AVID TUTORIAL CROSSWORD

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Across
  1. 2. the key academic terms and concepts related to the initial question or topic being discussed, which students are expected to understand and define.
  2. 7. a framework to guide students towards deeper thinking and understanding of the material, moving beyond simple recall to analysis, interpretation, and application.
  3. 8. a process where students, either verbally or in writing, examine their learning, identify strengths, and pinpoint areas for improvement within the tutorial process and their understanding of the material.
  4. 10. a question a student develops based on a point of confusion they have about a specific concept or problem, which they then present to a small group during an AVID tutorial session to facilitate deeper learning and understanding.
  5. 11. a foundational academic skill and a core part of the WICOR strategies, focusing on uncovering understanding, asking critical questions, and engaging in thinking, learning, and discussion.
  6. 12. a brief, structured presentation where a student, serving as the presenter, summarizes their pre-work inquiry, identified point of confusion, and any relevant academic vocabulary, culminating in a question based on that confusion.
  7. 13. a note-taking strategy that involves five phases (take notes, process notes, connect thinking, summarize & reflect, and apply learning) to help students actively engage with and solidify their understanding of the material.
  8. 15. the depth and complexity of the learning experience, encouraging students to engage in higher-level thinking and problem-solving through inquiry-based, collaborative strategies.
Down
  1. 1. small-group sessions where students, guided by a tutor, use inquiry and Socratic dialogue to address their academic questions and deepen their understanding of course material
  2. 3. the specific, pinpointed question or area of difficulty that a student is struggling with, which they then bring to the tutorial group for collaborative discussion and clarification.
  3. 4. the student who identifies a "Point of Confusion" (POC), prepares by completing pre-work, and then leads the tutorial group in a collaborative effort to clarify their understanding of the material.
  4. 5. a document where students identify their point of confusion and pre-work inquiry to prepare for a collaborative learning session with an AVID tutor.
  5. 6. students identify a specific question, concept, or problem causing confusion within their academic coursework.
  6. 9. the process of breaking down information, identifying key elements, and examining relationships to gain a deeper understanding of a concept or problem.
  7. 14. involves students synthesizing and reflecting on their learning by writing a concise paragraph that captures the meaning and importance of the content, often in response to an essential question.