Last day to CRAM for the ACT! Let's look at Math.
Math equations that you will need to use.
SOH-CAH-TOA
Pythagorean Theorem
a^2 + b^2 = c^2
distance = Pythagorean Theorem
= √ [(X1 - X2)^2 + (Y1 -Y2)^2]
slope = rise over run
= ∆ y/ ∆ x
= (Y1 - Y2) / (X1 - X2)
Mean = Average = Sum / Number
Median is the middlemost
Mode is the most frequent
Midpoint = (the average x, the average y)
= [(X1 + X2)/2, (Y1 + Y2)/2]
All AREA formulas:
Parallelogram....bh
Triangle.....1/2 bh
Trapezoid (often forgotten, frequently needed).....1/2 (b1 + b2)h
Rhombus and Square (special ones using diagonals).....1/2 (d1)(d2)
Circle.....π r^2
General VOLUME formula:
Flat-top prisms and cylinders……area of the base times height
Pointed-top cones and pyramids..(area of the base times height) / 3
Probability
Successes / Total Possible
PROCESSES that will come in handy.
1) Set up ratios and proportions
for SIMILAR TRIANGLES
for RATES
for CONGRUENT FRACTIONS
2) Write out equations and substitute values
3) Use all the data provided.
4) Draw diagrams.
5) Use the calculator to visualize by graphing and to check calculations.
6) Compare fractional values by finding a common denominator.
Don't
get hung up on a single question. Remember that the score is an
accumulation of points, so missing 1 is not as bad as not finishing all
60. Plan to spend the least amount of time on the first 30, an average
of 1 minute or less on 31 through 45, and invest the remaining time
efficiently on the final 15. This last group will probably contain the
most challenging problems, but be sure to recognize the 2 or 3 that are
super simple; they are your reward for getting that far within the
allotted time.
GOOD LUCK!!!
Showing posts with label test taking strategies. Show all posts
Showing posts with label test taking strategies. Show all posts
Friday, February 8, 2019
Thursday, February 7, 2019
ACT 2 DAYS TO EXAM - ENGLISH TIPS
Only 2 days left to CRAM for the ACT. Since you’re probably applying at an American school, let’s make sure the English section demonstrates a respectable level of knowledge.
ENGLISH - REVIEW RULES OF GRAMMAR
Several standard rules are ALWAYS tested, some more than once on a single test.
ITS-IT’S
its is like his — it shows possession
it’s is an abbreviation for it is
INTRODUCTORY PHRASES must relate to the subject of the sentence
(good) Sitting on the balcony, we watched the parade.
(not good) Sitting on the balcony, the parade passed right by us.
SUBJECT-VERB AGREEMENT
Single subjects do not usually end in ’s’ but single verbs do.
Plural subjects usually end in ’s’ but plural verbs do not.
VERB TENSE does not change in the middle of a paragraph.
PRONOUN REFERENCE
The pronoun usually refers to the preceding noun.
If you can’t answer the question “who?” then use the noun.
SPECIAL NOTES ON PUNCTUATION:
-- Two commas (or two dashes) means that the words in between are not needed.
-- The subject and verb can NEVER be separated by a single comma.
-- When adding an ‘-ing’ phrase after a full sentence separate it with a comma if it does NOT describe the preceding noun.
-- A COMMA ALONE CAN NEVER, NEVER, NEVER SEPARATE TWO INDEPENDENT SENTENCES! (But comma-conjunction can.)
-- A period, colon, semicolon, and comma-conjunction are usually interchangeable when there is a full sentence in front, so finding more than one in the alternatives tells you to look for special circumstances.
REMOVE REDUNDANCIES
If a shorter alternative gives enough information, pick it.
COULDAV-WOULDAV-SHOULDAV
Spell it out, don’t just say it. These contractions replace ‘could HAVE,’ ‘would HAVE,’ ‘should HAVE,’ so abbreviate them as could’ve, would’ve, should’ve.
ADVERBS VERSUS ADJECTIVES
The difference may be in the -LY (which makes the word modify a verb, adjective, or another adverb).
OMIT, DELETE
If ‘omit’ is an alternative, there is a 50% chance that it’s the right answer. Be sure information is VITAL before including it.
WHO-WHOM
“Who” is the subject doing the action.
“Whom” is the person the action is affecting (direct object, indirect object, object of a preposition).
REFLEXIVE PRONOUNS (himself, herself, myself)
The person DOING and the person RECEIVING the action must be the same person.
CONNECTOR AND TRANSITION WORDS
Lump them into general categories:
a) showing contrast (however, but, instead, although, nevertheless, yet)
b) showing cause and effect (therefore, consequently, as a result)
c) giving proof or more examples (likewise, besides, moreover, indeed)
d) Since the English section is usually informal, when given a choice between ‘however’ and ‘but’ or ‘therefore’ and ‘so,’ choose the informal ‘but’ and ‘so.’
ONLY 2 DAYS LEFT TO SATURDAY'S ACT, so if cramming is your style, you'd better get to it!
Tuesday, February 5, 2019
3 DAYS BEFORE ACT TIPS
With
only 3 days left to CRAM for the ACT, the panic is starting to set in.
Here are 6 last minute activities to maximize your efforts.
1. REVIEW PREVIOUS WORK
Pull out all the tests you used for practice and review the answers you got wrong. Think about what you SHOULD HAVE DONE to get the right answer.
2. ENGLISH - REVIEW RULES OF GRAMMAR
Since about 2/3 of the English test involves grammar, you stand to gain the most points in this area. Tomorrow's post will list several concepts that will most likely be on Saturday's test.
3. MATH - REVIEW BASIC ALGEBRA AND GEOMETRY EQUATIONS
Make a list of those that appear in your practice problems. There are quite a few, but they are always the same.
4. READING - PRACTICE FINDING SPECIFIC WORDS IN CONTEXT
Take any magazine or newspaper article. (Magazines are better because the columns are generally wider and more like the layout of the test.) Have someone list 5 or 6 words they find in the article. (Nouns are the best sources since ACT questions usually refer to specific names or ideas.) Peruse the article, circling the words listed. This practice will help you to more quickly find specific information from the Reading passages without the need to actually READ the whole article.
5. SCIENCE - PRACTICE READING CHARTS AND GRAPHS
Search "science graphs" in your browser. When I 'google' it, I get samples, pictures under the heading 'images.' Click on one and answer the following questions:
a) what is the independent variable? (What does the x axis represent?)
b) what is the dependent variable? (What does the y axis represent?)
c) pick a spot on the graph and identify the meaning.
Here's an example:
a) hours elapsed
b) bacteria
c) after 5 hours had elapsed, approximately 23 bacteria were reproducing.
Don't obsess over why we need to know this information. Just answer the question and move on. The test task is to read the graph accurately and work on the next question.
6. SCIENCE - COMPARE RESULTS
Using the same graphs, analyze results. In this example, an analysis statement might be "as the hours increase, the number of bacteria reproducing increases." Personally, I use a shorthand system that looks more like....
....to take less time than full sentences.
Three days left.....keep working!!!
1. REVIEW PREVIOUS WORK
Pull out all the tests you used for practice and review the answers you got wrong. Think about what you SHOULD HAVE DONE to get the right answer.
2. ENGLISH - REVIEW RULES OF GRAMMAR
Since about 2/3 of the English test involves grammar, you stand to gain the most points in this area. Tomorrow's post will list several concepts that will most likely be on Saturday's test.
3. MATH - REVIEW BASIC ALGEBRA AND GEOMETRY EQUATIONS
Make a list of those that appear in your practice problems. There are quite a few, but they are always the same.
4. READING - PRACTICE FINDING SPECIFIC WORDS IN CONTEXT
Take any magazine or newspaper article. (Magazines are better because the columns are generally wider and more like the layout of the test.) Have someone list 5 or 6 words they find in the article. (Nouns are the best sources since ACT questions usually refer to specific names or ideas.) Peruse the article, circling the words listed. This practice will help you to more quickly find specific information from the Reading passages without the need to actually READ the whole article.
5. SCIENCE - PRACTICE READING CHARTS AND GRAPHS
Search "science graphs" in your browser. When I 'google' it, I get samples, pictures under the heading 'images.' Click on one and answer the following questions:
a) what is the independent variable? (What does the x axis represent?)
b) what is the dependent variable? (What does the y axis represent?)
c) pick a spot on the graph and identify the meaning.
Here's an example:
a) hours elapsed
b) bacteria
c) after 5 hours had elapsed, approximately 23 bacteria were reproducing.
Don't obsess over why we need to know this information. Just answer the question and move on. The test task is to read the graph accurately and work on the next question.
6. SCIENCE - COMPARE RESULTS
Using the same graphs, analyze results. In this example, an analysis statement might be "as the hours increase, the number of bacteria reproducing increases." Personally, I use a shorthand system that looks more like....
Three days left.....keep working!!!
Monday, September 6, 2010
THE DIFFERENCE BETWEEN LEARNING AND STUDYING
At the risk of stimulating the philosopher that lurks in the farthest recesses of your mind, I’d like to first describe briefly what is covered in a philosophy course called “epistemology.” It is the study of the nature of knowledge especially with regard to its limits and validity. In epistemology, we think about questions like, “If you know, does it follow that you know that you know?”
And that’s the difference between learning and studying. In learning, you come to know something; in studying, you ensure that you know that you know it and can use the information when appropriate -- on a test for example.
So you’ve done your duty and competed every homework assignment. You might even have checked your answers, found your own mistakes and corrected them. You’ve LEARNED the material. Now comes the test and it’s time to actually STUDY. Here are a few tricks to help design a smart study plan.
1. REVIEW PAST ERRORS. Look at your Math homework, for example. Rework any problems that you didn’t answer correctly the first time. If you’ve been correcting mistakes on daily work, you should have learned the algorithms and now is the time to check to make sure that the steps have been effectively stored in long term memory. You’re asking yourself, “CAN I SOLVE THAT PROBLEM OR ANSWER THAT QUESTION CORRECTLY NOW?”
This is a cyclical process. Any mistakes put the problem back in the cycle until you can correctly answer without error. It’s like when you were in grammar school and had those weekly spelling tests. To help you study, your mom may have quizzed you on the words, eliminating each as you could spell it correctly but coming back to any “misses” until you got it right.
Homework assignments are just the beginning. Save and review all related quizzes and class notes also.
2. LOOK AT A QUESTION BACKWARDS. Actually, you’re looking at the answers and thinking of questions which would result in those answers. This is an especially useful tool for anyone who is thinking in only a straight line. It happens frequently in Algebra. If you see a quadratic equation, you instinctively know to factor, set the factors equal to zero, and solve for X. But what happens if you’re given the binomial factors? Normally the instruction would be to FOIL, so you do. But if you were supposed to solve the problem, your straight line of thinking would have led you down the wrong path. By looking at problems “through the back door” so to speak, you’re developing a deeper understanding of the role each solution step plays. You’ll be able to jump into a question at any point and be sure you’re working through it in the right direction.
3. PREDICT TEST QUESTIONS. By looking at a Math problem backwards, you are predicting the kinds of questions which could be asked on the test. But this strategy works well in other disciplines also. Take History as the example. If you have learned a series of dates, you can predict that a question might ask “What happened next?” -- or “What caused this event?” -- or “How is this event similar to or different from another?” Thinking about what might be asked puts you in better position during the test because you’ve already considered how to answer.
It is also useful to look at questions that weren’t covered in homework. In History, look at the chapter review questions that weren’t assigned. In fact, in EVERY class, check out all of the textbook resources (the questions, study stimulators, discussion starters, and reviews) that were never assigned. Some teachers create the tests from these assets.
4. LIST TOPICS AND RELATED ISSUES. If you did any “webs” in grammar school, you understand this process. Start with a central idea and branch out to related concepts. Some elementary schools use KWL: what do you Know, what do you Want to know, what did you Learn? Start with a central idea and list every thing you already Know about it. Same strategy, one using a visual diagram with words and the other using a list of words. (Refer to the blog on learning styles to discover which approach fits your style.)
5. BE PHILOSOPHICAL. Ask yourself the question, “Just because I know the material, do I know it in such a way that it will be useful to me on the test? Do I KNOW that I KNOW?” Your grade on the test will provide an answer for you, but too late for you to do much about it. So study what you’ve learned and be truly prepared to achieve the "A" you deserve.
And that’s the difference between learning and studying. In learning, you come to know something; in studying, you ensure that you know that you know it and can use the information when appropriate -- on a test for example.
So you’ve done your duty and competed every homework assignment. You might even have checked your answers, found your own mistakes and corrected them. You’ve LEARNED the material. Now comes the test and it’s time to actually STUDY. Here are a few tricks to help design a smart study plan.
1. REVIEW PAST ERRORS. Look at your Math homework, for example. Rework any problems that you didn’t answer correctly the first time. If you’ve been correcting mistakes on daily work, you should have learned the algorithms and now is the time to check to make sure that the steps have been effectively stored in long term memory. You’re asking yourself, “CAN I SOLVE THAT PROBLEM OR ANSWER THAT QUESTION CORRECTLY NOW?”
This is a cyclical process. Any mistakes put the problem back in the cycle until you can correctly answer without error. It’s like when you were in grammar school and had those weekly spelling tests. To help you study, your mom may have quizzed you on the words, eliminating each as you could spell it correctly but coming back to any “misses” until you got it right.
Homework assignments are just the beginning. Save and review all related quizzes and class notes also.
2. LOOK AT A QUESTION BACKWARDS. Actually, you’re looking at the answers and thinking of questions which would result in those answers. This is an especially useful tool for anyone who is thinking in only a straight line. It happens frequently in Algebra. If you see a quadratic equation, you instinctively know to factor, set the factors equal to zero, and solve for X. But what happens if you’re given the binomial factors? Normally the instruction would be to FOIL, so you do. But if you were supposed to solve the problem, your straight line of thinking would have led you down the wrong path. By looking at problems “through the back door” so to speak, you’re developing a deeper understanding of the role each solution step plays. You’ll be able to jump into a question at any point and be sure you’re working through it in the right direction.
3. PREDICT TEST QUESTIONS. By looking at a Math problem backwards, you are predicting the kinds of questions which could be asked on the test. But this strategy works well in other disciplines also. Take History as the example. If you have learned a series of dates, you can predict that a question might ask “What happened next?” -- or “What caused this event?” -- or “How is this event similar to or different from another?” Thinking about what might be asked puts you in better position during the test because you’ve already considered how to answer.
It is also useful to look at questions that weren’t covered in homework. In History, look at the chapter review questions that weren’t assigned. In fact, in EVERY class, check out all of the textbook resources (the questions, study stimulators, discussion starters, and reviews) that were never assigned. Some teachers create the tests from these assets.
4. LIST TOPICS AND RELATED ISSUES. If you did any “webs” in grammar school, you understand this process. Start with a central idea and branch out to related concepts. Some elementary schools use KWL: what do you Know, what do you Want to know, what did you Learn? Start with a central idea and list every thing you already Know about it. Same strategy, one using a visual diagram with words and the other using a list of words. (Refer to the blog on learning styles to discover which approach fits your style.)
5. BE PHILOSOPHICAL. Ask yourself the question, “Just because I know the material, do I know it in such a way that it will be useful to me on the test? Do I KNOW that I KNOW?” Your grade on the test will provide an answer for you, but too late for you to do much about it. So study what you’ve learned and be truly prepared to achieve the "A" you deserve.
Tuesday, May 4, 2010
FINAL EXAMS -- 3 WAYS TO PROCRASTINATE
College students will be returning home soon, signaling the approach of high school final exam time. Around this point in the semester, if you are like I was, you feel your brain is already full and there is little motivation to learn any more before summer break. So here are three strategies which will improve your final exam scores and simultaneously provide valid excuses to avoid studying until the last minute.
1. Since final exams are frequently cumulative, you will need to collect data from the entire semester or even the whole year. Do that now. Rummage through your closet, your backpack, under the bed. Find all old homework assignments, class notes, study guides, tests & quizzes (if you're allowed to take them home).
Create a separate "bin" for each subject. I use sweater boxes because they're wide enough to hold an 8.5 X 11 sheet of paper without folding and tall enough to collect a lot of stuff. When you run across old work, drop it into the appropriate bin.
2. I'm a visual, creative sort of person, especially when I'm avoiding doing any real work, so I like to "decorate" my bins. I recommend card stock since it holds up well. A different color for each bin can be stimulating, but I generally steer toward plain white so I can color the sign with magic markers which takes longer but looks like I'm preparing to study. I write the subject in fancy script and add things that remind me of the subject matter. Math, for example, lends itself to formulas written in elaborate calligraphy or to geometric diagrams illustrating concepts like "if sides, then angles." History suggests a time line or caricatures of historic figures. Science might involve terminology, molecular diagrams, or physics diagrams. English could include the novels discussed with reference to setting, characters, or actions. The options are limitless as long as they relate to the subjects covered during the semester. Check out textbooks for suggestions.
3. Ask the teacher for the Final Exam Study Guide. The one from last year is probably what will be used again this year, so it's in the classroom file somewhere. Start asking for it now so the teacher has a warning to locate it and have it printed. Since this will take at least a week or so, you won't have to actually work on it for a while but you've demonstrated to the one person who evaluates your grade that you are a conscientious, dedicated, hard-working, well-organized student (and that can't hurt your grade).
Keep reading ONLY if you really ARE that hard-working student who wants to start preparing for finals now. The activities described above are, in reality, the basis for study. By collecting old work, you have the chance to review what has been learned during the semester. The next step might be to create a list of the concepts that will probably appear on the final exam. To get ahead of the next blog, organize the collected material into topic, unit or chapter. You might even create a cover sheet that lists the concepts that were addressed in each unit or add the information to your decorative subject sign (which is your personal study guide in disguise).
By spending time designing your "sign" you are moving related concepts to the creative side of your brain where they will be more readily available for solving new problems. Keep adding things and periodically review what's on the card -- a strategy for getting details into long term memory.
Asking the teacher for the study guide really DOES create the impression that you are committed to earning a remarkable grade! You might become a self-fulfilling prophesy!!
Don't tell anyone that you're already studying for finals, though. Let everyone (except your folks) think you're just killing time until a cramming session the day before the exam.
1. Since final exams are frequently cumulative, you will need to collect data from the entire semester or even the whole year. Do that now. Rummage through your closet, your backpack, under the bed. Find all old homework assignments, class notes, study guides, tests & quizzes (if you're allowed to take them home).
Create a separate "bin" for each subject. I use sweater boxes because they're wide enough to hold an 8.5 X 11 sheet of paper without folding and tall enough to collect a lot of stuff. When you run across old work, drop it into the appropriate bin.
2. I'm a visual, creative sort of person, especially when I'm avoiding doing any real work, so I like to "decorate" my bins. I recommend card stock since it holds up well. A different color for each bin can be stimulating, but I generally steer toward plain white so I can color the sign with magic markers which takes longer but looks like I'm preparing to study. I write the subject in fancy script and add things that remind me of the subject matter. Math, for example, lends itself to formulas written in elaborate calligraphy or to geometric diagrams illustrating concepts like "if sides, then angles." History suggests a time line or caricatures of historic figures. Science might involve terminology, molecular diagrams, or physics diagrams. English could include the novels discussed with reference to setting, characters, or actions. The options are limitless as long as they relate to the subjects covered during the semester. Check out textbooks for suggestions.
3. Ask the teacher for the Final Exam Study Guide. The one from last year is probably what will be used again this year, so it's in the classroom file somewhere. Start asking for it now so the teacher has a warning to locate it and have it printed. Since this will take at least a week or so, you won't have to actually work on it for a while but you've demonstrated to the one person who evaluates your grade that you are a conscientious, dedicated, hard-working, well-organized student (and that can't hurt your grade).
Keep reading ONLY if you really ARE that hard-working student who wants to start preparing for finals now. The activities described above are, in reality, the basis for study. By collecting old work, you have the chance to review what has been learned during the semester. The next step might be to create a list of the concepts that will probably appear on the final exam. To get ahead of the next blog, organize the collected material into topic, unit or chapter. You might even create a cover sheet that lists the concepts that were addressed in each unit or add the information to your decorative subject sign (which is your personal study guide in disguise).
By spending time designing your "sign" you are moving related concepts to the creative side of your brain where they will be more readily available for solving new problems. Keep adding things and periodically review what's on the card -- a strategy for getting details into long term memory.
Asking the teacher for the study guide really DOES create the impression that you are committed to earning a remarkable grade! You might become a self-fulfilling prophesy!!
Don't tell anyone that you're already studying for finals, though. Let everyone (except your folks) think you're just killing time until a cramming session the day before the exam.
SOPHOMORES: GETTING READY TO STUDY FOR THE ACT
As tenth grade students wind down Sophomore year and begin to think about which college has the best academic reputation, sports opportunities, geographic location, and parties, they might also be thinking about when to take the ACT college entrance exam. Now is an optimum time to collect information and create a study plan.
ACADEMICS: Consider the academic load in eleventh grade. List the courses in which the student will be enrolled and estimate the time requirements for homework completion based on the student’s previous subject experiences. Try to be realistic when judging how quickly the student learns, especially when considering honors or AP courses, but lean toward over estimating rather than under estimating time commitments.
OUTSIDE OBLIGATIONS: If the student will have a job or will be participating in extracurricular activities, estimate the calendar of events and the time commitments involved. Starring in the musical, for example, will undoubtedly occupy all available time a week before the performance. Again, it is useful to allot more time than to find out later that the student is over committed.
SOCIAL COMMITMENTS: Look at the school calendar and the family’s vacation plans to identify blocks of time unavailable for study. Include birthdays and other social events that may disrupt a study plan.
KNOW THE LIMITS: Research a few possible schools to determine the academic and entrance exam expectations. Visiting schools in person or on internet can provide all needed information and also the motivation for the student to implement a study schedule.
KNOW THE LIMITATIONS: Use results from the PLAN (the standardized test given in Sophomore year) or have the student take a practice ACT to evaluate the level of study required to achieve a desired score.
CREATING A STRUCTURE FOR THE STUDY PLAN
Use a 9-month or longer calendar to mark out large blocks of time that are already committed. For example, if the student is a football player or cross country runner, block out the Fall when focus will be on the sport and keeping up with school work. Don’t forget semester finals which may consume as much as 2 weeks for intense study.
Based on previous experience, estimate the length of time the student will need for ACT preparation. For an average student, incremental improvements in any of the 4 sections might require a week for each 2 point elevation in score. For example, if the entry score for English is 24 and the target score is 30, figure 3 weeks of concentrated study to accomplish the goal. This estimate should be adjusted according to the student’s academic history and current level of achievement. It will take longer to go from a score of 34 to a 35 than from 14 to 15. In the first case, the student will need to search for unknown concepts to study, while the latter might be accomplished by studying just one of many possible rules.
Determine when the student will be taking the ACT. For public school students in Illinois, the PSAE is given in late April of the Junior year and includes an ACT component which is generally considered to be “required” and reported on the student’s permanent high school record. While this score need not be the highest the student will ever achieve, a respectable score is necessary since every potential college will see it. Don’t rush into a national administration of the test, however. December of Junior year is a recommended testing date ONLY for students who have completed a course in Trigonometry and have adequate time in the Fall to prepare. February’s test results do not include actual answers to test questions and cannot be used for effective study. ACT offers an early April test, but many Juniors wait until June, after school is in Summer recess. An incoming Senior can take the test in September or October and usually have results in time for early admission to the college of their choice.
It is commonplace for a high school Sophomore to hesitate in planning for the ACT, especially right now when Final Exams and summer vacation are just over the horizon. But planning now can ease the mind of a dedicated college-bound student. After all, this part of the plan isn't actually learning any concepts needed on the ACT, and could be an excellent excuse to visit colleges while postponing the arduous task of studying.
ACADEMICS: Consider the academic load in eleventh grade. List the courses in which the student will be enrolled and estimate the time requirements for homework completion based on the student’s previous subject experiences. Try to be realistic when judging how quickly the student learns, especially when considering honors or AP courses, but lean toward over estimating rather than under estimating time commitments.
OUTSIDE OBLIGATIONS: If the student will have a job or will be participating in extracurricular activities, estimate the calendar of events and the time commitments involved. Starring in the musical, for example, will undoubtedly occupy all available time a week before the performance. Again, it is useful to allot more time than to find out later that the student is over committed.
SOCIAL COMMITMENTS: Look at the school calendar and the family’s vacation plans to identify blocks of time unavailable for study. Include birthdays and other social events that may disrupt a study plan.
KNOW THE LIMITS: Research a few possible schools to determine the academic and entrance exam expectations. Visiting schools in person or on internet can provide all needed information and also the motivation for the student to implement a study schedule.
KNOW THE LIMITATIONS: Use results from the PLAN (the standardized test given in Sophomore year) or have the student take a practice ACT to evaluate the level of study required to achieve a desired score.
CREATING A STRUCTURE FOR THE STUDY PLAN
Use a 9-month or longer calendar to mark out large blocks of time that are already committed. For example, if the student is a football player or cross country runner, block out the Fall when focus will be on the sport and keeping up with school work. Don’t forget semester finals which may consume as much as 2 weeks for intense study.
Based on previous experience, estimate the length of time the student will need for ACT preparation. For an average student, incremental improvements in any of the 4 sections might require a week for each 2 point elevation in score. For example, if the entry score for English is 24 and the target score is 30, figure 3 weeks of concentrated study to accomplish the goal. This estimate should be adjusted according to the student’s academic history and current level of achievement. It will take longer to go from a score of 34 to a 35 than from 14 to 15. In the first case, the student will need to search for unknown concepts to study, while the latter might be accomplished by studying just one of many possible rules.
Determine when the student will be taking the ACT. For public school students in Illinois, the PSAE is given in late April of the Junior year and includes an ACT component which is generally considered to be “required” and reported on the student’s permanent high school record. While this score need not be the highest the student will ever achieve, a respectable score is necessary since every potential college will see it. Don’t rush into a national administration of the test, however. December of Junior year is a recommended testing date ONLY for students who have completed a course in Trigonometry and have adequate time in the Fall to prepare. February’s test results do not include actual answers to test questions and cannot be used for effective study. ACT offers an early April test, but many Juniors wait until June, after school is in Summer recess. An incoming Senior can take the test in September or October and usually have results in time for early admission to the college of their choice.
It is commonplace for a high school Sophomore to hesitate in planning for the ACT, especially right now when Final Exams and summer vacation are just over the horizon. But planning now can ease the mind of a dedicated college-bound student. After all, this part of the plan isn't actually learning any concepts needed on the ACT, and could be an excellent excuse to visit colleges while postponing the arduous task of studying.
Wednesday, March 31, 2010
TIPS FOR ACT TEST DAY
These tips have nothing to do with your knowledge of the topics covered in the ACT. In fact, what you are about to read can be applied to any test-taking situation including classroom exams.
1. HAVE A SNACK AVAILABLE. There is a scheduled break between Math and Reading and you should refuel at that point. Take the next week to experiment with the type of foods you should bring: nothing too filling that will put you to sleep. Avoid turkey and some legumes, for example, because of the tryptophan effect. Keeping in mind that you aren't allowed to eat DURING the timed portions of the test, I usually have raisins in my pocket in case I start to lose energy. They are quiet and nutritious and won't cause a deleterious sugar high. No candy, please.
2. STAY HYDRATED. The brain needs fluid to facilitate electrical and chemical exchanges that are the basis of thought. Water is good. Soda pop is not. Coffee is not. Try out "sports drinks" and "energy boosters" before assuming that they will have the desired effect.
3. SIT UP. In addition to fluids, the brain needs oxygen. Slumping over the desk is robbing your brain of its ability to function at full force. Deep breaths, a little stretching, and straightening your back can refresh you without using up precious minutes.
4. USE BOTH SIDES OF YOUR BRAIN. Use your nondominant hand to mark your place in a passage or chart while reviewing questions or bubbling on the scantron sheet. The activity will help your brain to use both concrete and abstract strengths, and having a finger on your place will avoid the need to search for where you left off when moving your eyes from the test to the answer sheet.
5. HAVE A DEFAULT ANSWER READY AND WAITING. Statistically, every alternative is used an equal number of times in a section. Since the ACT does not penalize for incorrect answers, it is to your benefit to fill in a bubble for every question even if you aren't sure which alternative is correct. "Educated guesses" are, of course, preferable, but if you just don't know or don't have time to address all of the questions before time runs out, bubble straight down the scantron. It doesn't matter which position you choose. I take the third alternative -- C -- for a totally arbitrary reason. If you're superstitious, pick a default that has some meaning; for instance, select the first position -- A -- if your middle name is Alex.
1. HAVE A SNACK AVAILABLE. There is a scheduled break between Math and Reading and you should refuel at that point. Take the next week to experiment with the type of foods you should bring: nothing too filling that will put you to sleep. Avoid turkey and some legumes, for example, because of the tryptophan effect. Keeping in mind that you aren't allowed to eat DURING the timed portions of the test, I usually have raisins in my pocket in case I start to lose energy. They are quiet and nutritious and won't cause a deleterious sugar high. No candy, please.
2. STAY HYDRATED. The brain needs fluid to facilitate electrical and chemical exchanges that are the basis of thought. Water is good. Soda pop is not. Coffee is not. Try out "sports drinks" and "energy boosters" before assuming that they will have the desired effect.
3. SIT UP. In addition to fluids, the brain needs oxygen. Slumping over the desk is robbing your brain of its ability to function at full force. Deep breaths, a little stretching, and straightening your back can refresh you without using up precious minutes.
4. USE BOTH SIDES OF YOUR BRAIN. Use your nondominant hand to mark your place in a passage or chart while reviewing questions or bubbling on the scantron sheet. The activity will help your brain to use both concrete and abstract strengths, and having a finger on your place will avoid the need to search for where you left off when moving your eyes from the test to the answer sheet.
5. HAVE A DEFAULT ANSWER READY AND WAITING. Statistically, every alternative is used an equal number of times in a section. Since the ACT does not penalize for incorrect answers, it is to your benefit to fill in a bubble for every question even if you aren't sure which alternative is correct. "Educated guesses" are, of course, preferable, but if you just don't know or don't have time to address all of the questions before time runs out, bubble straight down the scantron. It doesn't matter which position you choose. I take the third alternative -- C -- for a totally arbitrary reason. If you're superstitious, pick a default that has some meaning; for instance, select the first position -- A -- if your middle name is Alex.
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