6th Grade - Days 1-30 One Pager

Major Objectives: Stage 1 Community Building; Introduction to

Tutorial Process; Introduction to Focused Note-taking Unit
(highlighted below in blue)
Preparation: Guest Speaker on Day 6
Virtual Learning Resource for Lesson Plans: Digital Access Through the 4 A’s

Monday Tuesday Wednesday Thursday Friday

1 2 3 4 5
“Would you Rather”, Introduction to AVID AVID Student AVID Acronym Shout- Team Huddle
AVID Acronym Agreement, Out
GROW

6 7 8 9 10
Guest Speaker; Binder Binder Check; Introduction to the Partner Binder Check; Peer Planner Check; Sum
Kick-Off Introduction to Learning Log “All About Me” of all Skittles
Agenda/Planner

11 12 13 14 15
Introduction to Introduction to Focused Introduction to Focused Introduction to Focused Introduction to Focused
Focused Note-Taking Note-Taking Unit Day 2 Note-Taking Unit Day 3 Note-Taking Unit Day 4 Note-Taking Unit Day 5
Unit Day 1

16 17 18 19 20
Making Words with “Getting Started with “Getting Started with “Getting Started with Binder and Focused
Friends; Tutorial Tutorials” Unit – Lesson Tutorials” Unit – Lesson Tutorials” Unit – Lesson Notes Check; Tape
Introduction 1 2 2 Continued Challenge

Utilizing Digital
Resources within
Tutorials

21 22 23 24 25
Creating a Social “Getting Started with Nominating and “Getting Started with Binder Check; Mingle
Contract Tutorials” Unit – Lesson Selecting a Class Slogan Tutorials” Unit – Lesson Bingo Team Builder
3 3 Continued

26 27 28 29 30
Time Log Reflection - “Getting Started with Barriers and Solutions “Getting Started with Question Beach Ball
Categorize and Tutorials” Unit – Lesson to using time effectively Tutorials” Unit – Lesson team builder
Prioritize 4 5

* For coverage of CCI, AVID Elective Standards, and Common Core State Standards, click here.
Digital Access Through the 4 A’s® (click here for a document walk-through video)
AVID Digital Learning: the 4 A’s® is a model for integrating digital teaching and learning into the classroom. The 4 A’s
(Adopt, Adapt, Accelerate, Advocate®) act as a lens through which educators consider the roles of teacher, student,
and technology in the classroom environment to achieve learning outcomes. The 4 A's is a holistic view of
technology in classrooms and can be integrated with any other educational technology framework, providing
educators an understanding of the role of technology within specific educational contexts.

Getting Started

THE

4 A’s®

The 4 A’s is not a continuum. An educator’s goal is to consider which “A” is the most
appropriate to achieve the specific learning outcomes. Ultimately, we want students to be Digital Access
able to determine the appropriate strategies and resources needed to master the learning Tip Sheets*
objective. To accomplish this, educators begin by modelling resources and providing Edji
opportunities for students to practice until there is student ownership and authentic
learning. EDpuzzle
Once the learning outcomes have been determined, the digital resources to the right
Flipgrid
provide a place to start. This sampling of resources can be used across many grade levels
and content areas. Many are modeled throughout AVID DigitalXP™ experiences and AVID
Kahoot!
Professional Learning. These free, or mostly free, resources are intended to enhance the
suite of digital tools provided by district instructional technology departments (Office365,
Kami
G Suite for Education, Apple Education, etc.). Each resource is linked to a downloadable
tip sheet so that educators can easily get started and explore the various ways a tool can
Nearpod
be utilized.
As students take ownership of their learning, encourage them to add to this list and find Padlet
the best resources that will help them to accomplish the learning task and answer the
essential question. Perusall
* AVID’s digital learning framework is built upon the philosophy of “Learning first, technology second,” and as such,
Polyup
any third-party tools, platforms, or applications discussed or modeled during AVID trainings are selected and used as
examples and do not constitute endorsements. Example uses across various digital tools are often reviewed within our
trainings and/or resources as options to support blended learning within the classroom. Educators should view these Vialogues
experiences as models of how they should seek out tools to help meet their learning outcomes and the identified
purpose for integrating technology. If choosing to use any of the example tools back at a school site, an AVID
Technology Checklist (if provided at the training) may be referenced, but AVID is not responsible for any resulting
outcomes of such use. The site/district IT department should be consulted to help determine which tools meet the
site/district technology standards and policies.
The What, When, Why, and How
Simply integrating technology will not guarantee the desired classroom learning goals. When combining AVID
strategies and methodology with technology, it is important to keep learning objectives first, so the right tool is
chosen for the task at hand. The following table defines the program and provides a possible curriculum application.

Web Links Definition Possible Uses

Edji can be used to collaboratively mark the
text. Students could also use it to write text
dependent questions when preparing for a
Edji combines reading and collaborative
Socratic Seminar. This tool is similar to
Edji annotations to create classroom discussion
Perusall. If collaboratively marking an
focused on a text.
image or an infographic, Edji’s heat vision
creates an opportunity to visually see how
classmates are responding to the text.

Edpuzzle is a great way to take sections of

Edpuzzle could be used as a formative
videos and add your own voice or questions
assessment. All students could watch and
within the video. Search for educational
Edpuzzle videos from various sites and add your own
respond to critical thinking questions
throughout the video. These are recorded
voice and choose where to add text-based
in one space for grading and assessment.
questions.

Flipgrid uses video technology, giving Flipgrid is a great tool for building relational
students an opportunity to create capacity. Consider using Flipgrid to help
Flipgrid presentations, respond to questions, and tutors and students learn more about each
leave comments, while developing other. Flipgrid could also be used for an
creativity and confidence. online philosophical chairs discussion.

Kahoot! is a free online assessment tool

that allows you to build instant polls,
quizzes, or responses through a simple
Kahoot! makes learning awesome! Kahoot!
drag and drop interface. Find ready-made
can be used to review any topic or idea.
quizzes on the public Kahoot! menu by
Students can create a Kahoot! to practice
entering search terms. Kahoot! also has a
writing Costa’s Levels of Thinking questions
Kahoot! team option. Groups can use one computer
around a common topic. The game can be
to answer questions. The teacher gets the
played as a Fun Friday activity. Many AVID
data back instantly, and it is stored on the
educators love Kahoot! Be sure to search
site or can be downloaded. There is also a
“AVID” in the Discover section.
ghost option that allows students to take
the Kahoot! again and try to better their
score.
Teachers can use Kami to provide
Kami is a leading digital classroom app
feedback to students throughout the
built to transform any existing document
learning process. Students would use Kami
into an interactive learning experience. Join
Kami millions of educators using Kami to
for critical reading. Marking the Text is
simple with Kami’s array of tools:
improve engagement and collaboration
highlighter, equation editor, shapes, draw
while teaching in the classroom, or online.
tools, and more.
 Nearpod allows students and teachers to
share a presentation to allow for
processing, interaction, and engagement.
Nearpod is a free slide-based multimedia Teachers can control the pace of the
app to make content lessons, lesson, and students do not move to the
Nearpod assessments, and other materials available next screen until advanced by the teacher.
to students on any web browser or device. Teachers could also use Nearpod to flip
their classroom, so the content is
presented asynchronously so that students
are ready to apply the learning in class.

Padlet is a great tool for students to

Padlet is an online bulletin board that’s collaboratively curate content for research
designed to easily display information on and other projects. Consider using Padlet
Padlet any topic using text, images, links to as a backchannel during the fishbowl
websites, videos, and more. Socratic Seminar. Students can like and
respond to posts easily.

Perusall is a tool that can be used to

facilitate critical close-reading. Instruction Perusall is a way for students to annotate
can be scaffolded by inserting questions teacher-selected text and asynchronously
and comments to guide students’ thinking. respond to the teacher and each other's
Perusall All students can actively engage with the comments and questions inside of the text.
text by reading and responding to the This is very similar to Edji; the interface
teacher or making their own comments and allows for longer text.
private notes.
Polyup is a free application that allows
Polyup can be used to help students to
students to engage with standards-aligned
review content, create machines, and
Polyup math and computational thinking. The
compete in challenges to master the
program can be accessed online or
learning.
downloaded as an app on iOS and Android.

Vialogues is a way to make video-watching,

which is typically a passive activity, an
interactive, collaborative classroom activity.
In the classroom, teachers can have
Vialogues provides a space for people to
students watch newscasts, press
hold meaningful and dynamic, time-
conferences, or even a chapter of a book,
stamped discussions about videos. The
Vialogues teacher can scaffold and facilitate
such as Pride and Prejudice or The Great
Gatsby. Teachers can also record and
discussion by posing questions and
upload lectures, so students can annotate
comments alongside the video.
the lesson with their questions and
comments. Students can share video
projects that they have produced and
receive feedback.
Thinking Outside the Box
Keep in mind that many of the tools listed above can be used across grade levels and content areas. Tools can often
be used beyond their original purpose. For this reason, it is important for educators and students to have a growth
mindset when learning and utilizing new tools. Encourage creativity and out of the box thinking to increase the
WICOR® (Writing, Inquiry, Collaboration, Organization, Reading) within the AVID Elective!

Showcase Learning
Flipped Classroom
Helping Students
Critical Reading

Screencasting/
Brainstorming/

Collaborative/

Presentations
Assessments

Learn/Study
Discussions

Formative
Curation

Process

Content
Content
Edji X X X X X X X
Lessons
EDpuzzle X X X X

Flipgrid X X X X X X X
Kahoot X X X X X X X
Kami X X X X X
Nearpod X X X X X X X X
Padlet X X X X X X
Computer
Perusall X X X X X
Science
Polyup X X X X
Vialogues X X X X X X X

Looking for More?

AVID Open Access™ is an open educational resource that provides practical, easy-to-use strategies to
prepare your students for all that is possible in their future. Explore best practices, teaching tips, templates,
and grab-and-go lessons. Our resources will help you integrate educational technology and digital pedagogy
into the classroom, while providing the social and emotional learning supports and culturally responsive
practices your students need now more than ever.
• Digital Tools and Templates — Find free tips and tools curated by digital experts to use with your
students, including how-to videos, downloadable tip sheets, and templates.
• Strategies to Empower Students— Discover strategies to develop student agency, providing students
voice and choice to accomplish all that is possible.
• Community & Connectedness - Embrace social and emotional learning (SEL) strategies to foster
equity, while building community and connectedness.
 6th Grade, Day 1
AVID Weeks at a Glance Lesson Plan

Standards and Essential Question:

Student Agency: Student Empowerment
• Identify the characteristics of positive, healthy relationships (6.SA.SE.5a)
• Explore individual peer relationships and identify those that are positive and healthy (6.SA.SE.5b)
Academic Preparedness: Collaboration
• Develop a foundational familiarity and comfort with classmates (6.AP.C.3)
EQ: “How will AVID help me to turn my beliefs into realities?”

Lesson Materials/Notes

Note: The lessons this week are intentionally shorter to allow time for presenting school Materials: Index Cards
policies and expectations.
Reference
1. Teacher Pre-Read AVID Critical Thinking and
• Prior to the start of school, review “Helpful Hints for Teaching Organization” Engagement: Would You
Educator Resource and “Using Organizational Checks to Foster Accountability and Rather…? (pp. 24–25)
Guide Feedback” to decide which binder resources to use with students. All
resources will download as one file, including information about AVID eBinders.

AVID Critical Thinking and

2. Would You Rather…?
Engagement: Stage 1
• Explain to students that in AVID one of our first goals is getting to know each other’s
Debrief Prompts (p. 28)
names and personalities. One way we’ll do that is through mixer activities and
games.
• Explain the rules of “Would You Rather…?” and then play the game using the
Sample Questions, or questions of your own. Depending on space and size of the “People Like Me”
class, consider playing the game outside or in a larger open space.
• For the last question, ask “Would you rather be someone who believes in yourself
and accomplishes your personal goals, or someone who doesn’t?”
• Say “As you go back to your seats, think about what you believe about yourself and AVID Critical Thinking and
your future.” Engagement
1.4 Name Tents (p. 15)
3. “I Believe”
• Show the video “People Like Me.”
• Have students write 5 “I Believe” statements about their future. If necessary,
prompt students with stems such as: Class Set
• “I believe I will go to college at …” AVID Secondary
• “I believe I will become a …” Implementation Resource
• “I believe that I can …” AVID Binder Resources
(I.1.12)
* Indicates an optional activity, which can be shortened or removed based on time constraints Select appropriate resources
 6th Grade, Day 1
AVID Weeks at a Glance Lesson Plan

4. AVID Acronym
• Pass out an index card to each student.
• In large letters have them write “AVID” down the side of the card.
• As you describe each word of the acronym, have students write the word.
• A - Advancement: Our goal is to advance, individually and as a group,
academically and personally
• V - Via: Through what power will advancement take place?
• I - Individual: Not your teachers, parents, friends…
• D - Determination: Focus and pursuit of your goals
• Make sure students save the cards for the activity on Day 4.

5. Optional Extension*
• If any lesson this week runs short, consider using the extra time to create and share
Name Tents.

6. Homework
• If selecting traditional binders, send home the binder supply list due on Day 6. If
possible, supply some of the materials as a school (or gather from community
resources).
• If selecting eBinders, be sure to work with your school/district digital support team
to ensure smooth implementation (Google and Microsoft templates are available).
See www.avid.org/eBinders for more information.

* Indicates an optional activity, which can be shortened or removed based on time constraints
 6th Grade, Day 2
AVID Weeks at a Glance Lesson Plan

Standards and Essential Question:

Student Agency: Student Empowerment
• Determine personal interest for extracurricular and community service activities within the school and
community (6.SA.SE.1a)
• Gain awareness of extracurricular and community service activities within the school and community (6.SA.SE.1b)
Academic Preparedness: Reading
• Assess knowledge of academic and content vocabulary words (6.AP.R.3)
EQ: “How will AVID’s mission guide me on my pathway to college?”

Lesson
Materials/Notes
Note: The lessons this week are intentionally shorter to allow time for presenting school
Reference
policies and expectations.
Introduction to AVID

1. Teacher Pre-Read
• Before implementing this strategy, review the Vocabulary Awareness Chart
Instructional Practice Educator Resource. AVID Reading for Disciplinary
Literacy
2. Introduction to AVID Vocabulary Awareness Chart
• Pass out a “Vocabulary Awareness Chart – Prior to Reading” to each student. Instructional Practice
• Walk students through the “Introduction to AVID” PowerPoint. Throughout the pgs. 143-144
presentation, have students write down any key vocabulary words on their
Vocabulary Awareness Chart.
• Make sure that students understand the terms in red on slide 2:
o Mission - the core purpose of AVID
o College readiness - the skills to not just get to college, but to be able to Class Set
graduate from college AVID Reading for Disciplinary
o Global society - we aren’t just competing against students in our school or Literacy
city, but against all students around the world Vocabulary Awareness Chart
o Make sure to point out on slide 7 that “Organization” will be our focus for the pgs. 144-146
next few weeks. Specifically, today we are talking about “Building an
Organization” in our AVID classes.
a. Provide students with the definition: “Organization” - a group of people
working around a common mission
• On slide 8, have each student find a shoulder partner. Have each student discuss the
three questions from the slide with their shoulder partner.

3. Quickwrite*

* Indicates an optional activity, which can be shortened or removed based on time constraints
 6th Grade, Day 2
AVID Weeks at a Glance Lesson Plan

• With the time left in class, have students compose an individual quickwrite over the
last conversation prompt: “How will being in AVID help you accomplish your ‘I
believe…’ statements from Day 1?”
• As students leave, have them turn in their quickwrite.

4. Homework
• Remind students about their binder supplies which are due by Day 6. If possible,
allow students to bring their supplies early and store them in your classroom.

* Indicates an optional activity, which can be shortened or removed based on time constraints
6th Grade, Day 3
AVID Weeks at a Glance Lesson Plan

Standards and Essential Question:

U U

Academic Preparedness: Inquiry

• Reflect on learning to make connections between new learning and previous learning
(6.AP.I.4)
Student Agency: Student Empowerment
• Identify strategies and skills that promote self-awareness (6.SA.SE.9a)
EQ: “How does the AVID Student Agreement support the AVID mission?”

Lesson
U

Note: The lessons this week are intentionally shorter to allow time for presenting school Materials/Notes
policies and expectations.
References
1. Student Speakers from Summer Institute
AVID Center: Be Inspired
• Show a Summer Institute speaker or inspiring video of your choosing.
(YouTube)
• Say “Being an AVID student isn’t just about being in this class. It’s about who we are,
what we do, and what we are striving to become.”

2. AVID Student Agreement/Contract

GROW: Poster
• Distribute an AVID Middle School Agreement to each student, which details what
AVID students do. Ask students what it means to sign a contract or an agreement.
• Go over each item of the AVID contract and make sure students are clear about the
expectations for being an AVID student. Class Set
• The Student Agreement must have parent/guardian and student signatures and be GROW: In the Know
returned by Day 10.
• Consider also sending the Parent/Guardian Involvement letter home with the
student contract to increase parent participation in AVID and at your school. GROW: Process Page

3. GROW
• Explain that another expectation of AVID students is that they represent themselves AVID Secondary
well in all their classes, both verbally and non-verbally. Implementation Resource
• Show the GROW Poster and look at it with students. What do they see? AVID Student Agreement
• Distribute the GROW: In the Know resource and complete the marking the text as (Mid School Contract, II.1.2)
instructed. Students should circle and define keywords such as: acronym, diversity,
and complexity.
• Next, distribute the GROW: Process page. Lead students through the brainstorming
AVID Secondary
segments. For the Think About It, have them discuss with an elbow partner or full
Implementation Resource
class as time allows.
Parent/Guardian
Involvement in AVID (II.1.2)
6th Grade, Day 3
AVID Weeks at a Glance Lesson Plan

• Lastly, have students practice GROW. As possible, provide positive reinforcement Materials/Notes
for students who GROW in AVID for the next week or so.
Class Set
4. Exit AVID Secondary
• Ask students to stand and find a partner and recite what GROW stands for without Implementation Resource
looking at their resources. If they need rehearsal time, have them stand back to Binder Check Off Sheet
back and practice, then face each other.
5. Homework
• Remind students about their binder supplies which are due by Day 6. If possible,
allow students to bring their supplies early and store them in your classroom.
6th Grade, Day 4
AVID Weeks at a Glance Lesson Plan

Standards and Essential Question:

Academic Preparedness: Collaboration
• Develop a foundational familiarity and comfort with classmates (6.AP.C.3)
• Apply basic understanding of effective public speaking (6.AP.C.7a)
EQ: “How does working towards the same goal build a community?”

Lesson
Note: The lessons this week are intentionally shorter to allow time for presenting school Materials/Notes
policies and expectations.
References
1. Teacher Pre-Read AVID Critical Thinking and
• Before this lesson, read through “Foundations of Building Relational Capacity” about Engagement
the importance of strategies such as AVID Claps and Calls and Response, and/or Foundations of Building
peruse the Relational Capacity Core Strategy Webpage. Relational Capacity (p. 7)

2. Entrance Card
• Pass out an index card to each student. (Put a letter or small stickers on the back of
each card ahead of time; there should be two cards, each with the same letter or Relational Capacity Core
sticker for partnering later.) Strategy Webpage
• Have students write the answers to the following on the front of their index card:
• 3 things you want to share about yourself
• 2 words to describe you
“AVID Claps” Instructional
• 1 favorite thing
Video
• Instruct students to find their partner (the person who has the same letter or sticker
on the back of their card).
• Have students share with their partner what they have written on their entrance
card and vice versa. AVID Shout-Out
• Have each set of partners introduce each other to the class using the entrance
cards.

3. AVID Acronym Shout-Out from Day 1 Materials

• Optional: Consider showing the “AVID Claps” instructional video to get students Index Cards
prepared for the AVID Acronym Shout-Out.
• Divide the class into four groups and assign each group a letter from A-V-I-D.
• Have each group, in order, shout out their letter and what it stands for. Consider
using the AVID Shout-Out PowerPoint for the first round or two.
• Have groups switch letters and do more shout-outs in A-V-I-D order!
6th Grade, Day 4
AVID Weeks at a Glance Lesson Plan

• Differentiation options:
• Have each group say their word and then spell it.
• Have each group say their letter, and then another word or phrase that starts
with that letter that describes AVID (such as “A - amazing”, “V - very challenging”
…)
• Make sure that each student keeps their AVID card to eventually place in the front
of their binder.

4. Homework
• Remind students about their binder supplies which are due by Day 6. If possible,
allow students to bring their supplies early and store them in your classroom.
6th Grade, Day 5
AVID Weeks at a Glance Lesson Plan

Standards and Essential Question:

Academic Preparedness: Collaboration
• Establish norms and expectations around appreciating diversity among group members
(6.AP.C.2)
• Develop a foundational familiarity and comfort with classmates (6.AP.C.3)
• Apply basic understanding of effective public speaking (6.AP.C.7a)
EQ: “How does working towards the same goal build a community?”

Lesson Materials/Notes
Note: The lessons this week are intentionally shorter to allow time for presenting school References
policies and expectations. AVID Critical Thinking and
Engagement
1. Teacher Pre-Read Four Stages of Building
• Before this activity, read “Stages of Building Relational Capacity” for an overview of Relational Capacity (pp. 12–13)
the scaffolding process of building relational capacity in AVID.

2. Team Huddle
Team Huddle
• Follow the instructions on the PowerPoint presentation to lead the Team Huddle
activity.
• Play upbeat music during the transitions and encourage students to dance. This
should be a fun activity!
AVID Critical Thinking and
Engagement
3. Debrief
3.5a Reflective Questions for
• Have students return to their seats. After the activity, lead a class debrief, using
the Components of Effective
some of the questions from the Reflective Questions for the Components of
Collaboration (pp. 165–166)
Effective Collaboration.

4. Homework
• Remind students about their binder supplies which are due by Day 6. If possible, Materials
allow students to bring their supplies early and store them in your classroom. Fun, Upbeat Music
6th Grade, Day 6
AVID Weeks at a Glance Lesson Plan

Standards and Essential Question:

Academic Preparedness: Organization
• Begin implementing organizational tools (e.g. binders/eBinders, portfolios, or
digital folders) that support academic success (6.AP.O.1a)
• Explore a variety of organizational formats for calendaring/planning (6.AP.O.2a)
• Determine how to utilize time effectively (6.AP.O.2b)
• Assess complex assignments and break them into smaller tasks (6.AP.O.2c)
EQ: “What are the benefits of having an organized binder with all academic materials?”

Lesson
1. Guest Speaker Materials/Notes
• Invite a guest speaker to come for the first 5–10 minutes of class (administrator,
Class Set
counselor, older AVID student, etc.). Ask the guest speaker to:
AVID Secondary
• Welcome 6th graders to the AVID family.
Implementation Resource
• Discuss the importance of organization, both academically and in life.
AVID Binder Resources
(I.1.12)
2. Binder Kick-Off
Select appropriate resources
• Pass out a copy of the Binder Check-Off Sheet to each student and read through it
as a class.
• Have students set up their individual binders while referring to the Binder Check-Off
Sheet or begin eBinder orientation (see Day 1).
• After students have completed their binder set-up, have them present their binder AVID Secondary
to you for their first binder check grade. Hopefully, every student will get full credit! Implementation Resource
• Optional: Come up with a class statement about the purpose of maintaining an Time Log (I.1.2)
organized binder to post in the classroom.

3. Time Log
• Pass out a copy of the Time Log to each student. Have students put this handout
into the AVID section of their binder.
• Have students fill out the Time Log each day this week, and then process it next
week. It can also serve as a reminder of the importance of being organized, as
students will need to be able to quickly access this document each of the next 6
days.
6th Grade, Day 7
AVID Weeks at a Glance Lesson Plan

Standards and Essential Question:

Academic Preparedness: Organization
• Explore a variety of organizational formats for calendaring/planning (6.AP.O.2a)
• Determine how to utilize time effectively (6.AP.O.2b)
EQ: “Why is it important to manage our time to be academically successful?”

Lesson Materials/Notes

1. Teacher Pre-Read References

College and Careers
• Before implementing this strategy, review the “Ways for Educators to Support
2.3a 10 Ways for Educators
Planner Usage” Educator Resource.
to Support Planner Usage
2. Bell Ringer: Time Log
• As students enter class, give them the first few minutes to complete the Time Log
column for yesterday.
AVID Secondary
Implementation Resource
3. Binder Check
AVID Binder Resources
• Begin class by conducting one of the “Quick Binder Checks” (or choose an
(I.1.12)
alternative from the AVID Binder Resources).
Select appropriate resources

4. Quickwrite
• Have students compose a quickwrite in response to the prompt: “What is the
importance of using a planner/agenda? How might a planner/agenda help you this Class Set
year?” The Student Success Path
• Remind students that the theme for the first few weeks of AVID is “Organization.” Calendar for the Week of…
Today the focus is on organizing our time. (pp. 22–25)

5. Introduction to the Agenda/Planner

• Optional: If any students participated in AVID Elementary, consider using them as a
resource throughout this lesson.
• Make sure that each student has an Agenda/Planner. Options for this include:
• A school-issued planner (This is typically the best option, if possible.)
• A copy of the Calendar for the Week of... handout for each student.
• Explain how agenda/planners will be graded this year.
• Give students time to fill in their planner for any days, activities, and/or assignments
which they have already received.
• Planner/Agendas should be kept in the students’ binders.
6th Grade, Day 8
AVID Weeks at a Glance Lesson Plan

Standard and Essential Question:

Academic Preparedness: Inquiry
• Reflect on learning to make connections between new learning and previous
learning (6.AP.I.4)
EQ: “How does writing a reflection of what I learned help me become an active
learner?”

Lesson
1. Bell Ringer: Time Log Materials/Notes
• As students enter class, give them the first few minutes to complete the Time Log
Reference
column for yesterday.
Learning Log Overview

2. Introducing the Learning Log

• Utilize the PowerPoint presentation to provide a brief overview of Learning Logs.
Utilize slide 2 to introduce the difference between summaries and reflections.
Class Set
• Inform students that they will be completing Learning Logs throughout the year to
Learning Log With Starter
help them reflect on what they learn, both in AVID and their other classes.
Questions

3. Guided Practice
• On their own paper, have students write a Learning Log based on the three
questions on slide 7 of the PowerPoint presentation.
• This should be a reflection based on the “Organizing our Materials” focus from Days
6 and 7.

4. Homework
• Pass out copies of the Learning Log with starter questions handout to each student.
• Have students reflect on their Learning Log, choosing a class they have had that day
or the previous day.
• At your discretion, determine if you should assign only one class, or up to all five
classes to be completed.
 6th Grade, Day 9
AVID Weeks at a Glance Lesson Plan

Standards and Essential Question:

Student Agency: Leadership of Others
• Select tools to analyze a conflict and identify a positive solution (6.SA.LO.3)
Academic Preparedness: Organization
• Begin implementing organizational tools (e.g. binders/eBinders, portfolios, or digital folders) that support
academic success (6.AP.O.1a)
EQ: “What qualities do I possess that will help build our AVID community?”

Lesson Materials/Notes

1. Bell Ringer: Time Log Reference

All About Me Instructions
• As students enter class, give them the first few minutes to complete the Time Log
column for yesterday.
or
2. Partner Binder Check
• Ask students to switch binders with a partner. Each partner will fill out Binder Check Class Set
then return the binder and binder check to the original owner. Collect the Binder All About Me: Hard Copy
Check for a grade.
or
3. “All About Me” Poster: Hard Copy Option
• Distribute a copy of “All About Me” to each student. All About Me: Electronic Copy
• Display the “All about Me” instructions file and explain what students should put
into each section. or
• Allow students to use colored pencils and thin markers to fill in information.
• Have students bring pictures from home for the corresponding section. Any Materials
incomplete sections can be completed on Day 10. Colored Pencils/Thin Markers

4. Technology Extension*
• If individual computers are available, follow the same instructions as above to
complete an electronic “All About Me” poster.
• Take students’ pictures so they can add their pictures electronically.

* Indicates an optional activity, which can be shortened or removed based on time constraints
 6th Grade, Day 10
AVID Weeks at a Glance Lesson Plan

Standards and Essential Question:

Academic Preparedness: Collaboration
• Establish norms and expectations around appreciating diversity among group members
(6.AP.C.2)
• Develop a foundational familiarity and comfort with classmates (6.AP.C.3)
EQ: “How are we doing at becoming an AVID community?”

Lesson
1. Bell Ringer: Time Log Materials/Notes
• As students enter class, give them the first few minutes to complete the Time Log
column for yesterday. References
• Collect AVID Student Contracts. All students must have a signed contract. Scan or AVID Critical Thinking and
save contracts in a folder as evidence for Domain II.1.2 Engagement
• Collect Parent/Guardian Involvement forms. Scan or store to contact parents about 1.30 Sum of All Skittles (p. 65)
upcoming events. Use Parent/Guardian Involvement Log from Day 3 to track parent
involvement hours.
2. Partner Binder Check
AVID Critical Thinking and
• Instruct students to conduct a partner binder check with a different partner than
Engagement
Day 9. Make sure that students also focus on checking each other’s planners during
Stage 1 Debrief Prompts (p. 28)
this time.
3. Sum of All Skittles
• Place students into small groups, and then follow the instructions for Sum of All
Skittles as listed on the reference page. Sum of All Skittles
• Utilize the PowerPoint slides to helps students with the instructions.
• Notes:
• One 14-ounce bag of Skittles should be enough for a class of roughly 27 students.
• This activity is written as a Stage 4 Relational Capacity activity, but in this case it Materials
is a Stage 1 Relational Capacity activity, since low-risk, high comfort questions Skittles
are being used.
4. Stage 1 Debrief
• After the activity, lead a class debrief, using some of the prompts from Stage 1
Debrief Prompts.
5. Technology Extension*
• As with all community development activities throughout the year, consider taking
pictures of this activity and saving for family workshops, end-of-the-year
celebrations, websites, etc.

* Indicates an optional activity, which can be shortened or removed based on time constraints
6th Grade, Day 11
AVID Weeks at a Glance Lesson Plan

Standards and Essential Question:

Academic Preparedness: Writing
• Take notes, with an emphasis on identifying and recording the note-taking objective and/or Essential Question
(6.AP.W.6a)
• Take notes, with an emphasis on setting up notes, including all required components (6.AP.W.6b)
Academic Preparedness: Reading
• Determine the characteristics of a quality text in relation to the reading purpose (6.AP.R.1)
• Mark the text to accomplish the reading purpose (6.AP.R.4a)
EQ: “How can Focused Note-Taking support my current and future academic success?”

Lesson
1. Introduction to Focused Note-Taking Unit – Day 1 Materials/Notes
• Follow the instructional steps in the “Introduction to Focused Note-Taking Unit”.
• The unit is designed to introduce students to the updated Focused Note-Taking References
(FNT) process. Elements of the unit can be sped up or slowed down depending on Introduction to Focused
the prior knowledge and competency of students. This unit can take place over 5 Note-Taking Unit
consecutive curriculum days in the AVID elective class (suggested break points are
noted in the Reference document by horizontal lines) or spread out over an
extended time.
eFocused Note-Taking
2. eFocused Note-Taking Crosswalk for Digital Notes – Unit Overlay
• When planning for students to use digital notes, use the eFocused Note-Taking
resource as an overlay to the Focused Note-Taking Unit. It explains how to
implement the Five Phases of Focused Note-Taking using digital tools.
6th Grade, Day 12
AVID Weeks at a Glance Lesson Plan

Standards and Essential Question:

Academic Preparedness: Writing
• Take notes, with an emphasis on identifying and recording the note-taking objective
and/or Essential Question (6.AP.W.6a)
• Take notes, with an emphasis on setting up notes, including all required components (6.AP.W.6b)
Academic Preparedness: Reading
• Determine the characteristics of a quality text in relation to the reading purpose (6.AP.R.1)
• Mark the text to accomplish the reading purpose (6.AP.R.4a)
EQ: “How can Focused Note-Taking support my current and future academic success?”

Lesson
1. Introduction to Focused Note-Taking Unit – Day 2
Materials/Notes
• Follow the instructional steps in the “Introduction to Focused Note-Taking Unit”. References
• The unit is designed to introduce students to the updated Focused Note-Taking Introduction to Focused
(FNT) process. Elements of the unit can be sped up or slowed down depending on Note-Taking Unit
the prior knowledge and competency of students. This unit can take place over 5
consecutive curriculum days in the AVID elective class (suggested break points are
noted in the Reference document by horizontal lines) or spread out over an
extended time.
6th Grade, Day 13
AVID Weeks at a Glance Lesson Plan

Standards and Essential Question:

Academic Preparedness: Writing
• Take notes, with an emphasis on identifying and recording the note-taking objective and/or Essential Question
(6.AP.W.6a)
• Take notes, with an emphasis on setting up notes, including all required components (6.AP.W.6b)
Academic Preparedness: Reading
• Determine the characteristics of a quality text in relation to the reading purpose (6.AP.R.1)
• Mark the text to accomplish the reading purpose (6.AP.R.4a)
EQ: “How can Focused Note-Taking support my current and future academic success?”

Lesson
1. Introduction to Focused Note-Taking Unit – Day 3
Materials/Notes
• Follow the instructional steps in the “Introduction to Focused Note-Taking Unit”.
References
• The unit is designed to introduce students to the updated Focused Note-Taking Introduction to Focused
(FNT) process. Elements of the unit can be sped up or slowed down depending on Note-Taking Unit
the prior knowledge and competency of students. This unit can take place over 5
consecutive curriculum days in the AVID elective class (suggested break points are
noted in the Reference document by horizontal lines) or spread out over an
extended time.
6th Grade, Day 14
AVID Weeks at a Glance Lesson Plan

Standards and Essential Question:

Academic Preparedness: Writing
• Take notes, with an emphasis on identifying and recording the note-taking objective and/or Essential Question
(6.AP.W.6a)
• Take notes, with an emphasis on setting up notes, including all required components (6.AP.W.6b)
Academic Preparedness: Reading
• Determine the characteristics of a quality text in relation to the reading purpose (6.AP.R.1)
• Mark the text to accomplish the reading purpose (6.AP.R.4a)
EQ: “How can Focused Note-Taking support my current and future academic success?”

Lesson
1. Introduction to Focused Note-Taking Unit – Day 4 Materials/Notes
• Follow the instructional steps in the “Introduction to Focused Note-Taking Unit”.
References
• The unit is designed to introduce students to the updated Focused Note-Taking
Introduction to Focused
(FNT) process. Elements of the unit can be sped up or slowed down depending on
Note-Taking Unit
the prior knowledge and competency of students. This unit can take place over 5
consecutive curriculum days in the AVID elective class (suggested break points are
noted in the Reference document by horizontal lines) or spread out over an
extended time.
6th Grade, Day 15
AVID Weeks at a Glance Lesson Plan

Standards and Essential Question:

Academic Preparedness: Writing
• Take notes, with an emphasis on identifying and recording the note-taking objective and/or Essential Question
(6.AP.W.6a)
• Take notes, with an emphasis on setting up notes, including all required components (6.AP.W.6b)
Academic Preparedness: Reading
• Determine the characteristics of a quality text in relation to the reading purpose (6.AP.R.1)
• Mark the text to accomplish the reading purpose (6.AP.R.4a)
EQ: “How can Focused Note-Taking support my current and future academic success?”

Lesson
1. Introduction to Focused Note-Taking Unit – Day 5 Materials/Notes
• Follow the instructional steps in the “Introduction to Focused Note-Taking Unit”.
References
• The unit is designed to introduce students to the updated Focused Note-Taking
Introduction to Focused
(FNT) process. Elements of the unit can be sped up or slowed down depending on
Note-Taking Unit
the prior knowledge and competency of students. This unit can take place over 5
consecutive curriculum days in the AVID elective class (suggested break points are
noted in the Reference document by horizontal lines) or spread out over an
extended time.
6th Grade, Day 16
AVID Weeks at a Glance Lesson Plan

Standards and Essential Question:

Student Agency: Student Empowerment
• Evaluate the impact of decisions on others (6.SA.SE.2)
Academic Preparedness: Inquiry
• Identify misunderstood concepts or problems (6.AP.I.2)
Academic Preparedness: Collaboration
• Establish norms and expectations around appreciating diversity among group members (6.AP.C.2)
EQ: “What are some of the key components of the AVID tutorial process?”

Lesson
1. Making Words with Friends Materials/Notes
• Follow the instructions for Making Words with Friends. This activity will be used to
establish the “why” behind AVID tutorials. Reference
• For smaller classes (less than 20 students) consider allowing students to have two AVID Critical Thinking and
cards or increasing the number of wild cards. Engagement
1.16 Making Words with
2. Tutorial Process Friends (pp. 36–37)
• With students still in their groups, explain that this week they will be introduced to
the AVID tutorial process. Tell students that many of the skills they just used in
Words with Friends are the same skills that they’ll use in the AVID tutorial process.
AVID Family Workshops
• Display or pass out 1.9b. Briefly talk through the three parts and 10 steps of the
tutorial process.

3. Venn Diagram Debrief

Class Set/Reference
• Note: Save at least 10 minutes for this activity.
AVID Tutorial Guide
• Draw a Venn diagram on the board, and label one circle “Words with Friends” and
10 Steps of the AVID Tutorial
the other circle “AVID Tutorials.”
Process, p. 14
• Say “What similarities and differences do you see between the AVID tutorial process
and Words with Friends?” As student share, add their responses to the Venn
diagram, focusing more on similarities than differences. Continue leading the
conversation through inquiry to get students to realize that in both activities:
• Students are in groups of about 7
• Some problems are easier to solve than others
• Groups have to work together to solve a problem
• To be successful, each student has to contribute
• Every student has value that they bring to the group
6th Grade, Day 16
AVID Weeks at a Glance Lesson Plan

• This format also serves as an introduction to the graphic organizers that they will be
using on TRFs starting on Day 59.

4. AVID Schoolwide Connection: Culture*

• This is an ideal time of year to begin working with the AVID Site Team to plan an
AVID Family Workshop. See the link at right for resources related to Family
Workshops. on the Core Strategies page on MyAVID.
 6th Grade, Day 17
AVID Weeks at a Glance Lesson Plan

Standards and Essential Question: CCI

Evidence Source
Student Agency
• Explore individual peer relationships and identify those that are positive and healthy Trained
(6.SA.SE.5b) Tutors
Academic Preparedness: Collaboration
• Develop a foundational familiarity and comfort with classmates (6.AP.C.3) II.1.10

Academic Preparedness: Organization

• Utilize visual frameworks to organize information (6.AP.O.5)
EQ: “How can tutorials support my current and future academic success?”

Lesson
Materials/Notes
*Make sure all tutors have attended “Tutor Training Part 1” before beginning as a tutor.
Conduct an “Initial Tutor Training” with tutors to go through site-specific information. Reference
“Getting Started with
For resources related to On-Site Tutor Training, click here.
Tutorials” Unit
If peers will serve as tutors this year, click here for support resources.

1. Getting Started with Tutorials Unit – Lesson 1

• Click and download the Getting Started with Tutorials Unit found under the
Materials/Notes
• All student and educator resources are included in the unit.
• Before beginning this unit, make sure to complete the Teacher Pre-Reads.
“Getting Started with Tutorials” Unit
AVID Weeks at a Glance Unit Plan – Any grade level

Anchor Standards and Essential Question: CCI

Evidence Source
Student Agency
• Generate and maintain a network of support for current and future success (SA.SE.5)
AVID
Academic Preparedness: Collaboration Tutorial
• Establish and maintain relational capacity with others (AP.C.3) II.1.12
Academic Preparedness: Organization
• Organize information, indicating relationships between ideas (AP.O.5)
EQ: “How can tutorials support my current and future academic success?”

Lessons 1–5 Materials/Notes

Educator Resources
The following unit is designed to introduce students to the refined and aligned tutorial AVID Tutorial Guide
materials. Elements of the unit can be sped up or slowed down depending on the prior Introduction to Tutorial
knowledge and competency of students. This unit can take place over five tutorial days in the pp. 1–9
AVID Elective class (suggested break points are noted below by horizontal lines) or spread
out over an extended time. Exercise your agency as a teacher to determine appropriate
differentiation for the grade level(s) of AVID students that you have. Tutorial Updates
Overview
Teacher Pre-Reads
Prior to implementing this unit with students, allocate sufficient time to familiarize AVID Anchor Standards
yourself with the following resources: in Tutorial
• AVID Tutorial Guide: Introduction to Tutorial
• Tutorial Updates Overview Utilizing Digital
Resources in Tutorial
• AVID Anchor Standards in Tutorial
• Utilizing Digital Resources within Tutorials (for virtual tutorials) AVID Tutorial Guide
• Support for Virtual Tutorials (online meeting platforms) Curriculum Webpage
Consider also reviewing:
• AVID Tutorial Guide (see AVID Tutorial Guide Curriculum Webpage on MyAVID) AVID Tutorial Videos
• Tutorial Videos: “AVID Tutorial Overview” “10 Steps of the AVID Tutorial Process” Webpage
1. Building Relational Capacity Through Name Tents Instructional Practice (IP) Educator Resource
For students to work collaboratively, they need to be comfortable with each other. AVID Tutorial Guide
Knowing and pronouncing everyone’s name properly builds that relational Name Tents IP
capacity—first among students, and then between students and tutors. pp. 115–118
Access the “Name Tents” Instructional Practice and follow the “Instructional
Strategies” steps to facilitate the lesson.
Have your AVID tutors make name tents, too! Materials
Digital Access: If conducting virtual tutorials or tutorials with an eTutor, consider Card stock/printer paper
using these Digital Name Tent Templates in PowerPoint or Google Slides format. Markers, colored pencils

Name Tent Templates

“Getting Started with Tutorials” Unit
AVID Weeks at a Glance Unit Plan – Any grade level

2. Introducing the 10 Steps of the AVID Tutorial Process Materials/Notes

Have a class discussion about what the class thinks tutorials are or what their Reference
experience of AVID tutorials has been so far.
Inform students that we will discuss the refined AVID Tutorial Process today. “AVID Tutorial: The 10-
Display the prompt: “What class do you currently find to be the most challenging Step Process” Video
and why? How might AVID tutorials help you be more successful in this class?”
Have students write for three to five minutes. Student Resources
Have students discuss what they wrote with an elbow partner. AVID Tutorial Guide
Allow volunteers to share out what they discussed. AVID Tutorial Process
Pass out the AVID Tutorial Process Overview handout. Overview
Have students count off from 1 to 5 and form groups of five. pp. 12–13
Jigsaw the reading by assigning:
• Person 1 – Steps 1 & 2 Person 2 – Steps 3 & 4
• Person 3 – Steps 5 & 6 Person 4 – Steps 7 & 8
AVID Tutorial Guide
• Person 5 – Steps 9 & 10
10 Steps of the AVID Tutorial
Provide time for students to underline key pieces of information that are important
Process Graphic
to their steps. Digital Access: use Edji or Kami to digitally mark the text.
p. 14
Have students share the most important pieces of information from their two steps
for a few minutes each within their own groups while all other students take
focused notes.
Pass out the 10 Steps in the AVID Tutorial Process graphic and have students review
it then put it in their AVID section of the binder for the Word Splash activity.
If time allows, have students watch the “AVID Tutorial: The 10-Step Process” video
on the AVID Tutorial Guide Curriculum Webpage on MyAVID (approx. 7 min).

3. AVID Tutorial Word Splash Reference

Refer students to the 10 Steps of the AVID Tutorial Process graphic.
“AVID Tutorial: The 10-
Challenge student groups to think of another process they are familiar with (e.g.,
Step Process” Video
making a pizza, baking cookies, preparing for an athletic event, washing a car,
preparing for a school dance). Instruct them to write down a few ideas. Student Resource
Divide the class into small groups of 3–5 students. AVID Tutorial Guide
Instruct each group to create a “tutorial word splash,” which will be a symbolic 10 Steps of the AVID Tutorial
representation of the 10 Steps of the AVID Tutorial Process on poster paper, using Process Graphic
their brainstormed process as a metaphor. Each step of their chosen process should pp. 14
metaphorically represent a step of the tutorial process (i.e., if the selected
metaphorical process is baking cookies, then “selecting ingredients” might represent
“completing the TRF pre-work”).
Digital Access: If completing the Word Splash activity virtually, consider using Materials
these Word Splash Templates in PowerPoint or Google Slides format. Chart Paper
Markers, colored pencils

Word Splash Example

“Getting Started with Tutorials” Unit
AVID Weeks at a Glance Unit Plan – Any grade level

Once students have completed their Tutorial Word Splashes, have them post them
around the room and conduct a gallery walk. Materials/Notes
Encourage students to leave feedback for each group using sticky notes or via a
posted feedback form. They might share them with another AVID school for
additional feedback.

Educator Resource
4. Introduction to Tutorial Roles and Expectations Instructional Practice (IP)
AVID Tutorial Guide
If you or your students are new to tutorial, or need a refresher, use this IP to
Processing Tutorial Roles
process the expectations of each tutorial role:
and Expectations IP
o Teacher, Tutor, Student Presenter, Group Member
pp. 15–21
The full roles and responsibilities of each role are covered in a future lesson.

5. Understanding WICOR Connections Instructional Practice (IP) Student Resource

WICOR AVID Tutorial Guide
• It is important for both educators and students to understand how the AVID Understanding WICOR
Tutorial Process relates to WICOR strategies and skills. This metacognitive Connections IP
routine can help students intentionally connect their tutorial work to WICOR. pp. 22–26
• Follow the “Instructional Strategies” steps from the WICOR Connections
Instructional Practice.
• Sample WICOR connections are provided. However, the intent of the lesson is
that students make their own list of connections. By collaborating in small
groups, they should be able to generate a robust list depending on their
experience with WICOR and AVID Tutorial.
Extension
• Combine all lists into a master poster for the classroom, showcasing all of the
connections between WICOR and AVID tutorial.

🗹🗹 Feedback Survey
Please take a minute to complete this survey to tell us what you think about
this type of WAG unit as compared to a daily lesson plan. Thanks!
Educator Resource

Utilizing Digital Resources Within Tutorials

Getting Started
AVID Digital Learning: The 4 A’s® is a model for integrating digital teaching and learning into the classroom. The
4 A’s (Adopt, Adapt, Accelerate, Advocate) act as a lens through which educators consider the roles of teacher,
student, and technology in the classroom environment to achieve learning outcomes.

Defining the 4 A’s®

Heavily scaffolded learning environment; instructor models technology use and selects tools,
Adopt materials, and methods for students; students use these to investigate, create, and publish.
Focus on creating a collaborative learning environment; instructor determines instructional
Adapt focus and provides the strategies and tools; students use these to investigate, create, and
publish.
Environment of increased engagement and student ownership of learning through authentic
Accelerate tasks; instructor establishes the problem or question; students develop solutions from a
menu of teacher-selected strategies and tools.
Transformative learning environment that could not be achieved without the use of
technology; instructor empowers learning; students select the problem or question and
Advocate choose the appropriate strategies and tools to create, modify, and publish to an authentic
audience.

The 4 A’s is not a continuum. An educator’s goal is to consider which “A” is the most appropriate to achieve the
specific learning outcomes. Ultimately, we want students to be able to determine the appropriate strategies
and resources needed to master the learning objective. To accomplish this, educators begin by modeling
resources and providing opportunities for students to practice until there is student ownership and authentic
learning.
There are many digital resources that can be used within the AVID Tutorial Process. The following free, or
mostly free, resources are a sample of what an educator could use. These are intended to enhance the suite of
digital tools provided by district instructional technology departments (e.g., Office365, G Suite for Education,
Apple Education, etc.). Each resource is linked to a downloadable tip sheet so that educators can easily get
started and explore the various ways a tool can be utilized. These are not the only digital tools that could
enhance learning, but these tools comply with the Children’s Online Privacy Protection Act (COPPA).
As students take ownership of their learning, encourage them to add to this list and find the best resources
that will help them to master the assigned learning outcome.

Digital Access Tip Sheets*

Edji Flipgrid Kami Padlet Polyup

EDpuzzle Kahoot! Nearpod Perusall Vialogues

* AVID’s digital learning framework is built upon the philosophy of “Learning first, technology second,” and as such, any third-party tools,
platforms, or applications discussed or modeled during AVID trainings are selected and used as examples and do not constitute endorsements.
Example uses across various digital tools are often reviewed within our trainings and/or resources as options to support blended learning
within the classroom. Educators should view these experiences as models of how they should seek out tools to help meet their learning
outcomes and the identified purpose for integrating technology. If choosing to use any of the example tools back at a school site, an AVID
Technology Checklist (if provided at the training) may be referenced, but AVID is not responsible for any resulting outcomes of such use. The
site/district IT department should be consulted to help determine which tools meet the site/district technology standards and policies.
The 4 A’s® Through the 10 Steps of the AVID Tutorial Process
The following table takes the AVID Tutorial Process through the 4 A’s. Because each district has its
own restrictions, we have offered suggestions about applications and digital tools that would
enhance the 10 Steps of the AVID Tutorial Process.

Steps of the AVID Teacher/Tutor Driven Student Driven

Tutorial Process (Adopt/Adapt) (Accelerate/Advocate)
As students take ownership of
Students take focused notes
their focused note-taking, they
Step 1 - Students identify digitally in their academic
mark or tag their initial question
an initial question as they classes utilizing one of these
for tutorials while they are
engage in rigorous formats found on MyAVID. These
processing their notes from their
coursework. are referenced when looking for
rigorous course work using a tool
an initial question.
such as Kami.
Students select a digitally
Step 2 - Students complete Students refine their digital TRF
fillable version of the TRF from
the Tutorial Request Form by choosing from a set of more
the Chapter 2: Before the
(TRF) and identify their complex fillable graphic
Tutorial curriculum webpage on
Point of Confusion (POC). organizers to enhance the critical
MyAVID, turn it in online and
thinking box.
share it with their tutorial group.
Collect TRFs digitally through a
learning management system
Before

such as Google Classroom or

Microsoft Teams. By previewing
the subject and questions prior Students take ownership by
to tutorials, the best groups can forming short-term groups
be determined. around specific courses (e.g.,
Engineering, AP Spanish
Step 3 - Students divide Using Microsoft or Google Forms Literature, etc.) or projects so
into groups with one tutor to collect student name, subject that they may address common
and prepare for the of the tutorial, and TQ would Points of Confusion and share
tutorial. allow teachers or tutors to easily resources. Student groups could
filter the groups appropriately. work collaboratively
synchronously or asynchronously
As teachers, students, and across AVID Elective sections
tutors build relational capacity and/or grade levels.
within the AVID Elective,
teachers could utilize an online
random group generator through
a simple web search.
 Steps of the AVID Teacher/Tutor Driven Student Driven
Tutorial Process (Adopt/Adapt) (Accelerate/Advocate)
In order to maximize time or to
practice their skills, the opening
Students collaborate online
60-Second Speech may be pre-
through tools such as Padlet or
Step 4 - Student presenter recorded with tools such as
Flipgrid to coach each other on
gives a 60-Second Speech Padlet or Flipgrid to introduce
their 60-Second Speeches using
ending with the Tutorial their Tutorial Question (TQ).
the Roles and Responsibilities:
Question from the POC. Student Presenter Observational
Recording the 60-Second
Feedback column as a coaching
Speech allows students to
tool.
rehearse academic vocabulary
and formal register.
The presenter shares the digital The tutorial group collaboratively
TRF with their tutorial group. references a menu of educator-
Viewing the TRF synchronously selected online resources (e.g.,
during the tutorial allows fillable graphic organizers. l links
students to collaboratively to example videos, graphing
conduct research utilizing calculators [Desmos graphing
Step 5 - Students engage educator-selected websites to calculator], research databases)
in academic conversation inform the academic to add to the academic
using collaborative inquiry. conversation and the resolution conversation of the tutorials.
of the student presenter’s Point
of Confusion (POC). When conducting virtual tutorials,
work with your district
During

The presenter could use an instructional technology

collaborative online space such department to choose the best
as Whiteboard Fox without online meeting solution option for
needing to log in. home learning.
Step 6 - Students check Students digitally save each set
Students curate and build a bank
the presenter’s of generalized steps to be
of generalized steps and publish
understanding as they reused on similar future TQs.
it for schoolwide use in AVID
articulate generalized This can be shared to a
tutorials and Collaborative Study
steps. collaborative space such as
Groups (CSG).
Padlet.
Students record their 60-Second
Step 7 - Student presenter The 60-Second Synthesis may
Synthesis and share it with the
shares the resolution of be recorded with a tool such as
teacher of their academic class
their POC in a 60-Second Flipgrid for feedback and
to demonstrate mastery of the
Synthesis of their learning. language coaching.
skill or content.
As a bell ringer, all students
within the tutorial group prepare
As students take ownership of
online focused note-taking
the tutorial process, they set up
Step 8 - Students repeat space for their tutorial. If
an online collaborative space as
Steps 4–7 with the next collaborating online, students
they finish their TRF pre-work and
presenter. could use a collaborative space
prepare for tutorials. This space
in Microsoft, Google, or other
is shared with their AVID Elective
online space to support
teacher and tutor as well.
expeditious transitions between
student presenters.
 Steps of the AVID Teacher/Tutor Driven Student Driven
Tutorial Process (Adopt/Adapt) (Accelerate/Advocate)
Students complete their closure
through a digital exit ticket
completed and submitted after
class. These could be posted to
a shared online space, such as
Padlet, to be accessed by the
teacher, tutor, and tutorial
group. Online surveys such as
Students create a way to digitally
Google or Microsoft Forms could
link their summaries and
Step 9 - Students also be used to collect each
reflections to each Tutorial
summarize their academic reflection on the AVID Tutorial
Request Form (TRF). For
learning and reflect on the Process.
example, they could use an
tutorial process. eBinder, a folder system, online
If coaching a tutorial group,
journal, webpage, or other online
consider creating two
organizational tool.
AnswerGarden collaborative
After

brainstorming spaces. One for

students to post the pluses of
the day’s tutorial and one to
post the deltas for the day’s
tutorial. The larger words will
signal consensus among the
group.
Students create a learning
artifact that represents the
answer to their Tutorial Question
During tutorials, students
Step 10 - Students apply (TQ) and post it in their eBinder
digitally add to their focused
their tutorial skills and for easy access when back in
notes from their academic
learning in their academic their academic class. For
classes so they are prepared to
classes. example, they could use a screen
apply the learning and share it
capture tool to document their
collaboratively with classmates.
note-taking during their tutorial
or post a video of their 60-
Second Synthesis.

Although synchronous tutorials are recommended, there are circumstances where an AVID Elective
teacher’s only option is to conduct asynchronous tutorials. Many of these ideas could be adapted for
both settings. Tools such as Padlet or Flipgrid provide an online, collaborative space for students to
upload documents and record audio, video, screencasts, etc. to communicate their Tutorial Question
(TQ) and steps taken to answer that question. Asynchronously, classmates would engage in an
academic conversation using collaborative inquiry questions to help resolve the Point of Confusion
(POC). Tutors could also monitor the conversations and provide support.
Additional Resources
AVID has many additional resources online to help you teach digitally, whether in person or online.
AVID Weeks at a Glance AVID Open Access
AVID Weeks at a Glance AVID Open Access™ is an open educational
resource that provides practical, easy-to-use
• Getting Started with Tutorials Unit
strategies to prepare your students for all that
• Digital Access Through the 4 A’s is possible in their future. Explore best
practices, teaching tips, templates, and grab-
AVID Tutorial Guide Webpage and-go lessons. Our resources will help you
• Tutorials with eTutors Planning Guide integrate educational technology and digital
• Setting up Multiple Groups in an pedagogy into the classroom, while providing
Online Meeting Space the social and emotional learning supports and
culturally responsive practices your students
• Online Meeting Solution Options for
need now more than ever.
Home Learning
•Digital Tools and Templates — Find free tips
and tools curated by digital experts to use with
your students, including how-to videos,
downloadable tip sheets, and templates.
•Strategies to Empower Students — Discover
strategies to develop student agency, providing
student voice and choice to accomplish all that
is possible.
•Community & Connectedness - Embrace
social and emotional learning (SEL) strategies
to foster equity while building community and
connectedness.

Photo by Jeswin Thomas on Unsplash

 6th Grade, Day 18
AVID Weeks at a Glance Lesson Plan

Standards and Essential Question:

Student Agency
• Explore individual peer relationships and identify those that are positive and healthy
(6.SA.SE.5b)
Academic Preparedness: Collaboration
• Develop a foundational familiarity and comfort with classmates (6.AP.C.3)
Academic Preparedness: Organization
• Utilize visual frameworks to organize information (6.AP.O.5)
EQ: “How can tutorials support my current and future academic success?”

Lesson
1. Getting Started with Tutorials Unit – Lesson 2 Materials/Notes
• Click and download the Getting Started with Tutorials Unit found under the
Materials/Notes Reference
• All student and educator resources are included in the unit. “Getting Started with
• Before beginning this unit, make sure to complete the Teacher Pre-Reads. Tutorials” Unit

* Indicates an optional activity, which can be shortened or removed based on time constraints
6th Grade, Day 19
AVID Weeks at a Glance Lesson Plan

Standard and Essential Question:

Student Agency
• Explore individual peer relationships and identify those that are positive and healthy
(6.SA.SE.5b)
Academic Preparedness: Collaboration
• Develop a foundational familiarity and comfort with classmates (6.AP.C.3)
Academic Preparedness: Organization
• Utilize visual frameworks to organize information (6.AP.O.5)
EQ: “How can tutorials support my current and future academic success?”

Lesson
1. Getting Started with Tutorials Unit – Lesson 2 Continued (if another day is needed) Materials/Notes
• Click and download the Getting Started with Tutorials Unit found under the
Materials/Notes Reference
• All student and educator resources are included in the unit. “Getting Started with
• Before beginning this unit, make sure to complete the Teacher Pre-Reads. Tutorials” Unit
6th Grade, Day 20
AVID Weeks at a Glance Lesson Plan

Standards and Essential Question:

Student Agency: Student Empowerment
• Evaluate the impact of decisions on others (6.SA.SE.2)
Academic Preparedness: Collaboration
• Establish norms and expectations around shared responsibility among group members (6.AP.C.1)
• Identify respectful and disrespectful actions of self and others (6.AP.C.4)
EQ: “How can our group successfully collaborate to meet a given challenge?”

Lesson
1. Binder Check and Focused Notes Check
• Start off class with a Binder Check. Make sure to address any areas in which
Materials/Notes
students are consistently not meeting expectations. Reference
“Focused Notes Check”
• Next, facilitate a Focused Notes Check. The “Focused Notes Check” Instructional
Instructional Routine
Routine provides a structure for how to facilitate focused notes checks in a
systematic way, but also allows for variety and the ability to focus on certain skills
within the focused note-taking process.
• As with all routines, the first few times should be slow and methodical. As students
Materials
develop comfort and familiarity with the process, they will become more efficient.
Masking Tape
2. Tape Challenge
• Place a 10-foot piece of masking tape on the floor.
• Divide students into groups of 7. Each group should be arranged in a horseshoe
shape around a dry-erase board.
• Present the Initial Question “How can your group line up on the tape, and then
without having anyone leave the tape, reverse your order?”
• Ask each group to choose one person to be the “scribe” to stand at the board and
take notes. The scribe should write the question at the top of the board.
• Give each group about 10 minutes to discuss the question and come up with a plan.
• After 10 minutes, let each group implement their plan. If groups aren’t able to
complete the task, give them 5 more minutes in their group to plan and then try
again.
• After successful completion of the task, have the groups write a reflection using the
stems from the TRF:
• Our Point of Confusion was . . ..
• What we learned about our Point of Confusion was . . ..
• I gained a new/greater understanding of my point of confusion by/when . . ..
• This learning is important because it connects to my previous
learning/experience, myself, and/or my word by . . ..
• What I found meaningful about this activity was . . ..
3. Debrief
• Discuss how the process they just went through was similar to an AVID tutorial.
6th Grade, Day 21
AVID Weeks at a Glance Lesson Plan

Standards and Essential Question:

Academic Preparedness: Organization
• Explore a variety of organizational formats for calendaring/planning (6.AP.O.2a)
Academic Preparedness: Collaboration
• Establish norms and expectations around shared responsibility among group members (6.AP.C.1)
EQ: “What norms do we need to have in place to make sure we have a positive and productive
AVID class?”

Lesson
1. Creating a Social Contract Materials/Notes
• Have students complete a quickwrite in response to the prompt “As you think about
AVID Critical Thinking and
the things we’ve talked about so far this year (the AVID mission and acronym, the
Engagement
AVID Student Agreement, binder/planner activities, teacher responsibilities, student
1.2 Creating a Social
responsibilities, etc.), what is your vision of what the perfect AVID class would look
Contract (pp. 9–10)
like/sound like/ feel like?”
• Ask a few volunteers to share their Quickwrite.
• Follow the Instructional Steps of “Creating a Social Contract.”
6th Grade, Day 22
AVID Weeks at a Glance Lesson Plan

Standards and Essential Question:

Student Agency
• Explore individual peer relationships and identify those that are positive and healthy
(6.SA.SE.5b)
Academic Preparedness: Collaboration
• Develop a foundational familiarity and comfort with classmates (6.AP.C.3)
Academic Preparedness: Organization
• Utilize visual frameworks to organize information (6.AP.O.5)
EQ: “How can tutorials support my current and future academic success?”

Lesson
1. Getting Started with Tutorials Unit – Lesson 3 Materials/Notes
• Click and download the Getting Started with Tutorials Unit found under the
Reference
Materials/Notes
“Getting Started with
• All student and educator resources are included in the unit.
Tutorials” Unit
• Before beginning this unit, make sure to complete the Teacher Pre-Reads.
6th Grade, Day 23
AVID Weeks at a Glance Lesson Plan

Standards and Essential Question:

Academic Preparedness: Collaboration
• Establish norms and expectations around shared responsibility among group members
(6.AP.C.1)
• Apply basic understanding of effective public speaking (6.AP.C.7a)
EQ: “What slogan best represents our AVID class?”

Lesson
This lesson is intended to reinforce some of the components of the AVID Tutorial Process Materials/Notes
(collaborating in groups around a board, 30-second speech, etc.).
References
1. Nominating a Class Slogan Sample Slogans for the AVID
• Arrange students into groups of 7 or less, seated in a horseshoe shape around a dry- Classroom
erase board.
• Remind students of the Social Contract that they created on Day 13. Inform them
that: “Today we will be coming up with a slogan for our class that will also go on our
Social Contract.” Photo Example of Activity
• Display the list of Sample Slogans for the AVID Classroom. Explain that these are
slogans that AVID classes from around the country have chosen as their class slogan.
• Ask each group to choose one “scribe” who will record the group’s ideas on their
dry-erase board. Give each group 5–10 minutes to brainstorm slogans that they
would like for the AVID class.
• Lastly, ask each group to choose one slogan that they would like to nominate to be
the class slogan. Once each group has decided, write the candidates on the board.

2. Selecting a Class Slogan

• Instruct each group to select one “presenter.” Have each presenter come up and
give a 30-second speech about why their group chose their slogan.
• After all presentations, have the class vote to select their class slogan. Consider:
• Conducting an anonymous vote by having students close their eyes.
• Allowing each student to vote for two slogans (so everyone doesn’t just vote for
their own).
• Paring the list down to the top two, and then having a “run-off” vote.

3. Final Social Contract

• Add the chosen slogan to the class’s Social Contract. Then have each student come
and initial the contract as their indication that they will adhere to the contract.
6th Grade, Day 24
AVID Weeks at a Glance Lesson Plan

Standard and Essential Question:

Student Agency
• Explore individual peer relationships and identify those that are positive and healthy
(6.SA.SE.5b)
Academic Preparedness: Collaboration
• Develop a foundational familiarity and comfort with classmates (6.AP.C.3)
Academic Preparedness: Organization
• Utilize visual frameworks to organize information (6.AP.O.5)
EQ: “How can tutorials support my current and future academic success?”

Lesson
1. Getting Started with Tutorials Unit – Lesson 3 Continued (if another day is needed) Materials/Notes
• Click and download the Getting Started with Tutorials Unit found under the
Reference
Materials/Notes
“Getting Started with
• All student and educator resources are included in the unit.
Tutorials” Unit
• Before beginning this unit, make sure to complete the Teacher Pre-Reads.
6th Grade, Day 25
AVID Weeks at a Glance Lesson Plan

Standard and Essential Question:

Academic Preparedness: Collaboration
• Establish norms and expectations around appreciating diversity among group members (6.AP.C.2)
EQ: “What are some facts I don’t know about my AVID peers?”

Lesson
If students have not completed some of the activities from this week, consider providing Materials/Notes
some class time today to let them catch up.
References
1. Binder Check AVID Critical Thinking and
• Start off class with a Binder Check. Make sure to address any areas in which Engagement
students are consistently not meeting expectations. 1.9 Mingle Bingo (p. 15)

2. Mingle Bingo or
• Follow the Mingle Bingo instructions to lead this activity.
• Utilize the MS Word version of the Mingle Bingo Game Card to adapt any of the AVID Critical Thinking and
boxes in the “Mingle Bingo” sheet to be more appropriate for your students. Engagement
Stage 1 Debrief Prompts (p. 28)
3. Stage 1 Debrief
• Make sure to save time at the end to lead a class debrief, using some of the prompts
from Stage 1 Debrief Prompts.
6th Grade, Day 26
AVID Weeks at a Glance Lesson Plan

Standards and Essential Question:

Academic Preparedness: Organization
• Explore a variety of organizational formats for calendaring/planning (6.AP.O.2a)
• Determine how to utilize time effectively (6.AP.O.2b)
EQ: “What priorities do I need to set in order to manage my time wisely?”

Lesson
1. Time Log Reflection
Materials/Notes
• Give students the first few minutes to complete their Time Log. Reference
• Display the “Time Log Reflection” questions and have students mentally review their AVID Secondary
Time Log and how they used their time last week. Implementation Resource
• This is only an introductory activity. Strive to complete this “mental review” step in Time Log Reflection (I.1.12)
less than 5 minutes.

2. Categorize and Prioritize

• Encourage students to think not only about the activities they wrote on their time
log, but also any other activities that they didn’t write down.
• Follow the instructions from the Time Log Reflection instructions to have students
individually:
• Categorize their activities from the week.
• Prioritize their activities in importance of their personal preparation for college
readiness.

3. Reflect
• On the back of their Time Log, have students write a one-sentence response to each
of the following prompts:
• What have you discovered about your time?
• What do you like about your schedule?
• What do you need to change?
• Are you “on track,” considering your goals?
• What are your main barriers to using your time effectively?

4. Barriers Share-Out
• Have students share out loud some of the barriers they see to using their time
effectively. As they share, record their responses.
• Lastly, have students help to group the barriers into four to six “Barrier Categories.”
6th Grade, Day 27
AVID Weeks at a Glance Lesson Plan

Standard and Essential Question:

Student Agency
• Explore individual peer relationships and identify those that are positive and healthy
(6.SA.SE.5b)
Academic Preparedness: Collaboration
• Develop a foundational familiarity and comfort with classmates (6.AP.C.3)
Academic Preparedness: Organization
• Utilize visual frameworks to organize information (6.AP.O.5)
EQ: “How can tutorials support my current and future academic success?”

Lesson
1. Getting Started with Tutorials Unit – Lesson 4 Materials/Notes
• Click and download the Getting Started with Tutorials Unit found under the
Materials/Notes Reference
“Getting Started with
• All student and educator resources are included in the unit.
Tutorials” Unit
• Before beginning this unit, make sure to complete the Teacher Pre-Reads.
 6th Grade, Day 28
AVID Weeks at a Glance Lesson Plan

Standards and Essential Question:

Academic Preparedness: Organization
• Explore a variety of organizational formats for calendaring/planning (6.AP.O.2a)
Academic Preparedness: Collaboration
• Establish norms and expectations around shared responsibility among group members (6.AP.C.1)
EQ: “How does problem-solving as a group generate multiple solutions to obstacles we encounter?”

Lesson
1. Barriers and Solutions to Using Time Effectively Materials/Notes
• Divide the class into four to six groups. (The number of groups should be the same
as the number of “Barrier Categories” from Day 26.) Reference
• To set up the activity in a manner similar to AVID Tutorials: Photo Example of Activity
• Arrange desks/chairs in a horseshoe shape around a dry-erase board.
• Have each group elect a “scribe” to go to the board and record the group’s ideas.
• Have each other group member get out a sheet of paper on which to take notes.
• Assign each group a “Barrier Categories” from Day 11. Have the scribe write the
Barrier on the board and each student write the barrier at the top of their notes.
• Give each group 5–10 minutes to brainstorm solutions to their assigned barrier.
• As they brainstorm, the scribe should record their ideas on the board.
• As each idea is shared, group members should write the idea in their notes.
• Lastly, have each group determine their three best solutions.

2. Share-Out
• Have each group elect a “presenter.” The presenter will share with the class their
group’s barrier, and their top three solutions.
• As each group shares, the other groups should write down the barriers and
solutions in their notes.

3. Tutorial Connections*
• If time allows, explain to the class that from this point forward, twice a week they
will be working in groups similar to these doing AVID tutorials. More instructions will
be coming about how AVID tutorials are structured, but today they have already
practiced working in groups around a board, having a student presenter, and taking
notes during the presentation.

* Indicates an optional activity, which can be shortened or removed based on time constraints
6th Grade, Day 29
AVID Weeks at a Glance Lesson Plan

Standards and Essential Question:

Student Agency
• Explore individual peer relationships and identify those that are positive and healthy
(6.SA.SE.5b)
Academic Preparedness: Collaboration
• Develop a foundational familiarity and comfort with classmates (6.AP.C.3)
Academic Preparedness: Organization
• Utilize visual frameworks to organize information (6.AP.O.5)
EQ: “How can tutorials support my current and future academic success?”

Lesson
1. Getting Started with Tutorials Unit – Lesson 5
Materials/Notes
• Click and download the Getting Started with Tutorials Unit found under the Reference
Materials/Notes “Getting Started with
• All student and educator resources are included in the unit. Tutorials” Unit
• Before beginning this unit, make sure to complete the Teacher Pre-Reads.
 6th Grade, Day 30
AVID Weeks at a Glance Lesson Plan

Standards and Essential Question:

Student Agency: Student Empowerment
• Explore the importance of healthy, balanced lifestyles, including aspects such as
good sleeping, eating, and exercise habits (6.SA.SE.3)
Academic Preparedness: Collaboration
• Establish norms and expectations around shared responsibility among group members (6.AP.C.1)
• Develop a foundational familiarity and comfort with classmates (6.AP.C.3)
EQ: “How much can I learn today about my classmates?”

Lesson Materials/Notes
1. Binder Check and Focused Notes Check Reference
• Start off class with a Binder Check. “Focused Notes Check”
• Also check students’ Focused notes by facilitating the Focused Notes Check Instructional Routine
Instructional Routine.
• Make sure to address any areas in which students are consistently not meeting
expectations.
AVID Critical Thinking and
2. Question Beach Ball Engagement
• Follow the instructions from Question Beach Ball. 1.14 Question Beach Ball and
Beach Ball Questions
3. Technology Extension* (pp. 32–34)
• This is a great opportunity to take pictures for future use on webpages, slideshows,
etc.
• Consider monitoring the number of steps that are taken during this activity using a
AVID Critical Thinking and
step tracker (on the teacher’s cell phone) for use during the debrief conversation on
Engagement
exercise.
Stage 2 Debrief Prompts (p. 48)
4. Stage 2 Debrief
• After the activity, lead a class debrief using some of the prompts from Stage 2
Debrief Prompts.
Materials
• Additionally, facilitate a brief conversation about how this activity involved exercise,
Beach Ball (with numbers
and why a healthy lifestyle is important to overall well-being. written on each colored
section)

* Indicates an optional activity, which can be shortened or removed based on time constraints
Educator Resource

Setting up Multiple Tutorials with eTutors

Choosing the Online Meeting Solution that is right for you, your tutors, and your students is very
important. It is essential to work with your site and district IT staff to determine which online meeting
solution works the best within the infrastructure of your site or district. For details and specific
information about working with your IT department, refer to the Tutorials with eTutors Online Meeting
Solution Options resource and the Tutorial with eTutors Planning Guide found on the Tutorials with
eTutors website on MyAVID.
When scheduling fully virtual breakout rooms, it is essential to establish the routines and norms of
an online tutorial session before getting started. Practicing how each student and tutor join the
breakout room or individual session is just as important as conducting the 10 steps of the tutorial
process. Once these routines and norms are established, students and tutors will take ownership of
this process, and you will be freed up to coach the tutorial process.
Breakout Rooms
Breakout rooms allow you to automatically split one online session into multiple sections through the
online meeting solution. Breakout rooms can be set up by assign each group a tutor and add
students to groups by similar Tutorial Request Form (TRF) content, intentionally by student ability, or
randomly so there is a mix of abilities and subjects. Regardless of the grouping, the great thing about
utilizing break out rooms is that the instructor can jump in and out of the rooms to provide feedback
to each tutorial group in real time. The links in the table below will walk you through the breakout
room setup and management.
Online Meeting Solution Breakout Rooms Setup Links
Zoom for Education Breakout Rooms Available
Microsoft Teams Breakout Rooms Available
Google Meet Breakout Rooms Available
BigBlueButton Breakout Rooms Available
WebEx Breakout Rooms Available
GoTo Meeting Breakout Rooms Available

Multiple Sessions
When breakout rooms are not available, creating multiple scheduled meetings allows for individual
groups to work collaboratively in an online meeting space. To get started, work with the district
technology department to determine the best online solution to use with students and eTutors. It is
important for the teacher to create the online sessions in order to monitor and coach the online
tutorials. Students can be directed to join to the correct eTutor session through the links you provide
or by inviting them to the scheduled event through the calendar invitation. Once connectivity is
established, coach the tutorials by freely moving in and out of the virtual tutorial meetings to answer
questions and provide feedback.
 Tutorials with eTutors Online Meeting Options
Considerations for District IT Departments:
• What resources are available on the staff network?
• What resources are available on the student network?
• What is your district’s preferred online meeting solution?
• Will your network be able to handle multiple sites holding Tutorials with eTutors?
• Do you need to know the times that Tutorials with eTutors will be running in order to monitor bandwidth?
System Recommended
Description Getting Started Operating System Features
Requirements Bandwidth
Microsoft Teams is a unified ☒Windows ☒Screen Sharing
communication and
How much ☒MacOS ☒File Sharing
collaboration platform that System
Microsoft Getting Started with bandwidth does ☒Chrome OS ☒Chat
combines persistent Requirements for
Teams
workplace chat, video
Microsoft Teams
Microsoft Teams
Microsoft Teams ☒iOS ☒Call Recording
meetings, file storage, and
need? ☒Android
application integration. ☐Fire OS
☒Windows ☒Screen Sharing
Skype™ is a software that ☒MacOS ☒File Sharing
allows free video and voice System How much
Getting Started with ☒Chrome OS ☒Chat
Skype conversations over a wireless Requirements for bandwidth does
network. Skype is available on
Skype
Skype Skype need? ☒iOS ☒Call Recording
most devices. ☒Android
☒Fire OS
☒Windows ☒Screen Sharing
Google's latest video ☒MacOS ☒File Sharing
System Bandwidth
conferencing app which Google Meet ☒Chrome OS ☒Chat
Google Meet Requirements for requirements for
allows up to 100 people to training and help
Google Meet Google Meet ☒iOS ☒Call Recording
connect. ☒Android
☒Fire OS
☐Windows ☐Screen Sharing
Google Duo™ is a simple Google Duo
☐File Sharing
☐MacOS
one-to-one video calling app Getting Started with Support for Google connects with Wi-Fi ☐Chrome OS
Google Duo
available for free on iPhones Google Duo Duo or cellular ☒iOS ☒Chat
and Android phones. connections ☒Android ☐Call Recording
☒Fire OS
 Zoom for Education is a web- ☒Windows ☒Screen Sharing
based video conferencing tool ☒MacOS ☒File Sharing
with a local, desktop client ☒Chrome OS ☒Chat
and a mobile app that allows
users to meet online, with or
Getting Started with ☒iOS ☒Call Recording
Zoom for without video. Zoom users
Zoom System Test your internet ☒Android
Education can choose to record
Requirements for connection with ☐Fire OS
Zoom Video Zoom Zoom
sessions, collaborate
Tutorials
on projects, and share or
annotate on one another's
screens, all with one easy-to-
use platform.
BigBlueButton is an open- ☒Windows ☒Screen Sharing
source web conferencing ☒MacOS ☒File Sharing
system. In addition to various
How much ☒Chrome OS ☒Chat
web conferencing services, it System
BigBlueButton has integrations for many of
Getting Started with
Requirements for
bandwidth do you ☒iOS ☒Call Recording
the major learning and content
BigBlueButton
BigBlueButton
need to use ☒Android
management systems.
BigBlueButton? ☐Fire OS
BigBlueButton works on most
browsers.
WhatsApp Messenger or ☒Windows ☐Screen Sharing
simply WhatsApp is a ☒MacOS ☒File Sharing
freeware, cross-platform ☒Chrome OS ☒Chat
messaging and Voice over IP
☒iOS ☐Call Recording
service owned by Facebook, System WhatsApp connects
WhatsApp Inc. It allows users to send
Getting Started with
Requirements for with cellular or Wi-Fi ☒Android
WhatsApp ☒Fire OS
text messages and voice WhatsApp connections
messages, make voice and
video calls, and share images,
documents, user locations,
and other media.
☐Windows ☐Screen Sharing
☒MacOS ☐File Sharing
FaceTime® is an app that System FaceTime connects
Getting Started with ☐Chrome OS ☒Chat
FaceTime supports video and audio Requirements for with Wi-Fi or cellular
calls.
FaceTime
FaceTime connections ☒iOS ☐Call Recording
☐Android
☐Fire OS