Advancement Via Individual Determination, or AVID for short, provides a framework educators can use to “shift to a more equitable, student-centered approach” to teaching (source).
The foundation of an AVID lesson is “WICOR,” which stands for Writing, Inquiry, Collaboration, Organization, and Reading. The idea is that a teacher can support AVID students by incorporating WICOR into their everyday lessons. For example, a teacher can plan opportunities for students to write, use inquiry and critical thinking, collaborate with other students, use a system to organize their work, and read. When teachers use WICOR in their lesson plans, they help AVID students achieve their academic goals and will ultimately set these students up for success in college.
Integrating WICOR into lessons works great in STEAM Academies, too, since students are using the science and engineering practices as they learn. The following list includes AVID strategies that will support STEAM teachers.
Strategy: Cornell Notes
How it Works
Students divide their notebook page into something that looks like this. Students fill out the topic and the essential question. Students write their class notes in the notes section. The notes can be informed by a reading passage that aligns with the lesson objectives. Afterwards, the teacher asks the students help each other come up with higher-order questions based on the content of their notes. Students are also asked to synthesize a summary of what they learned in the summary section.
Have students create a Cornell notes template in Google Docs.
Strategy: LENSES Graph Analysis
How it Works
“LENSES” is an acronym students can use to navigate their way through a graph. This process works great in small groups, as it gives a chance for students to collaborate with each other. When students see a graph in a textbook, test, or handout, they should Label and List the essential components of the graph like the graph’s title, independent variable (including units), dependent variable (including units), and the high and low data points into a graphic organizer. Students then find the Equation of the graph and determine if the line is showing a direct, indirect, linear, or exponential relationship between the variables. Students then ask themselves, “What do I Notice about the graph?” Specifically, what is the story the graph is trying to tell? Students then Speculate on what may happen to the dependent variable if the independent variable increases or decreases. They can extrapolate the next data point and predict what that value might be. They are asked to make inferences about the graph. Students then Explain their predictions and inferences by writing a paragraph. Finally, students Summarize what they have learned from the graph.
Have students make their graphic organizers in Google Docs.
How it Works
A One-Pager is a creative response to a student’s learning experience. It allows students to use their imagination as they make connections between vocabulary words and ideas from a curricular unit and it creates an opportunity for students to share their work and use it collaboratively to study. Students are asked to use unlined, white paper to create their one-pager and follow these specific instructions: Title the one-pager to reflect its topic. Students may use pencils, markers, and colored pencils and are encouraged to fill up the entire page. Tell students to be purposeful about how they organize their one-pager and have a reason why a certain color is used or for placing an object in a certain place, for example. Have students include two quotes from their notes, draw three visual images, place five essential vocabulary terms around the images, and write a main idea from one of their readings. Have students write two of their higher-order questions from their Cornell notes onto the one-pager and answer them. Finally, students are asked to draw a symbolic border around the edges of the page.
Have students create their one-pager in Google Drawings.