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7. When you model the procedures and roles for group work, you increase your students’ success with the process .
Our students look to us for models of learning.  What does your role in the focused note taking process look like?  How often do you go back to previous notes and model the interaction?  Could this become a routine bellringer for students to activate prior knowledge?

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Getting students to turn in their TRF's can be a real challenge. I can speak from experience as an AVID elective teacher, there is not one set formula; Have you thought about asking your students what obstacles stand between them that stop them from completing their TRF? Every AVID group of students is different (and that's why we love them), therefore I feel it would be an advantage to finding the core reason behind not meeting the expectation. Something that has worked for me is allowing students digital access to the TRF. Do you think that is something that you could try with students and see growth?

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" How can I get my students to go back to their focused notes to review and use as a study tool?"

Getting students to actually use their focused notes to study from is definitely tricky - and can feel really frustrating. What have you noticed about their academic grades that would be helpful to weave into a conversation about the importance of studying? Is there a demonstration lesson we could create to help students practice how to study their focused notes? I wonder if students doing a 'stand/share/sit' about what works for them when studying with notes would help reinforce the use, and let students see that some are actually finding it helpful when they study with them?

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"I would like to integrate some routines and procedures so that my students utilize their interactive notebooks more often after the lesson."

It's very clear that you and your students have put a lot of time and creative energy into their  interactive notebooks.  Their product shows real pride of ownership in archiving their learning.   I think what I hear you asking is about how you can build purpose for the creation of the notebook.  You are so right in your thinking that students need to learn to return to them as a learning tool, it's not something that will just happen without purposefulness and scaffolding from you.

What are some of your initial thoughts on how you can purposfully build in that necessity to return to the notebook after the lesson?  Discussion about ideas would take place here.
These are great ideas, why doing you chose one or two to try this week?

Also don't forget to  take a look in your AVID Elementary Foundations book, there is a section there that can help.  I also have several other resources that I can send you.

I'm looking forward to seeing how things are going with this next week when I stop by. :)

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I can see this is a stressful situation and I’m happy to help. Every teacher has times when we feel like nothing is going right. Can you tell me a little about the class? Why do you think you are behind? Let’s look at the test and results. There is a saying that “sometimes you have to go slow to go fast.” When situations like this happen, we need to take a deep breath and reflect on what we are really here for – doing what is best for kids. That probably means slowing down and even circling back to fill in gaps in their learning. I have some centers set up that I can share with you so you can work with small groups who are still struggling while the students who mastered the content can work on enrichment activities. Would you be willing to try something like that? I appreciate your hard work on behalf of your students.

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I'd love to hear more about your lesson idea. Let's take that lesson idea and see how it fits into the AVID Excel Lesson structure while building student's language. Remember the lesson design is based on Hook, Bait, Line, Sinker. What type of Bell Work do you want to do as your Hook? Remember to include words in your word bank that you want your students to use during the main part of your lesson. After you work on your Bell Work, let's continue to talk about what you want to accomplish in your lesson so you can write your objectives...(the rest of the feedback session would be reminders about Excel requirements, while the participant was creating the materials)

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How can I get my students to go back to their focused notes to review and use as a study tool?

You're really thinking about how to make Focused Note Taking a valuable study tool for your students. Not just taking notes, but USING notes in meaningful ways is really a high-leverage practice for improving student learning. Pages 160-162 of your AVID Handbook: A Year-Round Resource is a great place to look for information about Focused Note Taking. It always comes back to the purpose of the note-taking. From your students' perspective, what do you think they are thinking is the purpose of taking notes?

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I appreciate your honesty and openness about your struggle with your students' TRF completion.  As an AVID elective teacher, I understand and can relate.  What do you think could be contributing factors to the lack of TRF completion?  What parts of the TRF do you notice they are able to complete on their own?  What parts are they having trouble completing independently?  Can you share with me how you explained filling out a TRF to your students?  Have you looked in your tutorology resources for something to try?  (After hearing the teacher's responses ...
I like how you ...
What would you like to try next?
I look forward to hearing how things go!

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Suzy, that is a great idea!  I really think the 3 minute video will peak your student's interest and spark some great discussion.  Your Excel students may need support with the specific academic language surrounding the topic and may need some time to process their learning with their peers.

I think having a set of academic response frames to summarize the video might be a great way to get a partner discussion started or focused notes is another option,  What are your thoughts?

Can you tell me what routine you  use to teach new and challenging academic language?

I'm really excited to work through some of these options with you.

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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."

What are some of the behaviors that you are concerned will occur? What are some strategies that you have found successful? Are there particular students who cause you greater concern? If so, who are they and what are the concerns? What have been some successful strategies that you have used in the past with these students? What is the worst thing that you fear happening?

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I’m sorry to hear so many of your students struggled with your last assessment. There can be any number of reasons that would lead to this outcome. I’d really love to sit down with you to discuss the nature of the assessment and brainstorm our next best steps to help your class catch up with your team’s without jeopardizing their learning outcomes. Let me know when you have a free Planning period and I’ll come down to your classroom. We will get to the bottom of this together. I look forward to our brainstorming session!

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I chose this because it is my FAVORITE question from new elective teachers. The reason I chose this for facilitative is because it is important with this topic to help the teacher problem solve.  I would ask the teacher what she is hearing from her students as to why they are not bringing their TRF. Many times students do not want to think beyond the given answer. I would find out the why and help the teacher find activities, games and contests  for students. After students are using the TRF for the purpose of critical thinking and they see an increase in performance, the TRF become something they love and hate at the same time.  Most buy in from students is because they do not understand the why.

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That's a great question! Have you thought about using an interactive notebook? This is a great way to model the importance of going back and referring to their notes on a daily basis. Have you thought about providing students with a "cheat sheet" of different ways for students to interact with their notes? What do you think about allowing students to choose the method in which they interact with their notes?

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How can I get my students to go back to their focused notes to review and use as a study tool?

Tell me about how you engage students in each step of the note taking process?
Based on your feedback, students are engaging in the notetaking process, but are interacting or using their notes. What do students think the purpose of notetaking is? How might you revisit the purpose of notetaking? What strategies can you use, or have you used in the past, to help your students see how notes should be used as a learning tool and not just an assignment for AVID? How will you know you're successful?

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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.
Thinking about your goal and your students, what are some concerns that you have noticed in class that make you think that can't handle working on their own? Those are definitely some valid concerns. Now let's look at them and discuss, if this is the worry, then what might need to be put into place prior to them beginning the collaborative inquiry activity that can support them with that worry? Awesome, those are some great ideas that can definitely be put into place to support students in collaborative inquiry activities. What are some other things that are a little worrisome that we can plan for?...

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"How can I get my students to go back to their focused notes to review and use as a study tool?"

So happy to hear that your students are taking focused notes! Now that they have created their study tool, it sounds like you might need to incorporate some class activities that will have them use it. Let's take a look at what you're already doing and see if we can incorporate the focused notes. What activities do you have planned now that content has been covered?

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I love how you have your lesson for tomorrow in mind, and that you are being very purposeful around scaffolding the learning for your Excel students. Let's go through this together. Tell me about your lesson and the learning objective. Where does WICOR come through? Can you share with me some ways that you currently scaffold learning activities for your students or that you have done in the past? (after this is done...) I like your thinking, especially....
Have you considered...?

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I am so excited to see your great idea in action! It is so important to think about your Excel students specifically as you plan, and scaffolding is a great way to begin. Think about the lessons you have taught in the past where your Excel students have really thrived. Tell me a little bit about those. (After hearing about those)...How can you connect the scaffolding you have used in the past to tomorrow's lesson to help make it effective? (If the teacher feels that past strategies are not relevant, it would be helpful here to dip into a collaborative approach and offer resources).

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HW 2. Yes! INBs can be powerful learning tools to support students’ retention of knowledge. It’s great to know you have used them before and I appreciate that you have recognized that the integration of some routines and procedures will help you use them more. Let’s talk about what has worked for you in the past and brainstorm some ideas for building on those successes. 

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HW 2. Yes! INBs can be powerful learning tools to support students’ retention of knowledge. It’s great to know you have used them before and I appreciate that you have recognized that the integration of some routines and procedures will help you use them more. Let’s talk about what has worked for you in the past and brainstorm some ideas for building on those successes. 