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    Panthers                                BMS                      AVID

                           

    Teacher: Benjamin Cuebas                              Email:benjamin.cuebas@marion.k12.fl.us

    Welcome to the 7th Grade AVID Elective Class!!

    Here is a link to a pdf copy of the syllabus

    Course Description 

                     Advancement Via Individual Determination (AVID) is an academic elective course that prepares students for college readiness and success, and it is scheduled during the regular school day as a year-long course. Each week, students receive instruction that utilizes a rigorous college-preparatory curriculum provided by AVID Center, tutor facilitated study groups, motivational activities, and academic success skills. In AVID, students participate in activities that incorporate strategies focused on writing, inquiry, collaboration, organization, and reading to support their academic growth. Additionally, students engage in activities centered around exploring college and career opportunities and their own agency.

    The 7th-grade AVID Elective course builds upon the foundational components of the AVID philosophy. Students will refine short- and long-term goals and, as a result, begin to understand the value in taking charge of their actions. They will start working on intrapersonal and interpersonal skills as well as formal and informal speech. Students will complete self-evaluations and peer evaluations related to reading, writing, organization, and speaking. In broadening their writing practice, students will begin considering audience, purpose, and form in their writing. Students will take an active role in their learning, understanding the roles of all members in assignments, and collaborative lessons. They will expand their knowledge base regarding note-taking in relation to studying and test preparation. Students will be exposed to various field trips, guest speakers, and research to increase their knowledge of college and career options.

    Attached are the Standards for the AVID Course:

                    Student Agency          SA

    • Student Empowerment
    • Leadership of Others

                    Opportunity Knowledge       OK

    • Advancing College Preparedness
    • Building Career Knowledge

                    Rigorous Academic Preparedness     AP

    • Writing • Collaboration • Reading
    • Inquiry • Organization

    Student Agency 7.SA

    Student Empowerment

    1. Explore and experience extracurricular and community service activities within the school and community
    2. Evaluate the impact of decisions on the environment
    3. a) Identify activities that assist with self-care and healthy habits b) Identify areas that need attention and develop goals to address those areas
    4. Increase awareness and apply basic concepts of budgeting, spending, and making responsible financial decisions
    5. Develop a support network that includes peers and adults for academic and future success
    6. Explore how individual motivators and self-monitoring of motivation impact academic performance
    7. Seek help related to areas of need
    8. Determine personal levels of grit and perseverance in relation to growth mindset
    9. Establish self-awareness strategies and skills, including SLANT (Sit with proper posture, Lean forward and listen, ask pertinent questions, Nod your head “yes” or “no,” Talk with your teachers)

    10.Make connections between key learning points and new contexts

    Leadership of Others

    1. Identify traits connected to responsibility, integrity, and ethical interactions with others
    2. Pursue leadership opportunities across the school
    3. a) Identify personal conflict-management style b) Transform passive and aggressive statements into constructive, assertive statements

    Rigorous Academic Preparedness 7.AP

    Writing

    1. a) Develop writing skills related to descriptive and expository modes of writing b) Generate multiple ideas that support, explain, or enhance the writing topic or theme c) Compose first drafts using ideas and information gathered during pre-writing
    2. Analyze a writing task to determine the purpose, format/style, and audience
    3. Write multiple drafts with increasing depth based on feedback and observations
    4. Analyze and edit sentence structure to create interest and complexity
    5. Publish writing to the entire class, such as an oral presentation
    6. a) Take notes with an emphasis on recording main ideas and important information b) Take notes with an emphasis on condensing information by using abbreviations/symbols/paraphrasing
    7. Summarize by pulling together the most important information and personal connections related to the objective and/or Essential Question

    Inquiry

    1. Develop inquiry skills through focused observation and analysis
    2. Identify the specific point of confusion related to a misunderstood concept or problem
    3. Determine whether similar problems could be solved using the same steps/process
    4. Reflect on learning to make connections between new learning and previous experiences
    5. Reflect on learning strategies that were employed, whether those strategies were effective, and how methods could be adjusted in the future
    6. Reflect on a process that was used, whether that process was effective, and how methods could be adjusted in the future
    7. Brainstorm ideas for research topics to address a research prompt
    8. Determine the relevance, validity, and reliability of information found within sources
    9. Organize information, sources, and data that support the research prompt
    10. Integrate quotations to support claims, citing locations, and references for texts 11.Publish research to the entire class, such as an oral presentation

    Collaboration

    1. Hold self and peers accountable for following group norms about shared responsibility
    2. Summarize points of agreement and disagreement from varying perspectives
    3. Deepen relational capacity with classmates through effective conflict management
    4. Establish norms and expectations around respectful interactions among group members
    5. Ask clarifying questions to group members to facilitate understanding
    6. Utilize technology to collaborate with classmates and community members
    7. a) Distinguish between effective and ineffective language during interactions b) Refine usage of nonverbal communication when speaking, including body language and eye contact
    8. Demonstrate active listening skills during academic conversations
    9. Utilize academic vocabulary when communicating

    10.Speak effectively before small groups of peers

    Organization

    1. a) Refine usage of organizational tools (e.g., binders/eBinders, portfolios, or digital folders) and systems that support academic success b) Maintain an activity log or tracking system for community extracurricular activities and hours
    2. a) Utilize an organizational tool to record obligations and constraints on time b) Demonstrate the process of backward mapping
    3. Identify the steps necessary to accomplish goals
    4. Identify reasons for why progress is or isn’t being made toward accomplishing goals
    5. Apply visual frameworks to organize language and comprehend key concepts

    Reading

    1. Assess whether a text is appropriate according to the reading purpose
    2. a) Make predictions about the text using text features b) Assess relevant prior knowledge and identify gaps
    3. Utilize tools to deepen understanding of vocabulary
    4. Mark the text to accomplish the reading purpose through the lens of a content expert
    5. Extend beyond the text by evaluating and synthesizing key learning

    Opportunity Knowledge 7.OK

    Advancing College Preparedness

    1. Define key personal attributes for academic, social, and financial fit related to college selection
    2. a) Explore the significance of GPA at different stages of the academic journey b) Explore college options and terminology
    3. Evaluate personal level of readiness for scholarship eligibility
    4. a) Reflect on how academic plans and course completion support progress toward desired major b) Determine which courses or opportunities align with college goals and plans c) Explore campus-, district-or community-based opportunities to earn college credit in high school (dual credit, online learning, etc.)
    5. a) Explore match schools, reach schools, and safety schools in order to determine the best academic fit during the selection process b) Prepare for college entrance exams

    Building Career Knowledge

    1. Define key personal attributes for academic, social, and financial fit related to career selection
    2. Explore career fields and career pathways, including what resources and opportunities are available locally
    3. Investigate best-fit career fields based on academic, social, and financial fit
    4. Reflect on how academic plans and course completion support progress toward desired career field