Coasting with Costa
100:Which level of Costa’s is about gathering basic facts, definitions, or recall?
→ Level 1 – Gathering/Input.
100: What does “GPA” stand for?
→ What is Grade Point Average?
100: What is the very first step of the tutorial process that students do on their own before tutorial day?
Completing the Tutorial Request Form (TRF) with a point of confusion.
100: What should be in the front of your AVID binder?
→ What is your agenda/planner?
100: What do you do during the first phase of focused note-taking?
→ Select a format, set an essential question, and then take notes.
200: Which level of Costa’s requires you to process information by comparing, contrasting, or explaining relationships?
→ Level 2 – Processing.
200: What is a 4-year college degree called?
→ What is a Bachelor’s Degree?
300: Name one way to pay for college.
→ What is a scholarship, grant, or student loan?
400: What is a college major?
→ What is the main subject you study in college?
500: What is the difference between a university and a community college?
→ What is a university offers 4-year (and beyond) degrees, while a community college offers 2-year degrees or certifications?
200: During step 3, students get into tutorial groups and one person begins as the __________.
→ Presenter
200: What is one reason we use Cornell Notes in AVID?
→ What is to organize learning, help review, or study better?
200: In Phase 2, you go back and improve your notes. What is this step called?
→ Processing Notes (underlining, circling, highlighting, identifying main ideas).
300: A teacher asks: “How does the main character’s decision affect the outcome of the story?” What level of Costa’s is this?
→ Level 2 – Processing.
300: Name one way to pay for college.
→ What is a scholarship, grant, or student loan?
300: In step 5, group members ask the presenter questions. According to AVID, what kind of questions should they use?
→ Higher-level, open-ended questions (Costa’s Level 2 & 3).
300: How often should you clean out and organize your binder?
→ What is once a week (or during Binder Checks)?
300: Which phase of the process involves writing questions and connecting the notes to your thinking?
→ Phase 3, Connecting Thinking.
400: Create your own Level 3 question about a math problem you’re learning.
→ Answers will vary, but must involve applying or evaluating beyond the problem itself (e.g., “How could this formula be applied in real life budgeting?”).
400: What is a college major?
→ What is the main subject you study in college?
400: Step 8 requires students to reflect after the tutorial. Name one specific thing students should write in their reflection.
→ Possible answers: what they learned, how their thinking changed, how they will apply the learning, next steps, etc.
400: What should you do if you're falling behind on assignments?
→ What is check your planner, talk to your teacher, or make a plan?
400: Summarizing in Phase 4 is more than just copying. What makes a good summary in focused note-taking?
→ It should capture the essential idea in your own words, connect to the questions, and explain why the information matters.
500: Why is it important for AVID students to ask Level 2 and 3 questions instead of staying at Level 1?
→ Because higher-level questions lead to deeper understanding, critical thinking, and college readiness — not just memorization.
500: What is the difference between a university and a community college?
→ What is a university offers 4-year (and beyond) degrees, while a community college provides 2-year degrees or certifications?
500: The last step of the tutorial process is to __________.
→ Apply the Learning (use the knowledge from the tutorial in classwork, homework, studying, or future problem-solving).
500: What are the three parts of Cornell Notes and why is each one important?
→ What is the Notes (details), Questions (thinking), and Summary (understanding)?
500: In Phase 5, you “Use Your Notes.” Imagine you’re preparing for a big test — describe two different strategies you could use to study from your notes.
→Possible answers: creating Cornell study questions, quizzing with a partner, rewriting or color-coding, making a timeline, teaching the material to someone else, etc.