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It sounds like the teacher has already self-assessed. They observed how their classroom and students were progressing and determined there is a problem. Now the facilitator can help the teacher review the TRF process and what should be done by asking questions. Once they have reviewed what should be done in a "perfect world" the facilitator can ask the teacher questions about what can be changed in order to change the students' behavior.

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

Delving into this question requires a lot of self-reflection as well as refreshers on tools/strategies already available. Together, we would go through how the teacher implements the focused note-taking process and see where there are opportunities to incorporate more usage of the notes as a review study tool. We would think about ways to connect the notes to the assessment to ensure that students see the relevance to taking good notes and interacting with them. This will hopefully promote the teacher’s problem solving into one or two things she/he could do differently next time.

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3 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.  

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3 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.  

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What skills or tools do you feel that the students are missing or need to be given to be successful in these type of activities? Why are these activities important? what do you hope students gain from collaborative inquiry activities? Affirming that the need for scaffolding of these activities is necessary for all will help the teacher feel more confident to take a risk.

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Do you have a WICORized lesson on cells ready for my science class that I could use tomorrow?

I have found that in online CoP's, participants often ask questions to acquire resources quickly.  I would first use the facilitative approach to this by promoting AVID's resources and sharing where they might look for that information.  I would also facilitate deeper thinking about how one might WICOR-ize a pre-existing lesson on cells in a way that would carry that skill into other areas of that teacher's planning and preparation. Though I would want to help problem solving here, I recognize that this teacher is also asking for some immediate help for a lesson the following day.

For this reason, I would also be collaborative and ask members of the community to share what parts of our AVID resources (curriculum books, AVID weekly, WAG, etc) are their favorite ones to consider when constructing lessons.

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

Based on this statement I would want to know how the process of completing TRF's was presented and modeled to students. Additionally, what is the expectation of students completing the TRF. I would ask how the teacher could incorporate the more exemplary TRF's as a learning tool for those that are struggling the most.

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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." These are those powerful coaching moments in which the teacher just needs someone else to facilitate the conversation to help the teacher access the information that they already know. This make me think of the tutorial process, so taking a facilitative role, I would ask questions to learn more about the lesson, where the teacher anticipates misconceptions and what strategies could be used to plan for those misconceptions and support Excel students in their learning. The excitement around the lesson provides the opportunity to build on the foundation that already exists, which makes the facilitative stance work well.

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I think this issue has two issues that likely need to be addressed. One would be fear (management or development of a lesson) and second would be definition of collaborative. In an online setting I would pose a couple questions, such as: In your class what was an example of a lesson where all the students were engaged? (Hopefully leading to some sort of an answer such as rigorous, structured, scaffolded appropriately). If it doesn't, this could be a quick group discussion. Another approach would be to look at how the teacher has used collaboration already, and to ask about some of the collaborative activities we have currently participated in. Then pose to the teacher, "How could that collaboration be expanded or deepened?"

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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?
I would help the teacher using a facilitative role (and deeper questioning strategies) to reflect back on times and tools when it did work -- the use of their focused notes for review and as a study tool? Helping the teacher identify those strategies that worked is important for self-assessment and also help the teacher create an action plan with some ways to integrate these strategies in lesson plans. We could look at myAVID resources and tools to support, the use of digital tools, etc. Then the next time we meet, or as a follow up on my part, I would be able to reference this as a way to promote and continue self-prescription.

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From the statement of the teacher asking for ideas for lesson ideas related to teaching about the cell, it seems like a collaborative approach might be best. Working with the teacher to identify what has already been tried, what the teacher already knows about WICOR, and what digital ideas/resources might have been tried could lead to some good collaboration and sharing of ideas.
Chances are the teacher will have the right idea given a resource or even just the chance to think through what he/she already knows.

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Most of my class just failed the last test, and I am already far behind the rest of the teachers. What should I do?

An instructive response to this question posed would include specific next steps that this educator can take to reteach and get back on track with students. However, a more facilitative stance would include probing, reflective questions like, How might, What if. (AF)

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I believe that the Collaborative approach would work best for this situation. Just like the maxim says, "Two heads are better than one."

Often, our colleagues, especially those newer to the profession, need a mentor to offer ideas and guide their learning. As many of us know, we can take someone else's "great" lesson plan, but we need to personalize it to suit our teaching style and/or our students. Co-constructing a lesson plan, or just being a sounding board, benefits both people - "great" ideas flow two ways, after all!

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This is a big topic in Tutorology and amongst AVID elective teachers. I would ask some questions such as: What do you think is the stumbling block? The form? AVID class expectations? Rigor in core classes? Analysis of the cause will lead the teacher in ways to support the students. I would also encourage the participants to share what has worked for them in their classes.

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With this teacher I would start with a question about what routines and procedures they are already using.  I would also ask how they are utilizing their INBs currently, and what they would like their final product to be. At that point, I would set some goals with that teacher to start small steps that will lead towards their end goal.   ​​

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For this example, it seems the facilitative approach might work best. The teacher has a clear instructional goal in mind but is unsure how to handle the classroom management component of the lesson. This seems like a good place for guiding questions. A facilitator could ask which behaviors are of concern, what approaches have worked for other lessons and what strategies could be implemented in this case to make the collaborative experience happen successfully. This approach could help empower the teacher to find a solution.

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I'd like to think that this teacher might already have some ideas in regards to what they'd like to do but they might just need some input from colleagues.  I would offer or suggest a bookmark style of checklist items to do as they are working on their ISN.  I then would ask what would be some of the items on the bookmark.  I hope that this might start up a collaborative effort between the two of us to improve the dilemma.

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"Assuming" I already know if the teacher is an elective teacher or content area teacher, I would start by asking questions: How does he/she currently see the students using their notes? What stages does he/she see them doing? How were they taught the process? It may uncover that the students need more direct modeling in class and aren't ready to own the process yet. Hopefully, the teacher would uncover that as we chat. Together, we could develop ideas and I'd share what I do in my classroom as far as modeling and building up my students' use of FNT system and ask how they could do the same in their class. I'd follow up to see if the ideas he/she implements work out

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I would first like a scale of how "big" the issue is. On a scale of 1-5 how many students are going back and reviewing? none, half, etc. This just garners perspective. Then maybe mention, "what have you tried?"
Work together with instructor from there on to develop a plan, brainstorm ideas, etc.

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I think this teacher just needed help with a starting off point. I would start the conversation by directing the teacher to think of ways to modify/scaffold the lesson to begin with for any students; what strategies would they use. Then, once the teacher starts to list the ways they would modify may allow them to start making the connection for themselves on how to modify/ scaffold the lesson for their EXCEL students.

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I would start the conversation with a question like What have you tried already? Next I might ask what else can you try?  Offer some strategies. Then ask what they would like to try and develop a plan together for implementation.