Advancement Via Individual Determination, or AVID for short, provides a framework educators can use to “shift to a more equitable, student-centered approach” to teaching (

source).

The foundation of an AVID lesson is “

__WICOR__,” which stands for

__W__riting,

__I__nquiry,

**C**ollaboration,

__O__rganization, and

__R__eading. The idea is that a teacher can support AVID students by incorporating WICOR into their everyday lessons. For example, a teacher can plan opportunities for students to write, use inquiry and critical thinking, collaborate with other students, use a system to organize their work, and read. When teachers use WICOR in their plans, they help AVID students achieve their academic goals and will ultimately set these students up for success in college.

Integrating WICOR into lessons works great in STEAM Academies, too, since students are using the

science and engineering practices as they learn. The following list includes AVID strategies that will support STEAM teachers.

**Strategy:** Cornell Notes

**How it Works**

Students divide their notebook page into something that looks like

this. Students fill out the topic and the essential question. Students write their class notes in the notes section. The notes can be informed by a reading passage that aligns with the lesson objectives. Afterwards, the teacher asks the students help each other come up with higher-order questions based on the content of their notes. Students are also asked to synthesize a summary of what they learned in the summary section.

**WICOR**

- Students
**write** their own notes, questions, and summaries.
- Students use
**inquiry** to come up with higher-order questions.
- Students
**collaborate** with other students as they write their questions.
- Students use the Cornell notes structure to
**organize** their work.
- Students
**read** from the provided passage.

**Tech Infusion**

Have students create a Cornell notes template in Google Docs.

**Strategy:** LENSES Graph Analysis

**How it Works**

“

LENSES” is an acronym students can use to navigate their way through a graph. This process works great in small groups, as it gives a chance for students to collaborate with each other. When students see a graph in a textbook, test, or handout, they should

__L__abel and

__L__ist the essential components of the graph like the graph’s title, independent variable (including units), dependent variable (including units), and the high and low data points into a graphic organizer. Students then find the

__E__quation of the graph and determine if the line is showing a direct, indirect, linear, or exponential relationship between the variables. Students then ask themselves, “What do I

__N__otice about the graph?” Specifically, what is the story the graph is trying to tell? Students then

__S__peculate on what may happen to the dependent variable if the independent variable increases or decreases. They can extrapolate the next data point and predict what that value might be. They are asked to make inferences about the graph. Students then

__E__xplain their predictions and inferences by writing a paragraph. Finally, students

__S__ummarize what they have learned from the graph.

**WICOR**
- Students
**write** throughout this process.
- Students use
**inquiry** skills to predict and infer.
- Students
**collaborate** with each other in a small group.
- Students use a graphic organizer to
**organize** their thoughts.
- Students
**read** all parts of the graph.

**Tech Infusion**

Have students make their graphic organizers in Google Docs.

**Strategy:** One-Pager

**How it Works**
A

One-Pager is a creative response to a student’s learning experience. It allows students to use their imagination as they make connections between vocabulary words and ideas from a curricular unit and it creates an opportunity for students to share their work and use it collaboratively to study. Students are asked to use unlined, white paper to create their one-pager and follow these specific instructions: Title the one-pager to reflect its topic. Students may use pencils, markers, and colored pencils and are encouraged to fill up the entire page. Tell students to be purposeful about how they organize their one-pager and have a reason why a certain color is used or for placing an object in a certain place, for example. Have students include two quotes from their notes, draw three visual images, place five essential vocabulary terms around the images, and write a main idea from one of their readings. Have students write two of their higher-order questions from their Cornell notes onto the one-pager and answer them. Finally, students are asked to draw a symbolic border around the edges of the page.

**WICOR**

- Students
**write** throughout this process.
- Students use
**inquiry** skills to translate their thoughts and notes from one medium to another.
- Students
**collaborate** with each other by sharing their work and using the one-pagers to study. Think of using cooperative learning structures from Kagan or do a gallery walk.
- Students are encouraged to be purposeful in how they
**organize** their one-pager.
- Students synthesize a main idea from one of their class readings. They also will
**read** and interpret other students’ one-pagers.

**Tech Infusion**

Have students create their one-pager in Google Drawings.

Chris Justus

*Las Vegas*