AVID 12
AVID 12 - Advancement Via Individual Determination
Website: http://acssavid.weebly.com/
N. Luteijn - [email protected]
Course Description
Several students find the transition to post-secondary more challenging than they predicted. Students encounter very different expectations in their classes, and student initiative and time management are even more critical for success. AVID 12 will help students to better prepare for the transition to a university/college environment. Students will refine the study skills and learning strategies they have learned in AVID thus far, as well learn new skills. If the students use these strategies on a regular basis, they will meet their academic goals for their final year in high school and be better prepared for the demands of a post secondary education. Students will also discuss issues that they will be faced with during this new phase of their life.
AVID’s foundation is based on a curriculum of WICOR (Writing, Inquiry, Collaboration, Organization, and Reading) in order to help students be “college and career ready.”
AVID 12 Curricular Standards
Writing
AVID provides opportunities for students to develop their Core Competencies
BC Core Competencies
Communication
Student Expectations/Conduct
AVID is a program for students who want to strive for excellence and achieve academic and personal success. Students are expected to keep on an academic path for entrance to college/university programs of study and NOT choose the easy way through high school. Students are expected to attend their classes and complete all assignments in all subjects on time and to the best of their ability. AVID students are also expected to act responsibly and respectfully in their classes and at school. Students not fulfilling this expectation may be asked to leave the program.
In order to achieve greater success, students are expected to use learning strategies advocated in the AVID program, such as agenda use, focused note-taking, or learning logs. This does require extra time and commitment. Being able to manage AVID expectations, as well as their academic classes, will prepare them for the demands they will face in post-secondary, therefore, dropping a course like AVID because it is taking time away from an academic subject is a poor excuse, and is really just a sign of the student lacking time management skills.
Field Experiences & Guest Speakers
Langley School District, ACSS and the AVID program provide many opportunities for students to visit post-secondary institutions, places of business, and hear from various career experts. Students are encouraged to participate in as many of these opportunities as possible. Given some of the restrictions of COVID-19 these experiences are more likely to be virtual.
Assessment
Students will receive positive and strength-based feedback which will focus on what they can do, not what they can’t do. In order to be self-regulated learners, students will have many opportunities to reflect on their performance and set goals to progress their learning and skill development. Assignment criteria will be made clear and all assignments are required to be completed for credit for the course.
AVID 12 Projects for Assessment
AVID Strategies – Demonstration of, Self-Assessments, Reflections & Goal-Setting
Scholarship Binder
Academic Research Essay
University Student Information Interview
Socratic Seminars
AVID Capstone Portfolio Showcase
Website: http://acssavid.weebly.com/
N. Luteijn - [email protected]
Course Description
Several students find the transition to post-secondary more challenging than they predicted. Students encounter very different expectations in their classes, and student initiative and time management are even more critical for success. AVID 12 will help students to better prepare for the transition to a university/college environment. Students will refine the study skills and learning strategies they have learned in AVID thus far, as well learn new skills. If the students use these strategies on a regular basis, they will meet their academic goals for their final year in high school and be better prepared for the demands of a post secondary education. Students will also discuss issues that they will be faced with during this new phase of their life.
AVID’s foundation is based on a curriculum of WICOR (Writing, Inquiry, Collaboration, Organization, and Reading) in order to help students be “college and career ready.”
AVID 12 Curricular Standards
Writing
- The Writing Process – understand and identify the audience, purpose and form for writing assignments, design arguments with fully developed claims and cited evidence, complete multiple revisions after editing and feedback
- Writing Skills – create academic introductions through the incorporation of valuable background information, a “hook,” and well-constructed thesis
- Writing Applications – develop and strengthen writing through the creation of a research paper, personal statement essay, professional/business correspondence
- Writing to Learn – reflecting on one’s learning/growth
- Focused Note-taking – demonstrate and utilize focused note-taking as a process for deepening understanding of 12th grade content
- Costa’s Levels of Thinking – ask higher level questions to help deepen understanding
- Tutorials – contribute to effective study group with a discussion of rules and expectations
- Socratic Seminar & Philosophical Chairs – articulate a more thorough understanding of the topic based on discussion, take an active leadership role that results in higher levels of thinking and comprehension
- Types of Interactions – independently create study groups for academically rigorous coursework, be a contributing and effective member in a variety of group situations
- Organization & Time Management – have a personal organizational system to prepare for success in college/university, use a planner/agenda to track senior year tasks and responsibilities, reflect on academic performance and independently adjust study habits and time management skills as needed, present portfolio of personal academic work at the end of the year emphasizing personal growth and successes
- Research & Technology – compose a research paper using books, internet and primary sources, research colleges/university programs of interest, be competent using basic word processing and online tools
- Test Preparation/Test-Taking – work in peer groups to prepare for tests/finals, seek clarification from instructors on exam format and content in order to prepare effectively, analyze test results to determine points of confusion and to ensure a clear understanding
- Vocabulary – identify and define new vocabulary in readings
- Textual Analysis – use one or more writing in the margin strategies while reading text
- Self-Awareness – mentorship, role model to younger students, resolving conflicts, applying for scholarships that align with abilities, talents & interests
- Goals – setting achievable goals (short, mid, and long-term) and monitoring progress
- Community & School Involvement – seeking out positions of leadership, track involvement, plan events
- Ownership of Learning – communicate with teachers, access grades, analyze and come up with plan for continued academic improvement, ask questions, advocate for positive school change
- Speaking – improve oral communication, prepare for interviews, refine articulation, inflection and vocabulary within speeches and presentations, speak in a variety of public venues
- Listening – critically listen and respond to others’ ideas, clarify understanding of content through questioning
- Guest Speakers – seek information from a variety of sources, such as past grads, college/university representatives, career speakers
- Field Trips – attend as many school and district sponsored trips as possible, attend Open Houses and Info Events related to your interests on your own
- University/College & Career Knowledge – apply for scholarships, be aware of any specific entrance requirements, dates, etc. Ask for letters of recommendation from teachers and club/team sponsors with whom a strong relationship has been established.
- University/College Admissions/Financing – be aware of admission requirements and deadlines, providing transcripts, the costs of tuition, books, supplies, accommodation.
AVID provides opportunities for students to develop their Core Competencies
BC Core Competencies
Communication
- Participate productively in a group setting (Socratic seminar, study groups, and project-based collaborative settings).
- Connect with and engage with career professionals in order to build on a resource network to assist with future education and career goals.
- Acquire, interpret, and present information.
- Generate and develop ideas that are novel and of value using the Design Thinking process.
- Analyze and critique sources.
- Question for further inquiry.
- Identify and practice effective study skills
- Achieve the full potential of metacognition; reflecting on and directing one’s own thinking.
- Reflect on one’s personal values and choices.
- Develop relationships and cultural contexts.
- By way of a portfolio, articulate self-awareness for one’s growth of learning & skill development, planning & preparation for life after high school.
- Identify and practice personal managements skills, including time management, goal setting, personal resource management.
- Describe the process of goal setting and set tentative career goals
- Recognize the importance of contributing positively to one’s community.
- Develop relational capacity – a degree of trust & level of safety between members of the group
- Value the diversity of perspectives and working styles of others.
Student Expectations/Conduct
AVID is a program for students who want to strive for excellence and achieve academic and personal success. Students are expected to keep on an academic path for entrance to college/university programs of study and NOT choose the easy way through high school. Students are expected to attend their classes and complete all assignments in all subjects on time and to the best of their ability. AVID students are also expected to act responsibly and respectfully in their classes and at school. Students not fulfilling this expectation may be asked to leave the program.
In order to achieve greater success, students are expected to use learning strategies advocated in the AVID program, such as agenda use, focused note-taking, or learning logs. This does require extra time and commitment. Being able to manage AVID expectations, as well as their academic classes, will prepare them for the demands they will face in post-secondary, therefore, dropping a course like AVID because it is taking time away from an academic subject is a poor excuse, and is really just a sign of the student lacking time management skills.
Field Experiences & Guest Speakers
Langley School District, ACSS and the AVID program provide many opportunities for students to visit post-secondary institutions, places of business, and hear from various career experts. Students are encouraged to participate in as many of these opportunities as possible. Given some of the restrictions of COVID-19 these experiences are more likely to be virtual.
Assessment
Students will receive positive and strength-based feedback which will focus on what they can do, not what they can’t do. In order to be self-regulated learners, students will have many opportunities to reflect on their performance and set goals to progress their learning and skill development. Assignment criteria will be made clear and all assignments are required to be completed for credit for the course.
AVID 12 Projects for Assessment
AVID Strategies – Demonstration of, Self-Assessments, Reflections & Goal-Setting
Scholarship Binder
Academic Research Essay
University Student Information Interview
Socratic Seminars
AVID Capstone Portfolio Showcase
