Form (needed for each tutorial)Good Questions for Starting Tutorials:
- What do we know from the problem (What info is "given")?
- What are we trying to find?
- What is NOT stated?
- Have you ever seen a problem that looks like this?
- What is one possible first step?
- Who has notes on this?
- Can anyone find this concept in the text?
- Can you explain that process step-by-step?
- What if we did this (show clue or first step which will cue them to the process)? What could we do next?
- Can we rewrite the problem so that it looks more familiar?
Learning Logs If an activity is done in class instead of a lecture, learning logs are a great alternative to Cornell Notes. Learning logs are different from journal entries in that it is related to the subject materials at hand. In a learning log, you are asked to take what you have been learning in class. By making personal connections with the subject matter, meaningful learning will occur.
Basic Learning Logs Questions:
What did I do in class today?
What did I learn?
What did I find interesting?
What questions do I have about what I learned?
Analyzing a New Idea:
What were the main ideas?
What did I understand best?
What questions do I still have about this information?
How will I find more information?
How does this idea relate to what I have already learned in class?
A large portion of our discussions will be in a Socratic Seminar format. Students are graded on their ability to question and answer or create a dialog, rather than just "lecture" or debate to the class.
ELEMENTS OF SOCRATIC SEMINARS:
Socrates believed that enabling students to think for themselves was more important than filling their heads with 'right" answers. In a Socratic Seminar, participants seek deeper understanding of complex ideas through rigorously thoughtful dialog, rather than by memorizing bits of information or meeting arbitrary demands for 'coverage.'
A Socratic Seminar fosters active learning as participants explore and evaluate the ideas, issues, and values in a particular text.
3 Simple Rules
1. Listen - No one can speak while someone else is speaking. The other person's sentence must be completed.
2. Build - Speakers must attempt to build on others' comments (dialog) rather than debate or contradict.
3. Refer to the text - As often as possible, speakers must refer directly to a specific section of the text being used rather than making general comments or observations.
Writing Inquiry Collaboration Organization Reading
Students may complete office hours as extra credit. They must be in at least 30 minute increments and they may be completed before school, after school, during lunch or during the time allotted for intervention on Wednesay and Thursday if not already required to be there. Proof of office hour completion is done by filling out and turning in the office hour verification forms. Teachers will sign the "time in" and "time out" portion as well as verifying that work was done.
Each semester, AVID students are expected to complete at least 10 hours of community service each semester. Students have been given a community service sheet to get signatures of those who supervised them completing the community service. Information regarding community service opportunities are available in the Career Center or on the REV AVID website. (revavid.rev.redlandsusd.net)
Community Service makes up 10% of an AVID student's semester grade.
Three times a year, AVID students have the opportunity to go on field trips to visit colleges in the area. By their junior year, AVID students go on a three day overnight field trip to various colleges in northern California where they are often given tours by former REV AVID students. By their senior year, AVID students will have had the opportunity to visit fifteen different colleges and universities in California.
AVID students are encouraged to join sports and clubs throughout their high school career. Clubs such as COMPACT, American Cancer Society, Key Club and Interact are clubs that focus on community service opportunities.
In order for AVID students to attend the field trips, it is expected that each student fundraise $160. Juniors fundraise $260 for the three day overnight field trip. Some of the fundraisers held are:
- Discount Cards- September
- Cookie Dough sales- October
- Candy Bar Sales (juniors & seniors only)- November - March
- AVID Study-a-thon- December
- Butter Braid sales- January- February
AVID Elective Team
- Jana Bailey
- Diana Gamez
- Cindy Gardner
- Jacqueline Hernandez
- Duan Kellum
- Catherine Obregon
- LaRee Orland