Week 24 - Mar 4 - 8
Monday
Students continued work on the AVID Recruitment video
Field trip is this Friday. Permission slips are due Wednesday.
Tuesday-Wednesday
Students were instructed to get challenge questions from teachers for tutorials this week since there was no school last week. We reviewed the purpose behind tutorials -- think critically, collaborate, problem solve -- and their current level of participation.
DUE: Field Trip permission slips
DUE: TRFs, Thursday March 7, beginning of class
Thursday
Tutorials
Friday
Field trip to COCC! We will depart school at 9 am and return about 1 pm. Students have the option to eat lunch at the student union ($7.50 all you can eat) or bring a sack lunch.
Monday
Students continued work on the AVID Recruitment video
Field trip is this Friday. Permission slips are due Wednesday.
Tuesday-Wednesday
Students were instructed to get challenge questions from teachers for tutorials this week since there was no school last week. We reviewed the purpose behind tutorials -- think critically, collaborate, problem solve -- and their current level of participation.
DUE: Field Trip permission slips
DUE: TRFs, Thursday March 7, beginning of class
Thursday
Tutorials
Friday
Field trip to COCC! We will depart school at 9 am and return about 1 pm. Students have the option to eat lunch at the student union ($7.50 all you can eat) or bring a sack lunch.
Week 23 - Feb 25-Mar 1
Mon - Thurs
No school - SNOW DAYS
Friday
Students worked on the AVID Recruitment video
Mon - Thurs
No school - SNOW DAYS
Friday
Students worked on the AVID Recruitment video
Week 22: Feb 19-22
Monday
No School
Tuesday
Students began a new article "Video game addiction is a real condition, WHO says" (link above). Students did a pre-read and identified key vocabulary as they marked-up text.
Monday
No School
Tuesday
Students began a new article "Video game addiction is a real condition, WHO says" (link above). Students did a pre-read and identified key vocabulary as they marked-up text.
Week 21: Feb 11-15
Monday
Students participated in the Philosophical Chairs Debate on the topic of taxing "junk" food.
Tuesday
Students wrote their debate reflections and we discussed debate participation; how we can improve our debates.
Wednesday
Students completed learning logs and started their TRFs - due beginning of class Thursday!
Thursday
Tutorials. Students will receive a grade for tutorial participation. If students come to class without their TRF completed, they cannot participate in tutorials and will get a zero. This cannot be made up. Homework - Tutorial reflections due beginning of class Friday
Friday
Students turned in their tutorial reflections. We brainstormed ideas and begin writing the script for the AVID elective recruitment video.
Monday
Students participated in the Philosophical Chairs Debate on the topic of taxing "junk" food.
Tuesday
Students wrote their debate reflections and we discussed debate participation; how we can improve our debates.
Wednesday
Students completed learning logs and started their TRFs - due beginning of class Thursday!
Thursday
Tutorials. Students will receive a grade for tutorial participation. If students come to class without their TRF completed, they cannot participate in tutorials and will get a zero. This cannot be made up. Homework - Tutorial reflections due beginning of class Friday
Friday
Students turned in their tutorial reflections. We brainstormed ideas and begin writing the script for the AVID elective recruitment video.
Week 20: Feb 4-8
Monday - No school
Tuesday
Students started learning logs and finished text-mark-ups on the "junk food/tax" articles
Wednesday
Students to complete TRFs for tutorials tomorrow
DUE: TRFs on Thursday, Feb 7th
Thursday
Tutorials. Students who do not have their TRFs completed cannot participate in tutorials, will receive a zero for the tutorial, and will not be able to make up the tutorial.
Friday
Students finished working on their Philosophical chairs prep form, had a binder check, and prepared "Recycle" signs for collecting cans and water bottles at the dance tonight.
DUE: Philosophical Chairs Debate on MONDAY, Feb. 11th
Monday - No school
Tuesday
Students started learning logs and finished text-mark-ups on the "junk food/tax" articles
Wednesday
Students to complete TRFs for tutorials tomorrow
DUE: TRFs on Thursday, Feb 7th
Thursday
Tutorials. Students who do not have their TRFs completed cannot participate in tutorials, will receive a zero for the tutorial, and will not be able to make up the tutorial.
Friday
Students finished working on their Philosophical chairs prep form, had a binder check, and prepared "Recycle" signs for collecting cans and water bottles at the dance tonight.
DUE: Philosophical Chairs Debate on MONDAY, Feb. 11th
Week 19 Jan. 28-Feb 1
Monday
Students finished "Thank You" letters for OSU-Cascades and worked on writing in the margins on the second "junk food tax" text.
Tuesday
Students completed a Learning Log for Jan. 22-28 and began work on their TRFs for the week (due Thursday).
Wednesday
Binder checks, notes expectations review, finishing TRFs.
Thursday
Tutorials
Friday
Prep for philosophical chairs next week (junk food tax articles).
Monday
Students finished "Thank You" letters for OSU-Cascades and worked on writing in the margins on the second "junk food tax" text.
Tuesday
Students completed a Learning Log for Jan. 22-28 and began work on their TRFs for the week (due Thursday).
Wednesday
Binder checks, notes expectations review, finishing TRFs.
Thursday
Tutorials
Friday
Prep for philosophical chairs next week (junk food tax articles).
Week 18 - Jan. 21-25
Monday
No school. MLK Jr. Holiday
Tuesday
Students turned in their TRFs and Tutorial Reflections as well as their Learn It. Make It. Field Trip permission slips.
Students worked with an elbow partner to discuss their "Tax on Junk Food" text mark-ups and determine if their predictions about the text were correct based on what they circled and underlined. Students moved on to the third and fourth step in the focused note-taking process of connecting thinking and reflecting and summarizing by writing in the margins of the text.
There is an essay contest opportunity sponsored by Scholastic, Inc. Contest information can be found on the link above, "Break Barriers Essay Contest."
Wednesday
Student field trip - visiting Redmond businesses and getting a behind the scenes tour. Students also learned how businesses operate and grow, as well as what education is necessary to work in particular industries. Businesses include: BASX, Riff Coldbrew Coffee, and HD Hydrographics.
Thursday
Tutorials
Friday
Students debriefed the field trip, wrote thank-you notes to OSU-Cascades for the visit completed tutorial reflections from Thursday.
Monday
No school. MLK Jr. Holiday
Tuesday
Students turned in their TRFs and Tutorial Reflections as well as their Learn It. Make It. Field Trip permission slips.
Students worked with an elbow partner to discuss their "Tax on Junk Food" text mark-ups and determine if their predictions about the text were correct based on what they circled and underlined. Students moved on to the third and fourth step in the focused note-taking process of connecting thinking and reflecting and summarizing by writing in the margins of the text.
There is an essay contest opportunity sponsored by Scholastic, Inc. Contest information can be found on the link above, "Break Barriers Essay Contest."
Wednesday
Student field trip - visiting Redmond businesses and getting a behind the scenes tour. Students also learned how businesses operate and grow, as well as what education is necessary to work in particular industries. Businesses include: BASX, Riff Coldbrew Coffee, and HD Hydrographics.
Thursday
Tutorials
Friday
Students debriefed the field trip, wrote thank-you notes to OSU-Cascades for the visit completed tutorial reflections from Thursday.
Week 17 - Jan. 14-18
Monday
Students completed a Learning Log for last week and started their TRF for this week's tutorial.
Students were encouraged to wear comfortable shoes for the field trip to OSU-Cascades tomorrow and if they are having a campus lunch, to bring $12 to cover the cost.
Tuesday
OSU-Cascades Field Trip! Students will attend first period and meet in the commons at the beginning of second period to leave on the field trip.
Wednesday
Students recapped field trip experience to OSU-Cascades.
Students started a new article ("Tax on Junk Food") and the essential question is: When presented conflicting text, how do I decide which is accurate?
Students will use pre-reading strategies to make predictions about the text and begin marking the text -- circling key terms and underlining author's claims and evidence.
DUE: Marking the text (circling and underlining) due Friday, January 18th beginning of class.
DUE: TRF's for Thursday's tutorial due Thursday, January 17th.
Thursday
Students will participate in tutorials.
Friday
Students will work with elbow partners to compare marked text and discuss. Next steps, students will "write in the margins" on the "Tax on Junk Food" text. Eventually, students will read a text that conflicts with the first one, mark it up, connect their thinking, reflect and summarize, and eventually apply their learning in a philosophical chairs debate.
Monday
Students completed a Learning Log for last week and started their TRF for this week's tutorial.
Students were encouraged to wear comfortable shoes for the field trip to OSU-Cascades tomorrow and if they are having a campus lunch, to bring $12 to cover the cost.
Tuesday
OSU-Cascades Field Trip! Students will attend first period and meet in the commons at the beginning of second period to leave on the field trip.
Wednesday
Students recapped field trip experience to OSU-Cascades.
Students started a new article ("Tax on Junk Food") and the essential question is: When presented conflicting text, how do I decide which is accurate?
Students will use pre-reading strategies to make predictions about the text and begin marking the text -- circling key terms and underlining author's claims and evidence.
DUE: Marking the text (circling and underlining) due Friday, January 18th beginning of class.
DUE: TRF's for Thursday's tutorial due Thursday, January 17th.
Thursday
Students will participate in tutorials.
Friday
Students will work with elbow partners to compare marked text and discuss. Next steps, students will "write in the margins" on the "Tax on Junk Food" text. Eventually, students will read a text that conflicts with the first one, mark it up, connect their thinking, reflect and summarize, and eventually apply their learning in a philosophical chairs debate.
Week 16 - Jan 7-11
Monday-Tuesday
Students are to read and mark-up the text on the link above, "US Students need a Cellphone Detox". In case students forgot how to "mark the text" they can click on the box above for directions.
Wednesday
Class discussion about the "Cellphone detox" article.
Thursday
Students discussed college visits (upcoming) and fundraising ideas to help with field trips and activities.
Friday
Students finished marking the "Cellphone detox" text -- connecting their thinking, summarizing and reflecting on the content by writing in the margins (link below under Week 13 for how to do this). Students are to write a reflective paragraph or two in response to the author's opinion and position about cell phones and accessibility in school and with youth.
DUE: Reflective response writing due beginning of class, Monday, Jan. 14
Monday-Tuesday
Students are to read and mark-up the text on the link above, "US Students need a Cellphone Detox". In case students forgot how to "mark the text" they can click on the box above for directions.
Wednesday
Class discussion about the "Cellphone detox" article.
Thursday
Students discussed college visits (upcoming) and fundraising ideas to help with field trips and activities.
Friday
Students finished marking the "Cellphone detox" text -- connecting their thinking, summarizing and reflecting on the content by writing in the margins (link below under Week 13 for how to do this). Students are to write a reflective paragraph or two in response to the author's opinion and position about cell phones and accessibility in school and with youth.
DUE: Reflective response writing due beginning of class, Monday, Jan. 14
Week 15 - Dec. 17 - 21
Monday - Tuesday
Students calculated and reflected on their GPA's from first trimester. Students completed a GPA Goal-Setting form that had them share their feelings about their grades, their achievements so far this year, their disappointments this year, and their GPA goal for the next two months. Students also wrote academic and personal goals for the next two months -- those goals might include studying, time management, homework, specific class, note-taking, calendar, etc. as well as attitude, TV, social issues, family, nutrition respectively.
In small groups, students created a poster using the word "STRETCH" for an acrostic -- showing strategies they will use to "stretch" to meet their academic and personal goals in the next two months. Groups presented their poster to the rest of the class and some shared their personal goals with others.
Wednesday
Students completed a learning log for the last week to identify any points of confusion for their TRF and tutorials this week.
DUE: Thursday, Dec. 20: Learning Log and TRF at beginning of class
Thursday
Students participated in tutorials. Reflections will be done in class tomorrow.
Friday
Students completed reflections for their tutorials from yesterday and we celebrated the upcoming break with some chill time.
Monday - Tuesday
Students calculated and reflected on their GPA's from first trimester. Students completed a GPA Goal-Setting form that had them share their feelings about their grades, their achievements so far this year, their disappointments this year, and their GPA goal for the next two months. Students also wrote academic and personal goals for the next two months -- those goals might include studying, time management, homework, specific class, note-taking, calendar, etc. as well as attitude, TV, social issues, family, nutrition respectively.
In small groups, students created a poster using the word "STRETCH" for an acrostic -- showing strategies they will use to "stretch" to meet their academic and personal goals in the next two months. Groups presented their poster to the rest of the class and some shared their personal goals with others.
Wednesday
Students completed a learning log for the last week to identify any points of confusion for their TRF and tutorials this week.
DUE: Thursday, Dec. 20: Learning Log and TRF at beginning of class
Thursday
Students participated in tutorials. Reflections will be done in class tomorrow.
Friday
Students completed reflections for their tutorials from yesterday and we celebrated the upcoming break with some chill time.
Week 14 - Dec 10 - 14
Monday
Students debriefed the Socratic seminar from Friday and completed a reflection on the activity. They turned in their "marked-up" articles for grading.
Students also completed a learning log for last week and will use that to complete their TRFs in class tomorrow in preparation for tutorials on Thursday.
Tuesday
Students used their Learning Logs to complete a TRF for tutorials this Thursday.
Wednesday
Binder checks and finishing TRFs.
Thursday
Students participated in tutorials with our new "tutors" -- Mr. Pearson, Mrs. (Mullins) Moore, and Mrs. Nigg.
Friday
Students completed a reflection on the tutorials and debriefed the experience now that they have tutors sitting in on the activity.
Monday
Students debriefed the Socratic seminar from Friday and completed a reflection on the activity. They turned in their "marked-up" articles for grading.
Students also completed a learning log for last week and will use that to complete their TRFs in class tomorrow in preparation for tutorials on Thursday.
Tuesday
Students used their Learning Logs to complete a TRF for tutorials this Thursday.
Wednesday
Binder checks and finishing TRFs.
Thursday
Students participated in tutorials with our new "tutors" -- Mr. Pearson, Mrs. (Mullins) Moore, and Mrs. Nigg.
Friday
Students completed a reflection on the tutorials and debriefed the experience now that they have tutors sitting in on the activity.
TRIMESTER 2
Week 13 - Dec. 3 - 7
Monday
Students researched the metal detector and x-ray machine in schools topic and created a pro/con t-chart of reasons for and against the topic.
Tuesday - Wednesday
Students completed TRFs and participated in tutorials on Wednesday.
Thursday
Students are preparing for a Socratic seminar on Friday by writing opening, core, and closing questions (3 each) for the seminar based on the research they conducted on having metal detectors and x-ray machines in schools.
Friday
Students participated in a Socratic seminar and discussed whether or not metal detectors and x-ray machines belong in schools? Students were graded on speaking, listening, and question preparation along with citing text during the seminar.
Week 13 - Dec. 3 - 7
Monday
Students researched the metal detector and x-ray machine in schools topic and created a pro/con t-chart of reasons for and against the topic.
Tuesday - Wednesday
Students completed TRFs and participated in tutorials on Wednesday.
Thursday
Students are preparing for a Socratic seminar on Friday by writing opening, core, and closing questions (3 each) for the seminar based on the research they conducted on having metal detectors and x-ray machines in schools.
Friday
Students participated in a Socratic seminar and discussed whether or not metal detectors and x-ray machines belong in schools? Students were graded on speaking, listening, and question preparation along with citing text during the seminar.
Week 12 - Nov 26 - 29
Monday & Tuesday
Students are working on marking-up text in preparation for a philosophical chairs debate. The article (linked on button above) is "Do metal detectors and X-ray machines belong in schools?" Students are using the "Writing in the Margins" handout (linked on button above) as guidance for marking text the second time they read the article.
Monday & Tuesday
Students are working on marking-up text in preparation for a philosophical chairs debate. The article (linked on button above) is "Do metal detectors and X-ray machines belong in schools?" Students are using the "Writing in the Margins" handout (linked on button above) as guidance for marking text the second time they read the article.
Week 11 - Nov 13-16
Monday - No school
Tuesday
Students used their completed learning logs from Friday to complete a Tutorial Request Form (TRF) in preparation for tutorials on Thursday this week. Students were realizing that their initial question or point of confusion might change after completing the TRF pre-work -- and that's okay!
Wednesday
As part of a critical reading lesson, students were introduced to strategies in the critical reading process:
Students were given a handout on "Marking the Text" that explained how to identify and circle or underline information relative to the writing task ("Do metal detectors and x-ray machines belong in schools?"). There will be first and second reading of the text so that students can identify essential information and then respond and connect to ideas in the text by writing their own thoughts in the margins. This follows the focused-note-taking phases one, two, and three (taking notes, processing notes, and connecting thinking).
Bottom line? Learning to read text critically will assist with reading comprehension, critical thinking, inquiry, and writing skills which are essential to academic success.
Students will reflect and summarize the information from the text (phase four of FNT) and then apply what they've learned in a philosophical chairs debate. This lesson will take us to the end of the first trimester.
Monday - No school
Tuesday
Students used their completed learning logs from Friday to complete a Tutorial Request Form (TRF) in preparation for tutorials on Thursday this week. Students were realizing that their initial question or point of confusion might change after completing the TRF pre-work -- and that's okay!
Wednesday
As part of a critical reading lesson, students were introduced to strategies in the critical reading process:
- pre-reading
- interacting with the text
- extending beyond the text
Students were given a handout on "Marking the Text" that explained how to identify and circle or underline information relative to the writing task ("Do metal detectors and x-ray machines belong in schools?"). There will be first and second reading of the text so that students can identify essential information and then respond and connect to ideas in the text by writing their own thoughts in the margins. This follows the focused-note-taking phases one, two, and three (taking notes, processing notes, and connecting thinking).
Bottom line? Learning to read text critically will assist with reading comprehension, critical thinking, inquiry, and writing skills which are essential to academic success.
Students will reflect and summarize the information from the text (phase four of FNT) and then apply what they've learned in a philosophical chairs debate. This lesson will take us to the end of the first trimester.
Week 10 - November 5-9
Monday
Students will be learning a new note-taking reflection and summary technique of creating a "one-pager".
Tuesday
Students finished their "one-pager" and watched videos showing the first few steps in the tutorial process. Students will practice tutorial 30-second speeches this Thursday.
Monday
Students will be learning a new note-taking reflection and summary technique of creating a "one-pager".
Tuesday
Students finished their "one-pager" and watched videos showing the first few steps in the tutorial process. Students will practice tutorial 30-second speeches this Thursday.
Week 9 - Oct 29 - Nov 2
Monday - Wednesday
Students worked in small groups to brainstorm ideas for a class slogan. Each group presented their idea to the entire class (practicing the 30-second speech like they will do in tutorial groups). The class as a whole voted on the slogan they wanted to represent their AVID class. The selected slogan is:
"No matter our looks, no matter our heights, we all deserve to be treated right."
This slogan fits well with and supports the social contract items the students developed last week.
Students created a poster series depicting their slogan to hang in the room.
Students did a mid-week learning log and were encouraged to be detailed in their answers.
DUE: Learning log due at beginning of period, Thursday, Nov. 1st.
Thursday
Using their learning logs, students identified questions they still have about the learning they did in classes this week. Students selected one of the questions and used that for the tutorial request form (TRF) and did the first page, the "Pre-work Inquiry". Most students completed most of this sheet in class, but if not, it due at the beginning of class on Friday.
DUE: TRF Pre-Work Inquiry page, Friday, Nov. 2; Binder Checks on Friday!
Friday
Binder checks and week recap.
Monday - Wednesday
Students worked in small groups to brainstorm ideas for a class slogan. Each group presented their idea to the entire class (practicing the 30-second speech like they will do in tutorial groups). The class as a whole voted on the slogan they wanted to represent their AVID class. The selected slogan is:
"No matter our looks, no matter our heights, we all deserve to be treated right."
This slogan fits well with and supports the social contract items the students developed last week.
Students created a poster series depicting their slogan to hang in the room.
Students did a mid-week learning log and were encouraged to be detailed in their answers.
DUE: Learning log due at beginning of period, Thursday, Nov. 1st.
Thursday
Using their learning logs, students identified questions they still have about the learning they did in classes this week. Students selected one of the questions and used that for the tutorial request form (TRF) and did the first page, the "Pre-work Inquiry". Most students completed most of this sheet in class, but if not, it due at the beginning of class on Friday.
DUE: TRF Pre-Work Inquiry page, Friday, Nov. 2; Binder Checks on Friday!
Friday
Binder checks and week recap.
Week 8 - Oct 22 - 26
Monday - Friday
We continued learning about the tutorial process and students were given blank templates of the TRF (tutorial request form) and an explanatory TRF to help direct them in completing the form. We practiced with the first step of identifying a point of confusion. There was some confusion on how to do this, so we reviewed it further and will practice more. When we start tutorials, we will use Tuesdays in class to complete the TRF and then have the tutorial on Thursdays.
We did binder checks this week and students are becoming more organized and prepared for the checks.
Students also developed their social contract for the AVID class, beginning in small groups and sharing out with the rest of class before deciding on seven key norms (rules) for the class. The AVID Elective class social contract reads:
Monday - Friday
We continued learning about the tutorial process and students were given blank templates of the TRF (tutorial request form) and an explanatory TRF to help direct them in completing the form. We practiced with the first step of identifying a point of confusion. There was some confusion on how to do this, so we reviewed it further and will practice more. When we start tutorials, we will use Tuesdays in class to complete the TRF and then have the tutorial on Thursdays.
We did binder checks this week and students are becoming more organized and prepared for the checks.
Students also developed their social contract for the AVID class, beginning in small groups and sharing out with the rest of class before deciding on seven key norms (rules) for the class. The AVID Elective class social contract reads:
- Get to class on time.
- Come prepared.
- Pay attention and stay on task.
- Give everyone a voice.
- Respect others.
- Be helpful and inclusive.
- Be empathetic and compassionate (Golden Rule).
Week 7 - Oct 15-18
Monday - Thursday
Student began to learn about the tutorial process -- the steps of the tutorial process, including completing the tutorial request form (TRF). Students worked in pairs to learn the ten steps and took notes on the process. We watched videos of tutorials being conducted and examined student exemplars of TRFs.
Students also engaged in some relational capacity (community building) and binder checks. Students were given feedback on their notes during binder checks.
Monday - Thursday
Student began to learn about the tutorial process -- the steps of the tutorial process, including completing the tutorial request form (TRF). Students worked in pairs to learn the ten steps and took notes on the process. We watched videos of tutorials being conducted and examined student exemplars of TRFs.
Students also engaged in some relational capacity (community building) and binder checks. Students were given feedback on their notes during binder checks.
Week 6
Monday-Tuesday
Students finished the five phases of focused note-taking and applying (last step) to learning.
Wednesday
Students participated in a team-building activity - the "Word Game".
Thursday
Binder checks and weekly learning logs to be completed. The new binder check will include five pages of focused notes from one class or a combination of classes.
Monday-Tuesday
Students finished the five phases of focused note-taking and applying (last step) to learning.
Wednesday
Students participated in a team-building activity - the "Word Game".
Thursday
Binder checks and weekly learning logs to be completed. The new binder check will include five pages of focused notes from one class or a combination of classes.
Week 5
Monday
Focused note-taking continued. Students reminded to bring permission slips (if not already turned in) and wear comfortable walking shoes for the field trip walk over to Redmond High School for the college fair. Students will miss their third period class and return to school by first lunch.
Tuesday
College Fair Field Trip to Redmond High School!
Wednesday
Students debriefed the field trip to RHS for the College Fair. Homework is for students to come to class on Thursday with a question they have about "going to college".
DUE: "Going to college question" due Thursday, October 4th
Thursday-Friday
Focused note-taking continued (in-depth) and students working on phases three and four of the note-taking process.
Monday
Focused note-taking continued. Students reminded to bring permission slips (if not already turned in) and wear comfortable walking shoes for the field trip walk over to Redmond High School for the college fair. Students will miss their third period class and return to school by first lunch.
Tuesday
College Fair Field Trip to Redmond High School!
Wednesday
Students debriefed the field trip to RHS for the College Fair. Homework is for students to come to class on Thursday with a question they have about "going to college".
DUE: "Going to college question" due Thursday, October 4th
Thursday-Friday
Focused note-taking continued (in-depth) and students working on phases three and four of the note-taking process.
Week 4
Monday
Students finished their "All About Me" pages that will be displayed in the classroom so that the students can get to know each other better!
Next Tuesday, October 2nd, the AVID class will be attending the AVID College Fair at Redmond High School. The AVID students will walk to RHS at 8:45 to be at the fair at 9 and return to OMS before first lunch. Permission slips will go home on Wednesday and need to be returned by Friday, September 28th.
Tuesday
Students began to learn about the Focused Note-Taking process and different note-taking formats to support their current and future success -- by taking notes.
DUE: Time Logs due today
Wednesday - Friday
Students are taking notes on the Five Phases of Focused Note-Taking.
The second phase is "processing" and in this phase students are to revise their notes. The link below will connect to a "Revision Checklist" that students received to keep in their binder as a reminder of how to process their notes.
Monday
Students finished their "All About Me" pages that will be displayed in the classroom so that the students can get to know each other better!
Next Tuesday, October 2nd, the AVID class will be attending the AVID College Fair at Redmond High School. The AVID students will walk to RHS at 8:45 to be at the fair at 9 and return to OMS before first lunch. Permission slips will go home on Wednesday and need to be returned by Friday, September 28th.
Tuesday
Students began to learn about the Focused Note-Taking process and different note-taking formats to support their current and future success -- by taking notes.
DUE: Time Logs due today
Wednesday - Friday
Students are taking notes on the Five Phases of Focused Note-Taking.
The second phase is "processing" and in this phase students are to revise their notes. The link below will connect to a "Revision Checklist" that students received to keep in their binder as a reminder of how to process their notes.
Week 3
Students started a "Time Log" this week to track how they are spending their time and to focus on time management/organization. There was also a binder check and they did great. Click on the button below to see student binder responsibilities.
Thursday - students received learning logs which will become a weekly assignment. Homework tonight is to complete the following statements regarding Binders & Organization:
Students started a "Time Log" this week to track how they are spending their time and to focus on time management/organization. There was also a binder check and they did great. Click on the button below to see student binder responsibilities.
Thursday - students received learning logs which will become a weekly assignment. Homework tonight is to complete the following statements regarding Binders & Organization:
- The most important thing I learned was...
- I am still unsure about...
- As a next step I need to...
Week 2
This week we focused on organization, collaboration, and goal setting.
Students organized their binders in anticipation of their first binder check and worked collaboratively to create some "claps" for their class. They reflected on their participation in the activity -- on areas in which they do well and where they could improve.
Week 1
Welcome to AVID!
Students received 3", 3-ring binders and tabs to begin to organize their binders for the school year. We had some group activities that allowed students to get to know one another better as we begin the AVID journey together this year.
This week we focused on organization, collaboration, and goal setting.
Students organized their binders in anticipation of their first binder check and worked collaboratively to create some "claps" for their class. They reflected on their participation in the activity -- on areas in which they do well and where they could improve.
Week 1
Welcome to AVID!
Students received 3", 3-ring binders and tabs to begin to organize their binders for the school year. We had some group activities that allowed students to get to know one another better as we begin the AVID journey together this year.