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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.  I believe when a participants poses a "I have ideas, but" scenario it calls for an collaborative approach as a facilitator.  It would be important for the teacher to know that the work that was already put into the lesson, is valued and that the additional work is only to enhance it.  This particular scenario would call for a facilitator to ask the participating teacher to share the initial ideas.  Once the objective has been shared and developed the teacher and facilitator should consider the strategies the teacher wants to incorporate into the lesson to reach the goals set by the objectives.  The teacher may already have strategies chosen and they may want to evaluate the strategies chosen to see if they are the best strategies to help the AVID Excel students.  As a digital teaching and learning coach, I would then discuss the options of technology tools for the lessons.  Based on the objectives and strategies there may be technology tools that will help scaffold the lesson for the AVID Excel students who need additional support in their language acquisition.

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I am really struggling with getting my kids to complete their TRF.
We get asked this all the time as staff developers and as I support elective teachers in schools.
I have seen the best actual change when this is done collaboratively where I partner with the teacher to dialogue around what training have they given their students, what expectations have they put in place, what modeling have they done, how have they modeled bad TRFs and how to adjust, what feedback are the tutors or teachers giving to the TRFs, is the teacher using the TAG part A or part B to help students see the impact of tutorials on their grades.
I have seen that others have put this statement in the other categories. Although you can approach it from an instructive approach, I worry sometimes it comes off as let me tell you how to do this and creates temporary change with the elective teacher where they might try the 2-3 prescribed ideas and then come back frustrated again. I also find the facilitative approach to this may not work with someone who is asking this question as they may not have the ideas and background knowledge of multiple strategies to contribute or bring forward if they are newer to teaching the elective.

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I am really struggling with getting my kids to complete their TRFs.

As an AVID teacher of 10 years, I've addressed this problem from both an instructive stance and a Collaborative stance in the past, depending on the level of knowledge and experience from the other teacher. In a collaborative stance, I would first ask what, if any, strategies the one who asked the questions has tried, then move forward to discussing their students and sharing ideas between us, including what they have been afraid to try and how to expand on anything that has worked in the past, even adapting from other assignments.

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I would ask the teacher what their goals are for students taking notes.  Taking notes is only Phase 1 of the focused note taking process. The teacher and I would review the next phases to make sure they are familiar with them and then come up with ideas on how to fold in opportunities for processing notes, connecting thinking, summarizing and reflecting and then applying the information from their notes to a task. We might choose to focus on phase 2 as a first goal.

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To me, this could fit into collaborative or facilitative. However, I would most likely go with collaborative since this teacher has already recognized the issue, but it sounds like she is defeated and doesn’t have any ideas on how to fix it. I would start by asking her to give me some specific details, rather than the general statement of “most of my class just failed the test”.  Depending on the situation (instruction didn’t match the assessment, students really only flopped on one or two standards, etc.), the collaborative partner can craft some questions around the specific situation. Together they can brainstorm how to move forward from where she is at this moment.

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#6 JC
I think this scenario aligns perfectly with the opportunity for the facilitator and participant to collaborate. This reminds me of the participant that wants to talk at a break, or after the session... they have a specific question and want to hear some of your ideas... I think it leads more to collaborative, because it will take additional information, and brain storming to find the idea solution, rather than a straightforward information or suggestion... there needs to be more information and ideas shared.

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Often students take notes, but are then unsure what to do with them. I think this would be great opportunity to coach the teacher to design explicit activities where students will need to use their notes. The first step would be to clearly state the purpose - students should use their notes to study. I would then lead the teacher in looking at student samples to determine if students were recording relevant information. A simple example would be a course with technical vocabulary. If the expectation was that not only could students define the word/phrase they also had to provide an example. The teacher would then be clear in activities or lecture for students to take notes - vocab + example.  The next step would then to provide class time for scaffolded practice and then assess. For each area of focus the teacher would go through the same process to establish the importance and routine of using notes as a study tool.

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This scenario could easily fit into any ICF category. However, I believe the best approach is the Collaborative method, so the coach and teacher co-construct solutions and materials with the opportunity for the coach to guide but for both to have equal contribution in the process. First, I would acknowledge and appreciate the intentionality in planning to scaffold for AVID Excel students. Then I would probably ask her to tell me about her lesson, so I would know how to guide my inquiry to push her thinking towards the co-construction of a solution and materials to support scaffolding. Next, I would ask her to about her what materials, routines, and strategies she is considering in the lesson design and delivery to scaffold the lesson to ensure the success of Excel students. Together we could explore the AVID website and resource to consider infusing into her teaching. I am continually going back to that idea of the "guide on the side" as we build relational capacity and a safe and trusting community of learners. I believe this approach with this scenario best supports her in navigating this situation.

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For this scenario, I would suggest meeting with the teacher to learn about her experiences with having students do collaborative inquiry projects. We could identify what worked well and what challenges did the the teacher and/or the learners encounter. Based on the identified challenges, we could brainstorm ideas together for how to more effectively design the learning. We could then collaboratively design the lesson(s) and related materials. During this stage, I could offer specific best practice suggestions to improve upon previous lessons. If possible, we could even co-teach the lesson where I can help model the instructional practices. If it is a secondary level teacher,  we could co-teach the first period,  then I could remain present for the next period and not be present for the remaining periods (gradual release).  Afterwards, we could meet and reflect on what in the lesson design worked effectively and what maybe would be better to refine for the next collaborative inquiry activity.

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1-SB I feel that this is can go in each category, but I want to start with the instructive first.  Often, it lack of training on the tutorial model, for a variety of different reasons, that makes it difficult for the teacher to convey the importance and to set up the procedures to successfully complete the process.  I would start with the materials provided by AVID center as well as possible district materials and supports to help the teacher with the process.  I would then showcase ways that teachers grade/assess the students during the tutorial process as well as motivational techniques that other AVID teachers use to help with success.  Furthermore, I would let the teacher know that the tutorial is an ever-changing process that even veteran teachers of AVID such as myself still have to revisit each year to keep working toward success.

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1-SB I feel that this is can go in each category, but I want to start with the instructive first.  Often, it lack of training on the tutorial model, for a variety of different reasons, that makes it difficult for the teacher to convey the importance and to set up the procedures to successfully complete the process.  I would start with the materials provided by AVID center as well as possible district materials and supports to help the teacher with the process.  I would then showcase ways that teachers grade/assess the students during the tutorial process as well as motivational techniques that other AVID teachers use to help with success.  Furthermore, I would let the teacher know that the tutorial is an ever-changing process that even veteran teachers of AVID such as myself still have to revisit each year to keep working toward success.

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I would begin by discussing the five phases of note-taking and where the students are in the process.  We would discuss strategies used in the past, and I would share examples from my experience. We'd then focus on objectives and craft review strategies that would best support the learning. Allowing a teacher to brainstorm ideas collaboratively would help with building confidence. The teacher would see strategies already in place and would start to see what is possible.

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This is a common frustration from AVID Elective Teachers that I believe is exposes a much greater problem in teaching, we don't ask why. I would start with ask the teacher why the students are not completing the TRFs. Common response, they don't have any questions. My follow up will be and why not? Is it because the course work is too easy? That answer is no. Then how can we dig deeper? What is the root reason for not completing the TRF? Well they don't struggle with math. Then why don't they do the TRF on a subject they are struggling? Well they don't know how? Oh, and here we are at our answer, how can you provide direct instruction, time and supports so students feel confident in completing a TRF in any subject?

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While I believe this could go under facilitative as well, I thought it would work best under collaborative. I've had many AVID elective teacher ask me this question in the past, and so I feel it is a pretty common issue that elective teachers face. So, the first thing I'd do is ask the teacher why, they believe their students aren't completing their TRFs. If the teacher is only going off of an assumption, I'd ask the teacher how he/she could discover, with the help of the students, the reason they aren't completing the TRFs. Then, after identifying the reason, I'd ask the instructor to think of potential solutions. As needed, I might offer a few ideas of my own that have worked in the past as well. To me, this is collaborative because I'm asking the teacher for information so that, together, we can craft a potential solution to the problem.

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I really appreciate your effort in making the TRF an integral part of your Tutorials. We both know how important it is to their learning. Also, I hear your frustration with the students lack of follow through with them. Let me suggest a plan. Let's set aside some time to break down your Tutorial time, so I can more completely understand, then we can brainstorm some new approaches to the problem.

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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.

I would ask more questions, like "What have you already tried?" Have you used a timer, goal setting, chunking the task, etc.

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I would start with asking what the teacher has already tried with regards to interacting with notes, what role the FNT process plays in instruction time. I would follow with asking what the teacher knows about  different tools for interacting with notes. From their we could have a discussion of various ideas for interacting. Based on the conversation regarding the role notes processing plays in the day to day, I would ask if there is a time where the teacher could see trying out a routine of notes processing. I would conclude with asking and collaborating on what would be evidence of growth or achievement in the goal for notes interactions and a time we could come together to see what worked and what didn't.

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Fear of students working on their own sometimes lives inside the teacher due to classroom management, or just non exposure to a successful group activity. Using a collaborative approach with the participant, working together to create a solution and materials that address the fears of the teacher and support the learner collaborative process is key. The facilitator takes a guided role as the participant should take ownership of the classroom groups and guide them along the process. Debrief and retooling is also important as learning groups ebb and flow and collaborative debriefs can refine the process for both the participant and the learner.

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I think this one could actually go in all three areas depending on who the teacher is and the experience that the teacher has. For this area, I'm taking the assumption that it is a brand new teacher needing support with establishing routines. I'm looking at it as the facilitator providing information about procedures. Once it becomes interacting it could be collaborative and once the teacher takes the ideas and begins to select and self-assess, it could be facilitative. This is where it is important to know your audience or ask clarifying questions as to what exactly the person is asking and needing.

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Facilitator aids and promotes the teacher’s thinking and problem solving.  Even though the teacher in this scenario is asking  a question, I feel it is important for the facilitator and the participant to work together to problem solve a solution to the focused note taking issue.  I would prompt by asking have you considered creating a review assignment with the notes during bellwork.  I would ask the teacher would this could possibly look like, providing for them to also have input and craft a solution.