• What is WICOR?
    AVID’s proven learning support structure, known as WICOR, incorporates teaching/learning methodologies in the critical areas of Writing to Learn, Inquiry, Collaboration, Organization, and Reading to Learn. WICOR provides a learning model that educators can use to guide students in comprehending concepts and articulating ideas at increasingly complex levels.
     
    Writing is a learning tool, a personal and public communication tool, and serves as a record of thinking. Students who write consider audience and purpose, engage in various writing processes to address specific situations, support their thinking, and demonstrate understanding.
     
    Inquiry is uncovering one's understanding, asking critical questions, engaging in thinking, learning and discussion. Students who inquire analyze and synthesize materials or ideas, clarify their own thinking, probe others' thinking, and work through ambiguity.
     
     
    Collaboration
    is teamwork with shared responsibility, sharing of ideas, information and opinions, and formal and informal discussion. Students who collabora
    te work together toward a common goal, develop positive interdependence, work in focused study groups, and support the learning of others through inquiry. 
     

     
    Organization is managing materials and practicing methodical study habits, planning and prioritizing school, work and social tasks, engaging in mental preparation and goal-setting, and strategically and intentionally taking responsibility for one's own learning. Students who organize develop and use processes, procedures and tools to study effectively, manage their time through prioritizing and goal-setting, are prepared for courses, participate during instruction and interact with instructors, and self-direct, self-evaluate, self-monitor and self-advocate.
     
    Reading is strategically gaining meaning, understanding and knowledge from print and other media, purpose-driven, and interactive. Students who read understand text structures, apply prior knowledge and make connections to other text, self and world, made predictions and ask questions, and create visual images as they read.