Mastering AVID Tutorials

Overview

Grade: 6th
Duration: 30 minutes
Class size: 21 students
Unit: Mastering AVID Tutorials
Lesson 1 of 10
Title: Introduction to AVID Tutorials

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Learning Objectives

Students will be able to:

• Define AVID Tutorials and explain their function in the classroom.
• Identify the purpose of AVID Tutorials for collaborative learning.
• Discuss why experiencing confusion is a key part of the learning process.

Aligned Common Core State Standards:

• CCSS.ELA-LITERACY.SL.6.1 – Engage effectively in a range of collaborative discussions (one-on-one, in groups, teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly.
• CCSS.ELA-LITERACY.RI.6.1 – Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. (applied during gallery walk analyzing TRF samples)
• CCSS.ELA-LITERACY.W.6.2 – Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information clearly. (formative assessment through student explanations/discussion)

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Materials Needed

• Copies of sample Tutorial Request Forms (TRFs) (21 copies or 7 sets for group use)
• Chart paper or whiteboard with markers
• Sticky notes
• Timer or stopwatch
• Student notebooks/journals

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Vocabulary

• AVID Tutorials
• Tutorial Request Form (TRF)
• Confusion (productive confusion in learning)
• Collaborative learning

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Lesson Procedure

1. Introduction (5 minutes)

• Begin by asking students: “Have you ever felt confused while learning something new? What did you do?”
• Briefly introduce AVID Tutorials as a tool that helps students turn confusion into understanding through group problem-solving and questioning.
• Share the learning objectives aloud and write them on the board. Encourage students to listen for these today.

2. Gallery Walk: Exploring Sample TRFs (10 minutes)

• Arrange the room with 7 stations, each having a different sample Tutorial Request Form (TRF) representing a real or hypothetical student question or confusion.
• Divide students into 7 groups of 3. Each group rotates every 1.5 minutes to observe and discuss the TRF at the station.
• At each station, students write one observation or question about the TRF on a sticky note and stick it nearby.
• Prompt students to consider:
  • What is the confusion or question on this TRF?
  • How might the tutorial help resolve it?
• Circle the room, facilitating and prompting deeper thinking where needed.

3. Group Discussion: The Role of Confusion in Learning (10 minutes)

• Regroup on the carpet or at desks.
• Facilitate discussion anchored around these questions:
  • Why do you think it’s okay or even important to be confused sometimes when learning?
  • How can asking questions in a tutorial help your brain learn better?
• Encourage students to refer to observations from the gallery walk.
• Record key points on chart paper or whiteboard.
• Reinforce that confusion is a natural and necessary indicator that a learner is pushing to understand more deeply.

4. Summary and Check for Understanding (5 minutes)

• Have students write a quick exit reflection in their notebooks:
  • “What is an AVID Tutorial?”
  • “Why is confusion important in learning?”
• Collect reflections or have a few volunteers share their answers aloud.
• Close by reiterating that AVID Tutorials are designed to help them learn how to solve problems together by asking great questions.

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Assessment

• Formative: Observations during the gallery walk and group discussion.
• Exit ticket reflections to assess student understanding of AVID Tutorials and the role of productive confusion.

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Differentiation Strategies

• Provide sentence starters on chart paper for students who need help articulating ideas during discussions (e.g., “I think an AVID Tutorial is...”, “Confusion helps me learn because...”).
• Allow students who prefer drawing to sketch a simple picture representing confusion or teamwork during their reflection.
• Use mixed-ability groups to support peer learning during gallery walk.

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Teacher Reflection Prompts for Post-Lesson

• Did students demonstrate understanding of AVID Tutorials and the role of confusion?
• Was the gallery walk effective for engagement and comprehension?
• How did group discussion deepen student thinking?
• What adjustments will improve pacing or clarity for next lesson on the unit?

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This carefully structured plan not only meets Common Core standards focused on collaboration and analytical skills but also primes students for success in the full AVID Tutorials unit by building their confidence in exploring confusion as a positive learning signal.