Why a page dedicated to AVID?  

Four reasons: (1) Students benefit from having the resources at their fingertips; (2) From personal evidence, the program works; (3) The data and the research supports the success of this non-profit organization and program. 

I consider myself an AVID teacher and have been lucky enough to attend two national conferences. Students who use the AVID strategies, whether in the actual elective program or not, have better Cornell notes, time management, binder organization, understand small group collaboration, tend to be more comfortable with oral presentations, demonstrate individual determination and contribute to a positive classroom environment. 

The final reason; using and working with AVID strategies and focus makes me a better facilitator of learning. It’s that simple. 

AVID’s Impact - This visual shows how proven practices can prepare for students to be successful in high school and further. Originally the strategies were constructed to address students who were traditionally underrepresented in higher education; however, they are indicative of good teaching that help students school-wide through WICOR. Much is also evident on where Jo Boaler and Stanford University are leading the way in a mathematical revolution to bring math to ALL through similar strategies.  
AVID Strategies 

WICOR Strategies.pdf   Download

Cornell Notes - used daily with students making their own note page or using a template provided. The template for journals fits perfectly in an interactive notebook that provides a level of organization. 
  • Cornell Notes Template.pdf   Download
  • Cornell Notes Template for Journal.pdf   Download

Collaboration - table talks are important and far more effective in the comprehension of math concepts than teacher talk.

Growth Mindset Culture in Your Class visual: from Educational Technology and Mobil Learning. Based on Carol S. Dweck’s research and a post from Marcus Guido, ‘10 Ways Teachers Can Instill a Growth Mindset in Students’ is in line with AVID’s philosophy that by “holding students accountable to high standards, providing academic and social support, students will rise to the challenge.”

Bloom’s Taxonomy and Costa’s Levels of Questioning from Ken Hughes of San Diego.
RCSD: Math simple problem solving steps

(1) Read and Circle, 
(2) Write a Sentence that makes sense of the problem, 
(3) Draw, make a visual representation of the problem especially incorporating rectangular/area models.

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