Constitution Meets AVID Tutorial…Students Win
One of the goals of any solid AVID program is to take the power of WICR (Writing Inquiry Collaboration Reading) out of the elective classroom and integrate it throughout the school. Two of the most challenging strategies to integrate into the core classes are the AVID tutorial process and the Socratic Seminar. Last week after years of gentle prodding my school made some successful growth in these areas. Several of my AVID students came to class excited that they had done a Socratic Seminar in their Language Arts class. Concurrently in my Eighth Grade US History class I had just revised and implemented a lesson on the Constitution where students take a scenario and resolve it based on information they find in the Constitution. In the past students have struggled to read the document and often produced incomplete answers that did not demonstrate they understood or had even read the primary document. I decided to infuse the AVID tutorial process of collaborative problem solving through inquiry to address this problem. The result was total engagement of all students as they successfully grappled with their dilemmas. The bonus was the richness of their answers as they analyzed their dilemma and used the Constitution to develop their response. Most striking was the complex thinking that revolved around questions and evidence. The nuances of both the dilemma and the Constitution emerged as they had never done before. I am excited to share these results with my department when we meet at our next collaboration meeting.
Here is the lesson
I used the scenarios from my History Alive manual, but these could be made up by any teacher or even taken from items in the news.
I gave students an overview of the day and the assignment.
Students worked in groups of 4. Each person in the group chose a letter A-D.
A single set of the 12 scenarios are given to each group. Students then put their letter next to any three scenarios on the page. I had student choose one scenario and then pass the paper. They did this three times until every scenario had been assigned.
Rules of Engagement were posted and explained.
Students were told that everyone had to help each person find an answer to their dilemma, but they could only do so by asking the person with the dilemma questions. It was explained that the only person who could make a statement was the one with the dilemma. Each dilemma would be considered resolved if the person with the dilemma could explain the solution to the group using references to the Constitution (This process is the core of the AVID tutorial).
The criteria for their written responses was demonstrated with a sample response.
As students worked on their dilemmas my role was to facilitate the discussions. I also modeled question asking for groups that had difficulty with this. This is an important role especially in modeling questions that push thinking. Finally I watched to make sure the group was holding to the “ask not tell” protocol.
As students found a solution to their dilemma they wrote a solution that cited the Constitution (Article/Section/Quote).
What surprised me was the elaboration of the responses that included the weakness of the information given in the dilemma. Many students concluded that they could only partially respond to their dilemma because of missing information. They then went on to explain what information was missing.
While one student was writing their response to their dilemma, the next person read their dilemma and they along with the other remaining group members began to scour the Constitution looking for information that would resolve the dilemma. Then the questioning began again.
The energy that revolved around a document that is over 200 years old was amazing.
Following is a link to the slides I used.