AVID Elective Teacher Training How To Take The CORNELL
AVID Elective Teacher TrainingHow to Take the CORNELLWAY SchoolwideHandouts
AVID EssentialNo. 5Examples of Evidence Sources andResourcesRating for AVID Essential No. 5Instructional strategies are taughtin the AVID Elective class todevelop students’ organizationalskills that promote academic selfmanagement. Sample student goals Use of most current AVID’s Weeks at aGlance (WAG) Use of most current AVID Focused NoteTaking curriculum Use of most current AVID Strategies forSuccess Classroom observations of teachers, tutors, andstudents using organizational strategies Binders (digital and/or analog) Portfolios (digital and/or analog) Lesson plans of AVID Elective class teachersand Site Team teachers Evidence of professional learning modelingorganizational strategies Cornell notes demonstrating increase oforganized thought Graphic organizers Use of time management skills (e.g., digital oranalog agendas and planning calendars) OtherNumber of Indicators at each level:Level 0:Level 1:Level 2:Level 3:Overall level for Essential 5:Rating Guide: Indicators for Levels of Use – Indicators are cumulative; Level 1 must be in place prior to progressing to Level 2Not AVID (Level 0)Meets CertificationRoutine Use (Level 2)Institutionalization (Level 3)Standards (Level 1)1. No evidence exists thatstudents in the AVID Electiveclass receive instruction on theuse of tools to organize theirthinking and learning (e.g.,graphic organizers, reflections,learning logs, and focused notetaking). Students in the AVIDElective class receiveinstruction on the use oforganizational tools topromote thinking andlearning. AVID students use toolsto develop and organize theirthinking, studying, andwriting in classes other thanAVID. AVID studentsindependently applyorganizational tools mostappropriate to the task tomanage their responsibilities inall core academic classes.2. Students do not develop anduse the AVID binder. AVID students organizecourse materials using theAVID binder (analog ordigital) for AVID and otheracademic courses. AVID studentseffectively use the coursematerials in the AVID binderas study tools for AVID andother academic courses. The use of organizationalstudy tools for organizingacademic course materials andresources is a schoolwidepractice.3. Students do not manage theirtime through prioritization andagenda planning. AVID students useagendas, calendars, orplanners (analog or digital)to keep track of courseworkand non-academic activities. AVID studentsstrategically use and modelagendas, calendars, orplanners to backward maplarge projects, create to-dolists, and prioritize tasks topromote academic selfmanagement. AVID students consistentlyimplement effective timemanagement strategies in all oftheir classes and extracurricular activities.4. Students do not arrive to theAVID Elective class prepared toparticipate in their courses andinteract with instructors. AVID students arrive tothe AVID Elective classwith their AVID binder andnecessary course resources(e.g., homework, notes, andtextbook). AVID students activelyparticipate in all contentclasses, using resources suchas notes, homework, etc.during class discussions andcollaborative activities. Through active use ofacademic resources, AVIDstudents identify points ofconfusion and seek clarity frominstructors, tutors, and peers asthey take responsibility for theirCSS For use by AVID Secondary Sites in the 2013-2014 school year September 1, 2013Page 1 of 31Page 13 of 30
learning.5. AVID students do not setgoals to self-monitor, self-direct,self-evaluate, or self-advocate. AVID students receiveinstruction on setting goalsand monitoring their gradesto ensure that they are ontrack in middle school forcollege-prep classes in highschool, and in high schoolfor college/universityentrance requirements. AVID students set goalsand monitor their grades toensure that they are on trackin middle school for collegeprep classes in high school,and in high school forcollege/university entrancerequirements. Each quarter AVIDstudents consistently reviewtheir goals, assess their schoolperformance, and adapt theirbehavior to promote academicand personal success; leading toeligibility for college/universityenrollment.What are some of the particular strengths reflected in your evidence of AVID Essential 5 at your school?What aspects of AVID Essential 5 have room for growth? How might you address these in your site plan?CSS For use by AVID Secondary Sites in the 2013-2014 school year September 1, 2013Page 2 of 31Page 14 of 30
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AVID EssentialNo. 6Examples of Evidence Sources andResourcesRating for AVID Essential No. 6A strong, relevant writing andreading curriculum provides abasis for instruction in the AVIDElective class. Use of most current AVID Weeks at a Glance(WAG) Use of most current AVID Writing curriculum Use of most current AVID Critical Readingcurriculum Use of most current AVID Focused NoteTaking curriculum Use of most current AVID Weekly Classroom observations of teachers, tutors, andstudents using WICOR strategies Student work samples of AVID assignmentsover extended time reflecting students’ use ofhigher-level questions A selection of students’ timed-writing essays Cornell notes and Tutorial Request Formsdemonstrating evolving use of higher-levelquestions and critical thinking Binders (analog/digital) Portfolios (analog/digital) Evidence of teacher/tutor collaboration Lesson plans of AVID Elective class teachersand Site Team teachers Agendas/transcripts/evaluations of professionallearning modeling WICOR strategies Written reflections of student learning (e.g.,AVID learning logs and quickwrites) OtherNumber of Indicators at each level:Level 0:Level 1:Level 2:Level 3:Overall level for Essential 6:Rating Guide: Indicators for Levels of Use – Indicators are cumulative; Level 1 must be in place prior to progressing to Level 2Not AVID (Level 0)Meets CertificationRoutine Use (Level 2)Institutionalization (Level 3)Standards (Level 1)1. Students in the AVIDElective class spend little or notime receiving instruction inwriting-to-learn strategies orusing the AVID writingcurriculum. Students in the AVIDElective class receiveinstruction in writing-tolearn strategies, using theAVID writing curriculum. Students in the AVIDElective class receiveinstruction in writing-to-learnstrategies, which are part of ayear-long instructional planbased on the AVIDStandards, and use thesestrategies in classes otherthan AVID. Students in the AVID Electiveclass receive instruction in writingto-learn strategies, which are partof a year-long instructional planthat is aligned with the AVIDStandards, and use these strategiesin all core academic classes.2. Students spend little or notime receiving instruction onthe writing process. Students in the AVIDElective class receiveinstruction in the writingprocess and participate intimed writings. Students in the AVIDElective class spend timeeach week writing to clarifyand organize experiences inessays, letters, and reports. AVID students utilize multipleforms of media, both analog (printsources) and digital (electronic), tocreate permanent documents orrecords for review, study, analysis,synthesis, and evaluation.(continued on next page)CSS For use by AVID Secondary Sites in the 2013-2014 school year September 1, 2013Page 4 of 31Page 16 of 30
3. Students do not use Cornellnotes and do not understandtheir usefulness for accessingrigorous curriculum. Cornell notes are aweekly part of the AVIDclassroom; instruction isprovided on their use (e.g.,Focused Note-TakingSystem). AVID students take anduse Cornell notes as part ofthe AVID Elective class anduse them weekly in classesother than AVID. AVID students take and useCornell notes and have integratedthe development of effective notetaking skills for understandingrigorous content and preparing fortests in all core academic subjectareas. They model Cornell notetaking for other students as aschoolwide strategy for assistingstudents to access rigorous content.4. AVID students do not useclass time to write reflectionsof their learning and/or useAVID learning logs at leastweekly. AVID students’individual writtenreflections of their learningare a weekly part of theAVID class (e.g., AVIDlearning logs). AVID students’ writtenreflection and/or learninglogs are a weekly part of theAVID class and are used inclasses other than the AVIDElective class. AVID students’ writtenreflections and/or learning logs area weekly part of the AVID Electiveclass and are used in all coreacademic classes.5. No evidence exists of theuse of critical readingstrategies in the AVIDElective class. Students in the AVIDElective class spend timeeach week receivinginstruction in the criticalreading process; readinginstruction is scaffolded toincrease comprehensionskills; reading-to-learnstrategies are taught toaccess rigorous curriculum,including connecting toprior knowledge andunderstanding textstructure. Students in the AVIDElective class receiveinstruction in the criticalreading process to accessincreasingly more rigoroustext in AVID and in otheracademic courses. Students in the AVID Electiveclass receive support in the use ofthe critical reading process.Reading activities apply to bothanalog (print sources) and digital(electronic) sources and are part ofa year-long instructional plan;AVID students use the criticalreading process in all academiccourses.NOTE: Writing-to-learn strategies are informal writings that include: quickwrites, learning logs, reflections, journals, etc. See AVID writing curriculum andAVID Weeks at a Glance. For additional information, view e-learning Module, WICOR Overview on MyAVID.What are some of the particular strengths reflected in your evidence of AVID Essential 6 at your school?What aspects of AVID Essential 6 have room for growth? How might you address these in your site plan?CSS For use by AVID Secondary Sites in the 2013-2014 school year September 1, 2013Page 5 of 31Page 17 of 30
FOUR PARTS OF THE CORNELL WAYPART I. NOTE-TAKING:Reading or listening to information for the first time while jotting down and organizing keypoints to be used later as a learning toolCCreate FormatStep 1: Create Cornell notes format and complete heading.If Cornell notepaper is not provided, set up paper upon entering the classroom: Write name, class, period, date, topic, standard/objective in heading. Create an essential question based on the standard/objective to be addressed in the notes and inthe summary. Leave 1/3 of the paper on the left for questions and 2/3 on the right for notes. Leave 2 inches on the bottom of each page for summary. Be prepared to actively listen and take notes.If Cornell notepaper is provided, upon entering the classroom: Write name, class, period, date, topic, standard/objective in heading. Create an essential question based on the standard/objective to be addressed in the notes and inthe summary. OBe prepared to actively listen and take notes.Organize NotesStep 2: Organize notes on right side. Take notes while listening to a lecture from the teacher, reading a textbook or novel, watching avideo, solving a math problem, participating in a science lab, engaging in Socratic Seminar, andwhile participating in tutorials, etc. Listen and take notes in own words—paraphrase what you hear. Leave spaces for revisions by skipping lines between ideas. Abbreviate words and use symbols, when appropriate. Write in phrases (not complete sentences). Use bullets or lists, when possible. Use indentation to show relationships between ideas. Know what to write: important information vs. trivial information. Recognize cues, “This is important ” “This may be on the next test ” and repeated information. Incorporate teacher’s note taking style/requirements on the right side—outline style, diagrams,graphs, illustrations, etc.Page 6 of 31
PART II. NOTE-MAKING:Within 24 hours of taking the notes, revise these notes, generate questions, and usecollaboration to create meaning.RReview and ReviseStep 3: Review and revise notes NUse the “Cornell Note Revision Checklist” to revise notes.Separate main ideas from details by underlining.Keep important information by highlighting or color coding.Delete unimportant information by drawing a line through it or not highlighting.Add your own thinking/fill in details to clarify, complete, or create greater meaning andunderstanding.Paraphrase information.Identify information that needs clarification using a question mark to indicate the need to check witha partner or teacher.Add references from/to other materials as they come to mind or make connections to otherconcepts/content.Use symbols (star, checkmark, etc.) to indicate what is significant.Use * for information that may be used on a test, essay, tutorial day, etc.Create a visual or symbol to represent and help recall information.Note Key IdeasStep 4: Note key ideas to create questions. Use inquiry on the left side that connects to the key ideas.Review the main ideas highlighted on the right side.Determine the purpose of the lecture, reading, or activity.Read aloud the highlighted main ideas on the page, and create a question that is answered withthis main idea. Develop questions on the left side that identify the main ideas on the right side by interacting withthe information through the revision process in Step 3o Lower-Level Questions: Some material in the note section may not lend itself to generatinghigher-level questions. In this case, link notes to a previously learned concept to write a higherlevel question or develop additional notes adding personal meaning and details to createownership of the material.o Higher-Level Questions: It is important for the Cornell notes to create higher-level questions byapplying Bloom’s or Costa’s vocabulary. It is necessary to understand the meaning of the wordused and how to use the terminology accurately ask a higher-level question. Adding “How doyou ” does not create a higher-level question.EExchange IdeasStep 5: Exchange ideas by collaborating. Collaborate with a peer(s), as a small group, in your tutorial group, whole class, outside of class,etc., to compare, enhance, and revise your notes. Using a different color pen, fill in any gaps, and clarify any points of confusion in writing to completeyour notes. Brainstorm a list of key vocabulary from the lesson to be included in the summary.Page 7 of 31
PART III. NOTE-INTERACTING:Interact with notes taken by creating a synthesized summary. Use Cornell notes as a learningtool to increase content class achievement.LLink LearningStep 6: Link learning to create a synthesized summary. Review notes taken, questions developed on the left, and prior knowledge to identify the main ideasto be used in the summary. Address the essential question of the lesson in the summary. Use the notes of the right side as support to write the summary. Synthesize, combine main ideas together, to internalize learning from the questions/notes. Answer the higher-level questions from the left side in the summary to tie together the main ideas.oCreating a summary is the opportunity to connect and make sense of the information from thelesson and identify any remaining points to be clarified. As the summary is written, there may be a need to address any remaining points of confusion withnew questions on the left side to ask teacher, tutor, or classmate.LoLeave the right side blank until this discussion has happened.oDocument the clarification in the blank space on the right side, after the discussion.Learning ToolStep 7: Use completed Cornell notes as a learning tool. Review notes taken, questions developed and summary; this may also be done in a study group. Apply new learning to increase performance in content class by using notes to study for a test, towrite an essay, as a reference during tutorial, to prepare for a presentation or Socratic Seminar,Philosophical Chairs, etc. Interact with material by taking notes, writing questions, and summarizing to internalize material toincrease new learning. Using the notes as a learning tool provides opportunity for students to transfer knowledge to longterm memory by making meaning of the notes and forming connections.Page 8 of 31
PART IV. NOTE-REFLECTING:Use written feedback to address areas of challenge by setting focus goals to improve futurenotes.WWritten FeedbackStep 8: Provide written feedback. Submit Cornell notes weekly to be checked for quality using the Cornell notes rubric or checklistand/or quantity in binder check. Review, revise, and improve notes, questions, and summary based on feedback. Written feedback and suggestions for improvement may be provided by a peer, a tutor, or teacher.AAddress FeedbackStep 9: Address written feedback. Address feedback by using “Cornell Note Focus Goal Activity” to create a goal for improvement onfuture note-taking. Use the feedback provided, identify an area of challenge. Write a focus goal to improve this area. Identify specific actions to address this challenge in future note-taking.YYour ReflectionStep 10: Reflect on your learning. Gather all Cornell notes on the topic, concept, standard, objective, essay, etc. Review notes, questions, and summaries on all Cornell note pages. Reflect on the learning by completing a “Cornell Note Reflective Log” to show how you masteredand/or applied your new knowledge.Page 9 of 31
Step &: Cornell Note.Ta1in3 4evision 7istName" ################################################## Date: ::::::::::::::::::::::::Step &: Review and revise notes ta1en on ri3;t side by Cornell Note 4evision C;ec1listDirections: %&'%( )* ,%&'-% *./%- /)0%* '* /1% ,'21/ 3.456*7 8-% /1% -96:.4- :%4.( /. ,%&'-% 9.5, *./%-7CompletedSymbol 1, 2, 3 .A, B, C 4evision;7 56:%, /1% *./%- %)31 /'6% ) *%( 3.*3% / ., 6)'* ' %) 7 ?',34% &.3):54),9@ 0%9 /%,6- '* %*3'4 Key wordB7 C'214'21/ ., 5* %,4'*% 6)'* ' %)- '* %*3'4 A)'* ' %)E7 F'44 '* 2) - .G 6'--'*2 '*G.,6)/'.* )* @ ., ,%(., @ ),) 1,)-% '* ,% D 8*'6 .,/)*/H7 I%4%/%@ 3,.-- .5/ 5*'6 .,/)*/ '*G.,6)/'.* :9 ,)('*2 ) 4'*% /1,.521 '/ ('/1 ) ,% %*K7 L %*/'G9 .'*/- .G 3.*G5-'.* /. 34),'G9 :9 )-0'*2 ) ),/*%, ., /%)31%, JN7 L %*/'G9 '*G.,6)/'.* /. :% 5-% .* ) /%-/O %--)9O G., /5/.,')4O %/37 MQ7 ?,%)/% ) &'-5)4@ -96:.4 /. ,% ,%-%*/ '6 .,/)*/ '*G.,6)/'.* /. :% ,%6%6:%,% P'-5)4@-96:.4Page 10 of 31
Step 4: Cornell Note QuestionsDirections: Follow these steps as you create questions during Step 4 of the note-takingprocess.Steps for Creating QuestionsStep 1:Read the essential question/standard/objective at the top of the Cornell notes.Step 2:Review the first chunk of notes on the right side. A chunk is defined as a sectionof notes with the same main idea.Step 3:Identify the main idea of this first chunk.Step 4:Write a question for the first chunk that can be answered by the main idea.Step 5:Repeat this process until all the main ideas in each chunk of notes areincorporated into questions.Step 6:Reread your questions. Are there any lower-level questions? At times, lowerlevel questions are necessary to create context for more advanced material tocome.Step 7:Create an additional higher-level question that incorporates two of the lowerlevel questions.For example:Lower-level question #1: What is the definition of perimeter?Lower-level question #2: What is the definition of area?New higher-level question added to notes: How does perimeter compare/contrast to area?Step 8:Create notes to address the new higher-level question created from lower-levelquestions.Step 9:Review your questions/notes to ensure the essentialquestion/standard/objective at the top of the Cornell notes is addressed.Step 10:Review your questions/notes to study for tests/quizzes, write essays, or use fora tutorial question.Page 11 of 31
Step 6: Cornell Note Summary TemplateSteps for Writing a Complete SummaryStep 1:Read the essential question/ standard/ objective at the top of the Cornell notes.Step 2:Respond/ to the essential question/ standard/ objective in one sentence—this is the introductory sentence to thesummary. Use your own words in writing your summary.Step 3:Review the first chunk of notes on the right side.Step 4:Reread the first question written for the 1st chunk.Step 5:Write a one-sentence response to this question incorporating content-based vocabulary.Step 6:Repeat this process until all your questions are incorporated in the summary—accounting for all the main ideas inyour notes.Step 7:Reread your summary for clarity and accuracy, adding transitions, when possible.Step 8:Review your summary to study for tests/quizzes, writing essays, completing the “Cornell Note Reflection Log,” etc.Summary Paragraph Template:Essential question/ standard/ objective introductory sentence:Response to the question for the 1st chunk of notes:Response to the question for the 2nd chunk of notes:Response to questions for all additional chunks of notes:Page 12 of 31
Step 8: Cornell Note-Taking ChecklistName: Evaluator: Date:Step 8: Use Written feedback provided by peer, tutor, or teacher to improve the quality ofnotes, questions, and summariesDirections: Use a mark in the appropriate column based on the Cornell Notes collected.STEPIndicatorsYes(2 pts. each)Step 1:CreateFormat Heading in ink: (Name/ Class/ Topic/ Period/ Date)Step 2:OrganizeNotesInconsistent/Incomplete(1 pt. each)No(0 pt. each) Only main ideas, key words, and phrases recorded Sufficient space/indentation is used to showrelationships between main ideas Abbreviations/ symbols used appropriately Bullets are used to create lists and organize notes Paraphrasing/shortcuts is evident in notes Step 3:ReviseNotes/ Notes are numbered to indicate a new concept, mainidea, or topic Vocabulary/ key terms are circled and main ideas arehighlighted or underlined in pencil Missing/paraphrased information is added in red Step 4: NoteKey Idea Questions on left are developed to reflect main ideasin notes on the right side Bonus! Summary reflects the questions/ notes Standard/ Objective/ Essential Question recordedTotal Points out of 22Page 13 of 31
When writing down your goal, be sure it is SMART:S – SpecificM – MeasurableA – Action‐orientedR – ReasonableT – Timely1. What do you want to do?2. By what date do you want to complete your goal?3. How will you accomplish your goal?My SMART goal for my students:Page 14 of 31
Handout 2.8d (2 of 11)CORNELL WAY2.8: The Cornell WayTips for the Cornell WayI. NOTE-TAKING:Reading or listening to information for the first time while jotting down and organizing key points to be used lateras a learning toolCCreate FormatStep 1:CreateCornell notesformat andcompleteheading.If Cornell notepaper is not provided, upon entering the classroom: Write name, class, period, date, topic and standard/objective in heading. Create an Essential Question based on the standard/objective to be addressed inthe notes and in the summary. Leave 1/3 of the paper on the left for questions and 2/3 on the right for notes. Leave 2 inches on the bottom of each page for summary. It is unrealistic and inappropriate to summarize every individual page. There should be a summary at the bottom of the page at the closingof a lesson, concept, topic, etc. Be prepared to actively listen and take notes.If Cornell notepaper is provided, upon entering the classroom: Write name, class, period, date, topic and standard/objective in heading. Create an essential question based on the standard/objective to be addressed inthe notes and in the summary. Be prepared to actively listen and take notes.AudienceTips for this Step of the Cornell WayStudent Create Cornell note format before going to class. If your teacher does not provide you with an Essential Question, collaborate with classmates tocreate one from the posted topic, standard and/or objective.Tutor Provide samples of Cornell notes taken from college courses.Teacher Provide Cornell notepaper to students. Model to students how to set up their own paper in the Cornell note format. Create school site Cornell notepaper and include school’s mascot; upload onto the school’swebsite for students to download from home. Have student write the heading in pen to ensure current notes are submitted weekly.Site Team C olor code Cornell notepaper for each content subject to assist students in organizing theirnotes in binder. Post topic, standard and/or objective for students; assist students in using the standard/objective to create the essential question for the lesson.Unit 2: Before the TutorialPage 15 of 3185
Handout 2.8d (3 of 11)CORNELL WAYI. NOTE-TAKING:Reading or listening to information for the first time while jotting down and organizing key points to be used lateras a learning toolOOrganize NotesStep 2:Organizenotes onright side. T ake notes while listening to a lecture from the teacher, reading a textbook or novel,watching a video, solving a math problem, participating in a science lab, engaging inSocratic Seminar, participating in tutorials, etc. Listen and take notes in your own words—paraphrase what you hear. Leave spaces for revisions by skipping lines between ideas. Abbreviate words and use symbols, when appropriate. Write in phrases (not complete sentences). Use bullets or lists, when possible. Change pen colors to indicate change in concept. Use indentation to show relationships between ideas. Know what to write—important information vs. trivial information. Recognize cues, “This is important . . .,” “This may be on the next test . . .,” andrepeated information. Incorporate teacher’s note-taking style/requirements on the right side—outlinestyle, diagrams, graphs, illustrations, etc.Audience Tips for this Step of the Cornell WayStudent Tutor W hen reviewing student notes, indicate places where students can speed up their note-taking byusing abbreviations, bullets and/or lists.Teacher P rovide time each class meeting for students to work independently and collaboratively to reviewand refine notes. Coach content area teachers to provide time for students to compare notes at the end of class. Teach AVID students how to turn any teacher-generated resource (PowerPoint, worksheet, readinglog, lesson) into Cornell notes by refining notes, adding questions and a summary.Site Team Provide students with an abbreviations list for each content subject. Teach personal cues such as: pacing, phrasing, repetition to assist students in knowing what isimportant. Incorporate your own style of note-taking into the Cornell note format; teach students how to usethe right side to record information for content.86Review the abbreviations list before taking notes.Create symbols/abbreviations for words you might need to use in each content class. Sit next to AVID classmates in content classes to support each other in the note-taking process. Anytime information is delivered, you should be taking notes even if the teacher does notexplicitly ask you to do so. Some situations when note-taking is appropriate are: giving directions, watching a video, readinga textbook/novel, listening to a guest speaker, during a lab, during a PowerPoint presentation, etc.AVID Tutorial GuidePage 16 of 31
Handout 2.8d (4 of 11)CORNELL WAYII. NOTE-MAKING:Within 24 hours of taking the notes, revise these notes, generate questions and use collaboration to createmeaning.RReview and ReviseStep 3:Reviewandrevisenotes.Use the “Cornell Note Revision Checklist” to revise notes. Separate main ideas from details by underlining. Keep important information by highlighting or color coding. Delete unimportant information by drawing a line through it or not highlighting. Add your own thinking/fill in details to clarify, complete or create greater meaning andunderstanding. Paraphrase information. Identify information that needs clarification using a question mark to indicate the need tocheck with a partner or teacher. Add references from/to other materials as they come to mind or make connections toother concepts/content. Use symbols (star, checkmark, etc.) to indicate what is significant. Use * for information that may be used on a test, essay, tutorial day, etc. Create a visual or symbol to represent and help recall information.AudienceTips for this Step of the Cornell WayStudent W ork with a partner from your content class to use the “Cornell Note Revision Checklist” torevise and refine notes. Seek clarification about confusing information.Tutor R eview student revision during tutorials as students use Cornell notes from content classes tosupport questions during the session.Teacher U se students’ Cornell notes to teach the revision process of identifying main ideas,paraphrasing information and asking for clarification from peer/teacher. Review and model the use of the “Cornell Note Revision Checklist” multiple times so studentssee the value and can repeat the process independently.Site Team C reate model Cornell notes of certain lessons so that students can check their notes againstthe model notes. Provide time at the end of class daily for students to review and refine notes by working inpairs, using class resources and seeking clarification from the teacher.Unit 2: Before the TutorialPage 17 of 3187
Handout 2.8d (5 of 11)CORNELL WAYII. NOTE-MAKING:Within 24 hours of taking the notes, revise these notes, generate questions and use collaboration to create meaning.NNote Key IdeasStep 4: Use inquiry on the left side that connects to the key ideas.Notekey ideasto createquestions. Review the main ideas highlighted on the right side. Determine the purpose
agenda planning. AVID students use agendas, calendars, or planners (analog or digital) to keep track of coursework and non-academic activities. AVID students strategically use and model agendas, calendars, or planners to backward map large projects, create to-do lists,
Pro Tools sessions to AAF sequences or OMF se-quences and files for import into other systems. Avid Interplay Avid Interplay with the Pro Tools Avid Interplay option lets Pro Tools and Avid users work within the same asset management system. For more information, refer to the DigiTranslator 2.0 Guide. Refer to the Pro Tools Avid Interplay Guide
Board Of Education AVID Goals Advancement Via Individual Determination 1. Strengthen and provide support to AVID site teams to implement school-wide strategies through coaching and professional development. 2. Create an AVID leadership team focused on supporting AVID coordinators and elective teachers to implement AVID with fidelity. 2
What is the AVID Environment? A regularly scheduled academic elective class for AVID Students Rigorous curriculum required for all students Trained college tutors for the AVID academic elective An interdisciplinary AVID site team Parent workshoppg pps focusing on academic support and college awareness Professional development focusing on AVID
Get Ready for AVID! This fall for the 2022-23 school year, District 65 is bringing AVID as a choice elective program for 6th graders at Chute, Haven, and Nichols. AGENDA 1. Intros . speakers, and AVID team building. Classes are structured around the pursuit of WICOR. WICOR. Why AVID for D65? Supports students to become
1. English 11 OR WRT 121 1. Elective 1. English 11 OR WRT 121 1. Elective 2. Advanced Algebra II OR other 2. Elective 2. Advanced Algebra II OR other 2. Elective 3. 3rd Year Science Option 3. Elective 3. 3rd Year Science Option 3. Elective 4. Health I OR Elective 4. Health I OR
aintaining an AVID binder is a central requirement for students in the AVID elective class, as it has a direct impact on student success in all classes and accounts for the majority of the AVID elective class grade. The ideal binder size is two or threeFile Size: 1MB
Pro Tools HD Native hardware as an ISIS client within an Avid ISIS 7000 or 5000 system. This guide also covers how to exchange audio and video media sequences between Pro Tools and Avid video application clients attached to an ISIS system. This guide is written for ISIS administrators, Pro Tools users, and Avid users. Avid ISIS Capabilities
AVID and the academic and non-academic facets of college readiness as measures of the success of Advancement Via Individual Determination (AVID). The data were analyzed to determine 1) the academic impact of AVID enrollment on college readiness; 2) AVID participants' perceptions of the impact of Program Components and Program Benefits;
