# data[].attributes.headline
#2 integrate routines for increased INB use.  GL

# data[].attributes.subject
#2 integrate routines for increased INB use.  GL

# data[].attributes.body
I would like to integrate some routines and procedures so that my students utilize their interactive notebooks more often after the lesson.

Collaborative:

I am excited to hear that you want to integrate the use of INBs with your students.  Tell me more about how you are using INBs now.  How do your students use them now?  Guided? Or Independent?

Since your students know the nuts and bolts of INB’s, what do you think about intentionally putting time in your lesson to engage with INB’s? How would that look for you on a daily/weekly basis?

# data[].attributes.body
Most of my class just failed the last test, and I am already far behind the rest of the teachers. What should I do?
From what you are saying,  you want to do something different to help your students be successful in these concepts, but you also need to continue moving forward because you are behind on your scope and sequence.  Is this right?
I know there are teachers that have utilized Collaborative Study Groups or CSGs to 'review' tested content.  Are you familiar with this strategy?

# data[].attributes.body
Ok, let's take a look at those test results. What reports did you run? Great you have it broken down by question. Let's take a look at it by standard. Are there any patterns between your results and the others in your PLC? Yes, it looks like the 3 questions on standard 8.5B were about 10 points lower for all of you than the student performance that's typical on this assessment. How did you all teach it this year? So it sounds like we did some different strategies that we had not tried before. Would you consider this an important enough concept to reteach if you had the time? What are some ways to add the content back in to your lessons without taking lots of time away from new content? Let's stay away from homework, because obviously they didn't learn it and need some reteach. Yes, I agree adding it to a station/center or spiraling it back in as a warm up is a great idea.

# data[].attributes.body
How can I get my students to go back to their focused notes to review and use as a study tool?
Assuming the teacher is AVID trained and has been at least exposed to FNT, I would probably share that I was a bad notetaker in school and still am working to become a better notetaker. I would also share that I have been collecting informal data for years of working with math teachers during AVID paths/SIs and have found that about 80% of the teachers I have asked, were never taught a formal note taking process. So, here we are tasked with teaching students how to be good note takers/users when we were not taught ourselves!
What I like about the FNT process is that it can give us almost a recipe for success. So, let's start with the phases of focused notes and see if we can identify any concerns. We might even compare these notes with the notes of a student who you know uses notes to study.

# data[].attributes.body
Participant:  How can I get my students to go back to their focused notes to review and use as a study tool?

Facilitator:  Tell me more about what your students know about the FNT process.

Participant:  I started by teaching my students the entire process, just an overview, at the beginning of the year.  After a few weeks, I taught mini lessons on setting up notes, formatting, organizing the information, and using abbreviations.  We then applied this new information by taking notes on the social studies content.  I've spent a little time teaching more specifics of the middle phases as well.

Facilitator:  Have you shared with students the "Why?" behind the process?  Do you remember the Curve of Forgetting from our training and the research from Ebbinghaus?

Participant:  Yes!  I never would have thought to share that with students.  If I can share that in a concise and engaging way...that could help!  I think I can take the video on MyAVID and put a little middle school twist on it so my students can connect.

Facilitator:  That's a great idea!  I'm also wondering if you provide time in class for your students to circle back to their notes?

Participant:  Not really.  My colleagues and I have set the expectation that students do this for homework...with very limited success.

Facilitator:  Would it be worth it to provide small increments of time during class, maybe during the opening or closing of the lesson, for students to process and connect?  That way, you can also take a moment to model the skill for your students so they can see what a successful note-taker does.

Participant:  I think it would definitely be worth it to invest some time into helping my students build this skill and gain valuable repetitions with the content.  I feel that if I value this process, and want my kids to value it, I need to carve out the time for them to engage with it in my class!

# data[].attributes.headline
#5 (lots failed test...forging ahead?) AJK

# data[].attributes.subject
#5 (lots failed test...forging ahead?) AJK

# data[].attributes.body
"Tell me more about the test results.  Did you find any common areas where all students struggled?  How does this information match with your formative assessment results prior to the summative?  What did your PLC/jobalikes/ Department see for test results on this test? Are these standards covered again in any future units?  Do all of your students need reteaching?
How can you utilize the learning structures you have in place to meet the needs of learners that met the standards (who are ready to move on) while supporting space and place to for students in need of reteaching/ relearning the material from this previous unit?  What WICOR strategies are you using with this next unit?"
The idea is to have questions build direction towards action and a realization that the participant can articulate what is needed. The authentic conversation should empower the participant.

# data[].attributes.headline
6. I’ve got this great idea for tomorrow’s lesson, but I just can’t figure out how to scaffold it for my Excel students - LL

# data[].attributes.subject
6. I’ve got this great idea for tomorrow’s lesson, but I just can’t figure out how to scaffold it for my Excel students - LL

# data[].attributes.body
Some questions to consider: Please describe for me the lesson you have in mind and in what capacity will it need to be scaffolded for your Excel students. What are some ways you have provided scaffolding for your students before? Did you find they were successful? Are they any new ways of scaffolding you would like to try out? Perhaps empowering students to support each other in learning the new information, like helping trios or opportunities to talk through what they may be struggling with, creating expert groups, or perhaps using an Excel resource to support their new learning.

# data[].attributes.headline
#4 Do you have a WICORized lesson on cells ready for my science class that I could use tomorrow?

# data[].attributes.subject
#4 Do you have a WICORized lesson on cells ready for my science class that I could use tomorrow?

# data[].attributes.body
I'm so glad to hear that you are  working on intentionally incorporating WICOR into your lesson planning. Share with me what you have so far, and we can work together to make sure you've got all the bases covered.

# data[].attributes.body
Situation 4.    Do you have a WICORized lesson on cells ready for my science class that I could use tomorrow?

A: Hey team lead! Your lunch looks yummy! Do you by any chance have a WICORized lesson on cells ready for my science class that I could use tomorrow?

B: Hi colleague! Thanks, it's leftovers I cooked from last night! That’s actually on the agenda for our PLC today. I figured since half of our team will be out for training tomorrow it would be helpful to craft a lesson today. What do you think?

A: Oh okay, I was hoping it would already be done and we would review it together.

B: Hopefully writing the WICORized lesson together will help make it more meaningful for all of us since we know where our students are performing, and we can put our heads together to make it great! Plus, Mr. So-and-so is new to the team and AVID, so it will be beneficial to support him in lesson-planning. Thanks for your willingness to help!

# data[].attributes.body
I’ve got this great idea for tomorrow’s lesson, but I just can’t figure out how to scaffold it for my Excel students.

It sounds like you know your students well. Let's talk about the objectives for your lesson. By the end of class period, what will your students need to produce? (Teacher explains) I hear you saying..., at what points in the lesson will your students need support? (Teacher identifies gaps) Think about the 4 domains (reading, writing, speaking, and listening). If you know students will struggle with...what could you do to support those pieces? (Once the teacher identifies specific skills that need to be addressed, identifying a strategy to use usually becomes clear to an AVID-trained teacher.)

# data[].attributes.body
I really want to have my students practice more collaborative inquiry activities in learning groups, but I'm afraid that they just can’t handle working on their own.

Let's start with two or three collaborative inquiry activities that you want your learners to master. What do you think about giving groups the option to select among two or three activities? Which do you think would work best for your instructional goals right now? How will you solicit feedback from the groups to know what to adjust?

# data[].attributes.body
How can I get my students to go back to their focused notes to review and use as a study tool?  This is a great question.  Do you have any summarization or review lessons that we could modify for this topic/unit? I will also bring a couple ideas and then we can create a lesson together.

# data[].attributes.headline
Tyrone-- On the comment: "I would like to integrate some routines and procedures so that my students utilize their interactive notebooks more often after the lesson." --My response would be "There are many good note-taking tools and routines that include using the interactive notebook build in to INB and Focused Note-Taking strategies. Can you tell me what routines or expectations you have in-place already? Do you practice 10-2-2? Can you tell me what you want your students' notebooks to look like?" If I already have information like this from the teacher, I may direct the teacher to a specific resource or elicit responses in a larger group setting. Without knowing the structure of the course or expectations of the teacher, I don't think I could just give a list of strategies (that isn't a good example of feedback anyway).

# data[].attributes.subject
Tyrone-- On the comment: "I would like to integrate some routines and procedures so that my students utilize their interactive notebooks more often after the lesson." --My response would be "There are many good note-taking tools and routines that include using the interactive notebook build in to INB and Focused Note-Taking strategies. Can you tell me what routines or expectations you have in-place already? Do you practice 10-2-2? Can you tell me what you want your students' notebooks to look like?" If I already have information like this from the teacher, I may direct the teacher to a specific resource or elicit responses in a larger group setting. Without knowing the structure of the course or expectations of the teacher, I don't think I could just give a list of strategies (that isn't a good example of feedback anyway).

# data[].attributes.body
As an AVID Elective teacher, I also struggle to get my students to go back and use their focused notes as a study tool. What have you tried thus far? Where have you seen success? - I would then make connections to what they were saying and share examples of what has been successful in my classroom. I would try and take some of the things they have said worked and combine them with what has worked for me. Together we could then come up with some strategies that could help the participant.

# data[].attributes.body
How can I get my students to go back to their focused notes to review and use as a study tool? You bring a valid point and the reflection of students use of their FNT. How have did you introduce the FNT Process to students? How are repatitions modeled in the AVID Elective Class as well as in core content classes? Could we think about engaging the Site Team to assist in this process? What might that look like?

# data[].attributes.body
I am also struggling to get my kids to turn in authentic TRF’s.  Would you like to sit down and discuss ways that we can help them complete TRF’s? Based on their FN’s they turn in each week, we have an idea of what they are covering in their core classes and we can help them come up with some TRF ideas.

# data[].attributes.body
I would start by using bell work or another daily routine that has already been established and incorporate an activity- maybe a type of scavenger hunt- for the students to utilize their notes for the response. Are there other routines the students are familiar with? Look to these processes and begin to weave activities into these procedures so students become familiar and comfortable using their notes.

# data[].attributes.headline
I’ve got this great idea for tomorrow’s lesson, but I just can’t figure out how to scaffold it for my Excel students.

# data[].attributes.subject
I’ve got this great idea for tomorrow’s lesson, but I just can’t figure out how to scaffold it for my Excel students.

# data[].attributes.body
Do you have a WICORized lesson on cells ready for my science class that I could use tomorrow?

I love the idea of a WICORized lesson on cells. I think it could be a powerful experience if we WICORize one of the lessons in your current unit.

Let’s look at some ways we can WICORize!  First: Look for places that elements of WICOR already exist in your lesson.

Next: Look to add elements of WICOR that will deepen student understanding of your lesson objective. We can use questions as a guide as we look through the lesson to see where some elements are needed to increase student understanding and provide rigor to the learning outcome.

Questions for our collaborative investigation:
W: Where are some writing to learn opportunities that will help guide student learning of this lesson?

I: Is there a specific place in the lesson where inquiry can yield high engagement and problem solving?

C: Where are places in the lesson that we can have students collaborate to process their learning?

O: How will students use organization in this lesson? Will organization be of thought, materials or time or all?

R: What critical reading components will be helpful for students as they learn this lesson concept?