WHAT MOTIVATES THIS STUDENT?

Sometimes students lack the success to which they are capable, not because they can’t learn, but because they just “don’t wanna.” There are many distractions from learning for teenagers and the trick to getting better performance is to find the right motivators.

Parents often struggle with advise from one reliable source that is diametrically opposed to advise from another, equally trusted colleague. One family uses financial rewards while another tries strict discipline. One parent supports free will and natural consequences while another prefers rigid controls. The problem with selecting motivators comes when they are imposed upon a student rather than springing from the wants and needs of the student him- or herself.

To begin assessing the options available for making the learning process easier and more effective for our students, let’s look at what motivates the teen in the first place. In later blogs, we can examine perception and processing avenues, but for now, let’s work off the premise that our kids will prevail if we can arouse the desire to invest as heavily in academics as in their non-scholastic endeavors.

In terms of motivation, people can be placed in 4 general categories based on the desire to be active or passive (sometimes referred to as the demand for results where active means outcomes are vital and passive means "whatever") and the relative necessity for strong relationships.



Two cautionary comments must precede assessment of the student’s classification:
1. Although it is frequently postulated that teens are social creatures (witness the phone bill, social networks, and the like), that generalization is not appropriate when dealing with an individual student.
2. While one category might be significantly stronger than the other three, no person is monochromatic. Each student will be a conglomeration of all 4 styles, which
3. might be manifest in different situations. My own father, for example, was a highly dominant figure at work but in a family situation tended toward the steady personality. A student will also vary in his or her identity, disposition, and nature based on the situation. In a class where the teacher or subject is a favorite, the student may be extroverted while favoring a compliant approach if the class is high risk. In the first case, the motivator may be approval and recognition from the teacher or other students, but the second instance may require clear-cut rules and time to organize.

THE MOTIVATION PICTURE
Step one is to determine where the student falls within each of the 4 categories. The student should complete the Adjective Checklist:

ADJECTIVE CHECKLIST

Read each adjective listed and check ALL ADJECTIVES you feel describe you.

Score the Adjective Checklist:
Every eighth row marks the delineation between categories. Draw lines all the way across the three columns between the 8th and 9th, 16th and 17th, and 24th and 25th rows. Count the number of checks in each category. The first group is D, the second is I, the third is S, and the fourth is C. These totals indicate the relative strength of each of the categories, at the time the student completed the checklist. (Remember that this could change for any given situation. If the student is having difficulty in one particular class, it would be worthwhile to complete the checklist again with that class in mind, just to see how things change.)

To obtain a pictogram of the student’s style, enter the highest and lowest scores on the grid. Calculate the average and graph each score by category. (This mathematical step is optional, but meets my personal commitment to visual input and organization! A layer of mean-median-mode or box-and-whiskers could be added for those even more compulsive than I am. Email me if you want directions.)

The next step is to identify the motivators which will inspire the student to devote sufficient effort in the process of learning. The “wants” are what the student expects in return for the endeavor and the “needs” are external stimuli and personal improvements needed to work more effectively.






PROVIDING APPROPRIATE MOTIVATORS:
Now that we have the edification provided by just one of many assessment devices, how can the information be put to constructive use? There is no avoiding the rigors of trial and error. But here are some practical approaches which have worked with the students at Tutoring Resources.

If your student is highly DOMINANT, he or she wants the freedom to make independent choices and the benefits of immediate feedback. If not kept busy, this student can find a plethora of ways to “push the envelop.” Expected outcomes should be clearly defined and guerdon awarded expeditiously. Checking the answer to a math problem immediately upon completion (look in the back of the book) is an example of timely feedback as well as a productive study strategy. Younger students might respond to checking off duties on a task list or daily “chips” for completed work. Added up at the end up at the end of a week, the "chips" can satisfy a desire for longer term gratification.

The INFLUENCER student could flourish in a group situation where his or her prowess can be recognized. The caution is to provide sufficient direction so group work does not regress into just play. Published Honor Roll lists are a form of reward for this student. “Refrigerator” recognition -- the A+ paper posted on the frig for the whole world to see and admire -- is a classic motivator for the Influencer. This student will appreciate Mom or Dad “checking” the work or proofing the essay, provided it is accompanied by a healthy dose of “good job” in appraisal.

STEADY students could benefit from predictability of scheduling but need to be reminded that there is an expected productivity outcome. An established time and/or place to complete homework is comforting for this student and presents the opportunity to set time limits and express approval when tasks are completed. Remembering that there was a History test today and asking how it went can open the doors of communication.

The high COMPLIANT student needs well-defined rules and predictability in order to self-assess results. Threats are rarely effective since they raise the risk level which the Compliant is trying to reduce. Encouragement is a strong, positive motivator which comes naturally to many parents who have adopted the mantra, “You can do it,” which can be heard frequently at almost every sports event. Goals for this student should be set in small steps in order to provide frequent recognition of success, and failure should be immediately mitigated so as not to inhibit further effort. Getting right back on the bike after a fall is an example of overcoming failure through subsequent success. Correcting errors on a test, especially when accompanied by the possibility of extra points, is a teacher’s paradigm for motivating the Compliant student.

No matter which category is paramount at this moment, on this day, in this situation, a combination of motivators should address the secondary and even tertiary styles that the student may exhibit. If YOU are the student, help you family, friends, advisors, confidants, and various significant others to be effective motivators by sharing with them the “wants” that have been identified here. They can support you in STUDYING SMARTER, NOT JUST HARDER!

THE ACT SUGGESTS DEPRESSINGLY LOW BENCHMARKS FOR COLLEGE READINESS

ACT Inc suggests "benchmark standards" which are intended to indicate a student's readiness of college. Using these criteria, the Chicago Tribune reported recently on how Illinois high schools measure up. In a nutshell, the information was not positive. The standards themselves are unbelievably low, leaving the impression that kids don't have to know much in order to "succeed" in college, and results of the ACT component on the Prairie State Achievement Exam cast a shadow on any school that hopes to prepare more than 75% of their students for at least a 50-50 chance of earning a respectable grade in freshmen level college courses.

Not wishing to be the bearer of only bad news, I’ll start by saying that entry level scores on college entrance exams, like the ACT component of the Prairie State Achievement Exam (PSAE), are simply a starting point. There are many reasons a student may not achieve his or her best score if the test is taken “cold.” Some of these reasons are academically founded, but others hinge on knowledge of the test’s format, structure, and expectations.

That said, let’s think about the recent Chicago Tribune article highlighting Illinois statewide statistics on student readiness for college. (Friday, November 12, 2010, section 1, pp1+) Tutoring Resources’ primary service area includes North Cook, Lake, and McHenry counties. For the most part, our students are among the highest scoring in ACT’s recent survey of “college readiness benchmarks.” The creators of the popular entrance exam estimate that meeting the standard indicates a student has a 50 percent chance of earning a B or higher and a 75 percent chance of earning a C of higher in typical freshman courses. (In the spirit of full disclosure, I am of the opinion that a C in a college course is not acceptable, especially in the core courses required of a freshman. As a parent responsible for tuition and other fees, I would be less than pleased by only a 50% chance that my pecuniary investment would have a reasonable return.)

Benchmark scores established by ACT Inc for purposes of comparison are stunningly low in my opinion: English 18, Math 22, Reading 21, and Science Reasoning 24. I’m bewildered that English and Math are the lowest standards, while Science Reasoning is set at well above the average composite score nationwide. An average of the four benchmarks is lower than a national average composite score and just slightly above the state composite average. Yet, at Tutoring Resources' highest ranking high school, only 51.6% of the students met all four benchmarks.

The ACT researchers do not imply that there is blame to lay on our high schools, our teachers, or even our children. I would agree with this restraint and could, if asked, provide proof that our schools are doing better than these statistics might suggest if used in the wrong context. I DO believe that awareness of the criteria used by test developers, knowledge of the testing format, experience with actual test materials, and other nonacademic issues can have a significant impact on the scores each student can achieve and should strive to attain.

It is my experience that almost every freshman will be required to take a composition course through the college’s English department and those professors have every right, in my opinion, to expect students from our high schools to know when to use a semicolon, how to punctuate between independent sentences, that its’ is not a word, the difference between their/there/they’re, and other common grammar rules tested on the ACT English section. To achieve an 18, the student needs to answer only about 54% of the questions correctly. To propose that a student who knows only one-half of the standard grammar concepts will succeed without tremendous effort is wishful thinking.

Similarly in Math, to earn a score of 22, a student needs to find correct solutions for 32 to 35 of the 60 questions (53% to 58%). Considering as many as 5% of the questions might involve Trigonometry and/or higher level concepts not covered in some high school courses, but understanding the statistical probability that careful guessing can be rewarded with as much as a 20% success rate, setting a “benchmark” so low is anticipating that our college-bound students will be able to sustain an enormously challenging effort level in college math classes.

My tutors and I take every ACT that is made public and are constantly evaluating the concepts tested and looking for patterns of study which will help our students. So I tend to be positive about the test itself and the publishers and creators. I’m sure that researchers at ACT are cognizant of the limited ability of a single test to predict college success. Perhaps these “benchmarks” are intended to acknowledge the other factors which play into a student’s achievements at the college level: motivation, maturity, and personality. But I’m not willing to send my kids off to distant parts with only a 50% chance of succeeding.

I actually like the ACT test, not so much in terms of college admission (which is a fact of life not within my control), but as preparation for college itself. I expect my students to arrive on campus with a significant understanding of English rhetoric and grammar and with a thorough comprehension of high school level Math concepts. I want them to be prepared to focus on style and content in their first English course, not where to put a comma. I want them to obviate the need for remedial math courses, at full tuition for no credit, before qualifying to enroll in 2 semesters of required college level math. While I cringe at the low scores suggested as adequate, the ACT test itself and the English and Math concepts included in the testing are without doubt important elements for reviewing what we learned in high school and should take into the world after graduation.

Every student can use preparation for the ACT test as a foundation for success in college. Review the necessary concepts; the ACT authors test common mistakes which should be avoided in a composition class. Create study guides for use in college classes because elementary arithmetic really is necessary when solving a complex calculus problem. Raise those individual section scores to the highest possible level to demonstrate the student’s true potential and maybe even qualify for a great scholarship, but most importantly, to reinforce the foundation for academic prowess in post-secondary education. Treat the ACT as a handy checklist for packing to go off to college:
√ toothpaste
√ pillow
√ computer
√ Tutoring Resources’ “25 Grammar Rules”
√ a note card of those pesky math equations

By using the ACT test as the "benchmark" for what curricular concepts need to be firmly in place before starting college, a student is using the required entrance exam to its fullest potential and greatly increasing the 50% probability of earning outstanding grades in the ubiquitous Freshman English Composition and College Algebra classes.

PAYING FOR COLLEGE

It's the first of the month and I'm in the midst of bill paying, so my thoughts are ranging toward parents who are looking for new ways to assuage the high cost of college tuition. Here are three resources which may prove stimulating:

www.payforcollegeblog.com
This website has many ideas for saving on expenses, generating student income, and related subjects in an ever-expanding venue. Plan on spending significant time perusing the site.

www.fastweb.com
A very professional site with comments and tips on a variety of subjects including scholarships, grants, and loans.

Debt-Free U: How I Paid for an Outstanding College Education Without Loans, Scholarships, or Mooching off My Parents by Zac Bissonnette is an entertaining self-help book that might appeal to both students and parents. Published just this year, Zac's ideas are timely and innovative. It is available in paperback at many bookstores including www.barnesandnoble.com

USING TESTS AND QUIZZES TO MAXIMIZE YOUR STUDY PLAN

We’re coming through the four-week mark in the semester. This is an important benchmark in terms of studying and grades; almost everyone has had at least one quiz and most likely a test in the past week. These grades are needed because teachers are generally required to identify failing students halfway toward mid-term grading periods and prior to parent night when Mom and Dad will probably ask how their student is doing.

This is also a great time to review the steps needed to take control of your grades in every class. Here are some tips on using quiz and test grades as learning devices, not just third party assessments over which you are powerless.

1. Save all tests and quizzes that are not recollected by the teacher**.

• a. You should already have highlighted class notes and homework prompts in studying for the test. Add any concepts from the test which do not already appear in your personal notes.
• b. Now, with a new color, highlight the information which was tested. I like using yellow and pink as my two highlight colors because the combination is a distinct orange that makes it easy to see the intersection of what I thought was important and what actually was.
• c. Analyze the thinking that went into your study for the test and determine how to prepare more effectively next time. I know my weaknesses, so I’m especially vigilant to watch for names and dates, and I use mnemonic devices for anything that requires memorization.

2. Get into the teacher’s head.

• a. Look at the actual questions on the test. Try to figure out where the questions came from. Some teachers will take test questions directly from homework assignments. (This is a no-brainer study notice -- redo old homework.) Others might use the questions from the textbook, but only those which were NOT assigned as homework. (Again a no-brainer -- answer the NOT ASSIGNED questions.) Still others use the published assessments supplied by the textbook makers. (A little more challenging, but usually the tests will mirror the Chapter Reviews in the text.) Many teachers make up their own questions, but will probably have a unique sentence structure similar to their speech pattern and will design questions that mirror the topics and emphasis expressed in classroom lectures. (The most difficult challenge -- as the framework for study, rely on topics the teacher addresses in the classroom . As an example, if the History teacher is constantly telling little stories about the PEOPLE involved in an era, I would suspect THAT as the major test issue also.)
• b. Look specifically at the instructions on the test. Identify similarities and differences between test directions and homework assignment prompts. Are the homework answers essay format, short answer, fill in the blank, multiple choice? How does this match with the test questions? (Check out other blogs about how to study for the specific types of questions that could appear on a test.)

3. Don’t neglect error corrections. Find your errors and plan to fill in any concept gaps and avoid any silly mistakes. (In Math, for example, rework incorrect problems until you can complete them quickly and without error. Also try identifying the algorithm and you might discover that certain problems are always solved by using identical steps.)

4. What if you can't keep the tests?
This can happen, but don't let it rob you of the opportunity to use every assessment to improve your study plan. Get out pencil and paper. Copy down questions that were wrong. Write down a list of concepts tested. Make notes about what you did RIGHT, especially in questions that you thought were especially difficult. In another week or so, ask to review the test paper again so you can spend more time analyzing the issues suggested above.

Using tests, quizzes, and homework assignments to prepare for future assessments will get easier with practice. By the time you are in college, you should be able to "read the instructor" and go into any test fully prepared and confident. If you can predict what will be on a test and center your study on the truly important issues, your grades will reflect a mature, effective study plan.

**A brief word about recollecting tests and quizzes. Did you ever wonder WHY? If you are not allowed to keep scored evaluations, it’s probably because the same assessment devices are given over and over, year after year. In a few cases, it might be the result of several teachers of the same course using the same tests but working on different schedules. If the latter is the case, you should be able to acquire you old papers in a week or two, so remember to ask for them before the next test. If yours is a class that is taking last year’s tests, you might be able to review your work under teacher supervision, on your own time, and in a secure location.

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.

EARLY DECISION COLLEGE APPLICATION

Recently, several parents have called our office to find out more about early admission to college. There are primary questions to be answered before making the stringent commitment to “Early Decision” or the lesser decision to apply for “Early Admission.”

First, a distinction between the two. Early Admission allows a student to apply ahead of time and find out, perhaps in mid-December, whether acceptance has been granted. It permits the student to continue applying to other colleges through the Regular Admission process and delay making a final decision until Spring.


Early Decision, on the other hand, is a resolution on the part of the student to attend that college if accepted, to apply to only that one college, and to withdraw applications to any other colleges. Colleges actually communicate the student information, so don’t try to cheat. Applying through early decision is a non-reversable agreement to attend that school if accepted. Generally, the only way to get out of the contract is by providing proof that the tuition cannot be covered, even with loans.


Some colleges have either one or both of these options intended to benefit certain students and the college itself. For the college, it provides separation of extremely devoted applicants from those who are less determined and also gives a fast start to enrolling the next year’s population. For applicants who have their hearts set on that one, perfect school, it provides the opportunity to find out if the school will accept them or if the search must continue.


Individual schools, of course, are looking for specific criteria for their student body. Grades, college admission tests, extracurricular activities, essays, and a host of other qualifications will influence the college’s choices. Early application of either type may show the school that the student is organized, consistent, and certainly decisive, all qualities that bode well for success in college.


It is risky, however, to assume that early application will give a student a greater probability of acceptance. Ivy League schools’ admission data from 2009 indicate a slightly higher acceptance rate for early applications than for regular deadlines, but these schools also have clearly defined qualifications and well-publicized standards that tend to dissuade marginal candidates from trying for early decision at a “stretch” school. Brown University states in its website, “The Board of Admissions makes the same decisions under early decision that it would make under the regular admission plan.” According to admissionsconsultants.com, “The most selective colleges currently admit 25% to 50% of their total students from the early admissions pool,” leaving at least half of the class positions open to regular admission applicants.



One important consideration related to early applications involves tuition, scholarships, and grant awards.


Early acceptance is usually not accompanied by financial aid package information which may be forthcoming no sooner than for regular admission students. The College Board cautions, “Your child should not apply under ... early decision ... if planning to weigh offers and financial aid packages from several colleges later in the spring.” Some schools admit that early decision students are guaranteed attendees and may not receive bonuses like larger scholarships in order to entice highly qualified students to enroll.


Needs-based financial awards, of course, are based on family income and assets, so the monetary package is the same regardless of early or regular admission. Merit awards at many schools are based on clearly defined criteria and rarely provide an extra “reward” for students just because they apply early.


Other issues revolve strictly around the individual student. If success as a senior would fill in gaps in the student’s resume, later application to college may represent a stronger, more desirable portrait of true potential. Higher college entrance exam scores, elevations in classroom grades, or volunteer experiences may be later in coming but can enhance a college application. Students needing this extra boost may benefit by applying to colleges in the Regular Admission Process.



Answer these questions before deciding to apply to college early.


1. Have you thoroughly investigated possible schools, including researching the school’s reputation, matriculation statistics, job placement results, location, and course offerings?


2. Have you visited the school during all seasons, talked with current students and alumni, and discussed your qualifications and goals with the admissions department?


3. Is this the one and only college you want to attend?


4. Is your application as strong as it will ever be?


5. Will the financial aid package influence your college choice?



If you answered “yes” to questions 1 through 4 and “no” to question 5, you are ready to apply early. Start filling out that application form and the financial aid questionnaire!

FIRST DAY OF CLASS: COLLECT CONTACT INFORMATION FROM OTHER STUDENTS

There are many of reasons to have a list of students in each of your classes. If you’re a social learner or someone who needs to hear the ideas of others in order to stimulate analysis of data, you will want to create a study group before a large test. If you miss a class, you’ll know who to call to find out the assignment. If you forget your textbook, you’ll have options for borrowing one for the evening.

Whatever the possible reasons, you will want to have a good list of students in each of your classes, including phone numbers and maybe email addresses. Start collecting this valuable information on the first day of class. You’ll probably know some of the students already, so be sure to find out contact information. Continue collecting names for about a week. That gives you time to identify the really good students who can provide academic help if you need it.

Five or six contact names will be a valuable asset later in the semester.

THE NORMAL GENIUS Blog Index

I was looking for a particular subject on the blog yesterday and had some difficulty finding it. Perhaps an index of the articles so far would be a helpful resource to be updated periodically. Here's a format that might work as a reference by topic.
A BLOG INTRODUCTION
3/19/10 THE NORMAL GENIUS
ACT
7/3/10 4 MISCONCEPTIONS THAT MAY BE LIMITING YOUR ACT SCORE
3/20/10 ACT LINK
4/2/10 FOOD FOR THOUGHT (EATING YOUR WAY TO AND THROUGH THE ACT)
3/29/10 QUICK TIPS FOR THE ACT
7/27/10 SCHOLARSHIP AWARDS BASED ON YOUR ACT SCORE
3/31/10 TIPS FOR ACT TEST DAY
ACT-ENGLISH
7/22/10 ACT: ENGLISH GRAMMAR
3/19/10 IMPROVING ACT ENGLISH
ACT-MATH
3/24/10 ACT MATH CHECKLIST
3/20/10 IMPROVING ACT MATH, PART ONE
3/24/10 IMPROVING ACT MATH, PART 2
3/22/10 REMEMBERING MATH FORMULAS
ACT-READING
3/25/10 IMPROVING ACT READING
ACT-SCIENCE REASONING
3/30/10 QUICK REVIEW OF ACT SCIENCE REASONING
ACT-STUDY PLAN
4/6/10 ACT - APRIL 10, 2010 (3 DAY STUDY PLAN)
5/7/10 SELECTING A STUDY PLAN FOR THE ACT
5/4/10 SOPHOMORES: GETTING READY TO STUDY FOR THE ACT
3/26/10 START SLOWLY. WORK SMART. DO IT TODAY!
COLLEGE
4/1/10 EARN COLLEGE CREDIT WITH CLEP TESTS
7/25/10 ESSENTIAL STUDY MATERIALS FOR COLLEGE
ELEMENTARY
8/9/10 NUMERACY: A FIRST STEP TOWARD PRESCHOOL MATHEMATICIANS
EXAMS
5/4/10 FINAL EXAMS -- 3 WAYS TO PROCRASTINATE
5/27/10 FINALS - ACT - SUMMER!
MATH
8/8/10 GET READY FOR THE NEXT LEVEL OF MATH
MATH-ALGEBRA
7/18/10 PRE-SEMESSTER REVIEW FOR ALGEBRA - PROPERTIES OF REAL NUMBERS
MATH-GEOMETRY
7/17/10 PREPARING FOR THE NEXT LEVEL OF MATH: GEOMETRY
PSAE
4/25/10 DO YOUR BEST ON THE PSAE
4/13/10 JUNIORS: 2 WEEKS TO THE PSAE STUDY PLAN
3/19/10 PRAIRIE STATE ACHIEVEMENT EXAM
3/31/10 SAMPLE QUESTIONS FOR THE PSAE (PRAIRIE STATE)
4/7/10 SENIORS! PSAE & GRADUATION
STUDY SKILLS
5/19/10 STAYING MOTIVATED TO STUDY
7/8/10 SUMMER DATE BOOK = PSEUDO ASSIGNMENT PLANNER

NUMERACY: A FIRST STEP TOWARD PRESCHOOL MATHEMATICS

This is a special article on the blog, just for parents of all those youngsters I met at Northbrook Days and who I hope will become Tutoring Resources students in 8 years or so from now. Usually I’m totally focused on the preteen to adult ages. I like working with kids old enough to question a teacher, even challenge the teacher’s knowledge.

But Math education starts long before Middle School and parents are the first and most influential teachers that every child can have. So here are a few things to do before students get into Preschool.

NUMERACY: This is the internal understanding of numbers. It involves number order, recognition of number symbols, and the one-to-one relationship of counting. Using the Tutoring Resources Math Cards distributed at our booth, select a few of the positive numbers, say 1 through 5 for the youngest kids and up to 10 as a child progresses. Lay them out on the table in numeric order.

Activity #1: (for ages as young as 2) Point to each number in order and say it’s name. Show the child how to point to the letters as you say their names. Ask the child to repeat the numbers after you’ve said them, starting with one at a time and progressing to the whole list at once. Eventually, have the student name the cards without help.

Activity #2: Using the same numbers that have been practiced in Activity #1, ask the child to point out a certain number, first with numbers laid out in order and then with cards randomly spread on the table.

Activity #3: Using manipulatives (navy beans, candy pieces, dots....something large enough that the child can pick it up without much discomfort), demonstrate the concept of each number by laying one item on the #1 card, 2 items on the #2 card, etc. As a second step, put the manipulatives in one central location (like a dish) and demonstrate that each number is the previous number with one more added. Help the child “count” with you, identify the number verbally and pick out the card with that number on it. Evenutally, have the child lay out the right amount of manipulatives to correspond with a random number that you pick from your deck.

Activity #4: Start “counting” stuff.....lots of stuff. Count the number of chairs at the dinner table, the number of plates or forks while setting the table, the number of shoes in daddy’s closet, the number of winter coats in the front hall, the number of toy cars or stuffed animals or Barbie doll dresses. Count, count, count until it becomes “natural to count” 1-2-3... These are the “natural counting numbers” that the student will use in kindergarten and first grade and which are the first group of “Real Numbers” as described in Pre-algebra. Imagine! Your 3 year old is already learning one of the Pre-algebra concepts!!

OTHER RESOURCES: The library has numerous number books with themes that may be stimulating to your child -- animals, characters, etc. There are puzzles that reinforce the shapes of numbers; I just found one at the one-dollar store.

Repetition and exposure are the keys to teaching NUMERACY, the vitally important first step in the understanding and love of math. It is my goal that your child have FUN with numbers and develop a sense of accomplishment and competence that will spur him or her to success in Math class. To receive a packet containing the Tutoring Resources Math Cards, dice, dots, and sample games for first grade through sixth, contact your local Tutoring Resources center in Barrington or Northbrook. Visit the website at
www.tutoring-resources.com for contact information.

GET READY FOR THE NEXT LEVEL OF MATH

With the Fall semester right around the corner, conscientious students are starting to recognize that familiar “butterfly” feeling. What will my classes be like? What will I be expected to learn? to do? to know already?

It’s that last question that you can control. Be prepared to move forward in your next math class by reviewing what you already know. Here’s a handy list of concepts for the most frequently required math classes.

ELEMENTARY ARITHMETIC:
-- Start practicing adding, subtracting, multiplying, and dividing.
-- Practice multiplication tables and number families.

PRE-ALGEBRA:
-- Practice those computation skills so adding, subtracting, multiplying, and dividing are quick and easy for you. This will give you the mental space to learn the first concepts that will take you from arithmetic to mathematics.

ALGEBRA I:
-- Review last year’s work in Pre-Algebra if you still have it.
-- Ask the local library if there is a copy of the Algebra textbook on the shelf. It would probably be a reference copy, so you won’t be able to check it out. Make a photocopy of the Table of Contents and leaf through the first chapter which is frequently a review of past material.
-- Be prepared for these concepts:
COLLECT LIKE TERMS
SOLVE EQUATIONS WITH ONE VARIABLE
PROPERTIES OF REAL NUMBERS (Commutative, Associative, Distributive, Identify, Inverse, Reflexive, Transitive, Substitution)

GEOMETRY:
Do you want the good news first or the bad news? The good news is that there is very little in the average Geometry curriculum that you don’t already know. You’ve been learning a little Geometry every year since Kindergarten, which is the bad news. Some of the concepts you learned maybe 9 years ago and they may be buried under a lot of other stuff that you’ve learned in the interim. Start digging!
-- SHAPES -- square, rectangle, rhombus, parallelogram, trapezoid, circle, triangle. Know how to tell what each shape is (properties) and the equation for finding the area.
-- AREAS -- yes, I know I’ve mentioned that already, but it is a basic concept that causes trouble for many students. Know how to calculate areas and perimeters, too.
-- VOCABULARY -- The names of shapes is an example of vocabulary that you will be expected to already know. Add point-line-plane to the list, as well as diagonal, radius, diameter, arc, area, perimeter, volume (and related equations), Pythagorean Theorem, isosceles, equilateral, equiangular, skew, obtuse, acute, complementary, and supplementary. There may be more terms that you’ve already learned. Can you add to the list?
-- ALGEBRA -- “WHAT? I have to know last year’s Algebra in order to succeed in this year’s Geometry?” Yes. You’ll be asked to solve Geometry problems by using one-variable equations (like area) and systems of equations too. There may even be a few quadratic equations, so review factoring.
The biggest hint for success in your Geometry class is to learn the postulates and theorems well and as they are introduced.

ALGEBRA II:
-- Review your Algebra I notes from 2 years ago. If you haven’t developed the practice of filing notes from each class, resolve NOW to archive old class material now that you see how helpful it can be in future years.
-- Be prepared to factor quadratic equations and FOIL binomials.
-- Review the real number properties that allow you to solve equations.

TRIGONOMETRY:
Triangles are paramount shapes in Trig, so review everything you've learned about them. Pythagorean Theorem will have new applications and SohCahToa with be the basis for learning 3 more side relationships. A little review of circles will be helpful in the first couple of weeks when you're introduced to the Unit Circle.
A huge hint for success in Trig is to learn the Unit Circle when told to do so. You can expect to be tested on it in a stringent, timed format. After enough time to forget what you've memorized, you'll be expected to actually USE the information, so try to find patterns in the angles and the sine, cosine, and tangent values. This strategy will help you access the information in later problems.

PRECALCULUS:
Factoring is a stumbling block for even some high ability students. Practice it until you could "factor in your sleep." Review graphs of second and third degree equations, square roots, absolute value, and rational equations. A quick review of your old Algebra II work can help you to recall concepts you learned previously. Much of Precalc will be an exercise in deeper analysis of these same concepts.

IN GENERAL:
Check out older blogs for more detailed tips for each class.

GOOD LUCK! Not everyone is as excited about the beginning of a new semester as I am, but I know for sure that success in the first few weeks of school can lay the groundwork for a productive course and a good grade. My goal is for YOU to be the first student in the class to answer a question correctly. I want the teacher to go home that night believing that YOU are the best student ever. My experience shows that this can become a self-fulfilling prophesy that can enhance your classroom and exam performance.

SCHOLARSHIP AWARDS BASED ON YOUR ACT SCORE

ALERT: I’M ABOUT TO TRY TO CONVINCE YOU THAT CONTINUING TO WORK ON YOUR ACT SCORE UNTIL YOU’VE ACHIEVE YOUR OPTIMUM POTENTIAL COULD HAVE A MONETARY RETURN IN THE FORM OF MORE SCHOLARSHIP MONEY.

If you’ve started making college visits, you’ve probably looked at the campus grounds, Greek organizations, climate, size of student population, cafeteria food, majors offered, reputation.....the list goes on and on and is extremely personal. There is one criteria you may not have considered but which might influence your decision or at the least your preparation before applying for admission:
.........................SCHOLARSHIP OPPORTUNITIES!

As early as the summer before junior year, start using your computer savvy to investigate the scholarships available and the requirements for qualification. There are many online services to choose from but be cautious and NEVER sign up for one that requires payment or asks for a credit card number as part of the “free” registration process. Scholarships are intended to GIVE you money, not take it from you; tuition expenses will do that very effectively.

Most online scholarship assistance services will require that you allow them to share your name and information with a bevy of colleges, each of which may contact you. I don’t have a problem with this unsolicited recruitment because it has frequently helped me become aware of schools that I might not have considered otherwise. You may feel differently, so be sure to read the terms and make it a point to inform your folks BEFORE SIGNING UP.

Here’s how to get started: web search “scholarships” and start cruising around.


So now that you’ve done a little investigation, you might have discovered that many colleges give tuition breaks and scholarship awards with GPA and ACT/SAT qualifications. That’s why it’s prudent to begin the information gathering the summer before junior year; you have time to work on that GPA.

Many schools INCREASE the award based on higher ACT scores too, so even a senior can work toward the September and October ACT tests and achieve a higher score that would qualify for additional scholarship money. Once your applications are in, and even if you’ve been accepted at your first-choice school, you could retake the ACT in December of your senior year and meet the requirements for a higher scholarship award before packing your trunk and loading up the van for Freshman Orientation.

You're already on computer, so start searching for "found money" right now!!

ESSENTIAL STUDY MATERIALS FOR COLLEGE

In addition to your MP3, microwave, dorm refrigerator, cell phone, new clothes, laundry bag, and all those other "necessities" of college, there are some educational supplies that will be helpful for getting organized and studying.

1) ASSIGNMENT PLANNER, date book, calendar. Whichever system you prefer, you should definitely have some way to keep your engagements and assignments in one central location. I recommend something that can be carried around. You'll undoubtedly make social plans at the Student Center and assignments for class may be altered from the general syllabus during class time. You will need to write these things down "on the fly," so having a date planner handy will avoid the need to recopy a date from the cafeteria napkin.

2) Separate 2-POCKET FOLDERS for each class*. You may not have used this type of system in high school, especially if you had a schedule that included every class, every day. In college, you'll be going to English 3 days a week and History only 2. Every day will be a little different. Having separate folders for each class will allow you to carry around only the materials that are relevant for that day.

3) HIGHLIGHTER PENS. In many high schools, textbooks are loaned. In college, you'll be the proud owner of very expensive textbooks for each class. Don't worry about reselling these resources. Use your books to the fullest potential. Be prepared to interact with the material, including highlighting reading assignments and making notes in the margins. What you might lose in resale value will certainly be recouped in greater learning, possible scholarships for elevated grades, and avoidance of duplicate tuition fees for replacing a lackluster class grade.

4) INDEX CARDS. Even if you're not a flash card learner, index card notes can be your best friend when it comes to writing research papers, organizing a bibliography, or memorizing equations and facts.

5) BULLETIN BOARD, magnetic board, French message board. No matter how organized and careful you are about putting notes in your date planner, having one place to stash little scraps of paper will have positive payback when you're looking for the inevitable tidbit of lost information.

6) Separate SPIRAL NOTEBOOKS for each class*. (See Tip #2 and apply the same logic.) And none of those 3-subject spirals unless you expect to use all 3 sections for the same class. Mixing subjects in college just doesn't work!

7) PAPER CLIPS, clamp fasteners, stapler, scotch tape. Well, the scotch tape is just something I like to have, but the fasteners are important for keeping related papers together. I didn't learn this until tutoring in Calculus where I was doing all the homework assigned to my students, but one class might be on chapter 2 while another group was already on chapter 3. I found that keeping my homework assignments in chapter order, bound with a jumbo clamp fastener (and with a title page) made it easier for me to access the appropriate homework for each student.

FINAL WORD: If you look in my attic, you'll find all of the notes from all of my graduate classes, archived in a bankers box. I'd recommend saving all of your classroom materials, at the least until you're finished with school. Notes, written papers, and past tests can all be useful resources in subsequent classes. You might even think of assembling a binder of past research essays from high school. A little more work and some of your papers might have applications in college as well. (Yes, I have my own binder. Periodically I look through it with mixed reaction: "What was I thinking?!?" or "Hmm, not bad." Either way, the resources cited are useful. I used material from several Philosophy and Education undergrad courses when writing my Doctoral dissertation!)

*ABOUT COLOR CODING
Need a little visual stimulus to stay organized? I'd recommend having a color coding system for classes: red for English and blue for Math, for example. Have your pocket folder and spiral in different color for each class. It would be a "bummer" to mistakenly bring your history spiral to English class.

ACT: ENGLISH GRAMMAR

Do you find it difficult to apply the grammar rules on the ACT English section because wrong answers "sound alright" to you? That's the down side to the English language: spoken English and written English might as well be two different languages! In speaking, we tend to slur letters and words together -- "I shoulda gone to the party." We use slang to communicate ideas -- "Dude!" We leave prepositions dangling at the end of a sentence -- "You wanna go with?" And sometimes we don't speak in full sentences, ignore pronoun references, and misplace modifiers.

Applying the grammar rules in context can be helpful because we can check to whom a pronoun refers, but it can also lead to errors brought on by application of sloppy speech to formal writing.

Here's a way to remove your "ear" from analysis of grammar rules and focus on reviewing the rules themselves. The SAT (and PSAT) give discrete sentences with several word groups underlined. The test taker's task is to observe and analyze each word group for adherence to the same grammar rules used on the ACT. You can use retired SAT or PSAT tests to practice identifying the rules without the distraction of a whole story.

I use retired PSAT tests, which are available for $3 on the College Board Store website:
www.store.collegeboard.com
You'll need the answer key as well, but that's free and is provided as a download on your computer. A word of caution: my Apple computers do not recognize the format of the downloads, so be sure to have Word or some similar way to open the answer keys.

An added bonus is that you will get the entire test, so why not practice Reading and Math while you're at it? The Math concepts stop short of the knowledge level required on the ACT and Reading uses a different success strategy, but the practice can't hurt.

PRE-SEMESTER REVIEW FOR ALGEBRA -- PROPERTIES OF REAL NUMBERS

(In the Algebra classroom, it is often not stressed that the steps taken in solving an equation are based on the properties of real numbers. Every Algebra student has heard the terms and sometimes the response to stimulus like the word “distribute” mirrors Pavlov’s dogs*. The point that is missed, in my opinion, is the use of properties as reasons for taking a solution step, which would be an introductory activity for 2-column proof in geometry and logic. Tutoring Resources has an activity that uses simple algebra equations to demonstrate 2-column proof. Visit the website www.tutoring-resources.com to request a copy.)

For students taking Algebra next semester, there is a good chance that properties will be tested within the first week or two of school. So, let’s review Properties and see how to think about them while working algebra problems.

COMMUTATIVE PROPERTY:
Think about the commuters on a train. They get on in various cities along the line, but they can get off in any order. The Commutative Property says that you can add or multiply in any order.

ASSOCIATIVE PROPERTY:
Think about standing in line at a concert. You come with several friends and you’re chatting amiably when you notice a classmate 50 people behind you in line. You may NOT give that person skips in line (like the commutative property). But if the kid behind you says hello, it’s okay to turn around and talk with that person also. You can’t let an interloper in line, but you CAN associate with the people around you. This is the Associative Property which also says you can add or multiply in any order.

DISTRIBUTIVE PROPERTY:
I like the expanded the title of this property: The distributive property of multiplication OVER addition and subtraction. It actually explains that the coefficient jumps OVER the parentheses and multiplies each of the addends or subtrahends before they are added or subtracted.

IDENTITIES:
Identical twins are exactly the same. Identical terms are also exactly the same. There is a way to get exactly the same term in adding and multiplying.

ADDITIVE IDENTITY:

Think -- What would I add to a number to get exactly the same number back again?

MULTIPLICATIVE IDENTITY:

Think -- What would I multiply times a number to get the same number back again?

INVERSES:
Using the Identities, we can also know the inverses intuitively.

ADDITIVE INVERSE:

In arithmetic, you called this the “opposite.” Think -- what would I add to a number to get the Additive
Identify of 0?

MULTIPLICATIVE INVERSE:

You might have previously called this the “reciprocal.” Think -- what would I multiply a number by to get
the Multiplicative Identify of 1?
SUBSTITUTION:
In brief, if 2 terms are equal, then either one can be used for the other.

EQUALITY:
These properties are the steps in equation solving that let you move things across the equal sign. Think -- whatever I do to one side of the equation, I have to do to the other.

ADDITIVE EQUALITY:

MULTIPLICATIVE EQUALITY:

Do you see a similarity between the equations shown in Substitution and those under Equality? Can you explain why?

--------------------------
Now, if you’re thinking that I just spent over an hour uploading this lesson for your benefit alone, you’d be mistaken. It’s not just students who should review previous knowledge before beginning the new semester. Teachers also look over previous work and review concepts, just to be sure we aren’t forgetting something. While a student may forget because of LACK of use, a teacher often forgets because of too much FAMILIARITY. It would be easy to overlook one of these properties, just because it’s always been there. It’s like forgetting to put a pencil in your backpack because there’s always been one there in the past, so you expect it to be there every time.

Just be happy that you’re not the teacher. While you are reviewing for only one class, your teacher is probably preparing for 2 or 3 or even 4 diverse courses!


*"Pavlov's Dogs" is a common reference to an experiment in the 1890’s by Ivan Pavlov in which he rang a bell immediately preceding offering food to the dogs in his study. The food made the dogs salivate. Eventually, just by ringing the bell, the dogs associated the sound with the upcoming food and began to salivate even when food was not offered. The reference to Pavlov suggests that a conditioned response can be elicited by repeated association of two unrelated things: in this case, multiplying a coefficient with each addend inside parentheses.

PREPARING FOR THE NEXT LEVEL OF MATH: GEOMETRY

The good news about Geometry is that you’ve studied most of it before. The best news for a visual learner is that many of the theorems can be depicted through drawings. Of course the downside for some is the need for precision in this branch of math, but just a little attention to detail can make even this a minor hurdle easily scaled.

Let’s start with what you know:

AREA

All of these are parallelograms: Length times width
A = LW

Take any parallelogram and draw a diagonal... and you have 2 identical triangles:
Area is 1/2 the area of the parallelogram
A = 1/2 LW


Here’s a circle.
Area = π (r) squared

PERIMETER


The simplest form for perimeter of a
parallelogram is: P = 2L + 2W (Can you apply the
distributive property to this?)

CIRCUMFERENCE
Must be a circle: (2πr). Check out the similarity between area and circumference.


In high school Geometry, you'll also learn area of any polygon.


Pythagorean Theorem

I've extolled the virtues of the Phythagorean Theorem in previous blogs. Know it and look for ways to use it in Geometry, Trigonometry, and Calculus.

Here are a few common knowledge items you will want to remember:

1. Sum of the interior angles:

• triangle = 180

• parallelogram = 360

2. Degrees in a circle = 360

3. Triangle Categories

• equilateral - all sides equal
• equiangular - all angles equal
• isosceles - 2 sides equal (and 2 angles equal)
• scalene - no sides or angles equal
• obtuse - one angle bigger than 90 degrees
• acute - all angles smaller than 90 degrees
• right - one 90 degree angle
  

4. Two points determine a line.
(The shortest distance between two points is a straight line.)

5. Three points determine a plane.
(So does one line and another point........why?)
(So do two parallel lines..........................why?)

6. Vocabulary.......remember these?

• skew
• parallel (Remember this from slope in Algebra?)
  
• perpendicular (This was mentioned with slope in Algebra too.)
• points, lines, planes
• intersection
• segment
• ray
• endpoint
  
• right angle
• acute angle
  
• obtuse angle
• complementary angles (Can you distinguish this "complementary" from "complimentary" elsewhere?)
• supplementary angles
• triangle, quadrilateral, pentagon, hexagon, septagon, octagon, nonagon, decagon, n-gon
• radius, diameter, tangent, secant, chord, arc (Relate these to the circle.)
• altitude of a triangle
• diagonal (in any polygon)
• similar
• congruent
  

In Honors Geometry, you'll be immediately working with postulates, theorems and axioms as they relate to two-column PROOF. Think of it as giving the reason for taking a computation step. Learn the theorems as they occur in the chapters and try to hear the music, the rhythm of each. "Two points determine a line" is one of them. Here's another:

"Given two parallel lines and a transversal, alternate interior angles are congruent." Eventually you'll be able to abbreviate this as AIA, but learn the whole rule first.

General tips for Geometry

Employ your artistic, creative side. Visualize or use the rhythm of music. Try drawing figures with your non-dominant hand. And DO draw the figures!

SUMMER DATE BOOK = PSEUDO-ASSIGNMENT PLANNER

Summer brings the added scheduling challenges of work hours, summer school classes, sports practices and competitions, and, of course, expanded social opportunities. This is a terrific time to practice methods of time management. By finding a system that works well for you now, you will have a predetermined plan for handling short and long term homework assignments next fall. Start a SUMMER DATE BOOK that will mimic an assignment planner, but will be MUCH MORE FUN!

1. Get a calendar. This is like the assignment planner will be when school resumes, but make this one uber-friendly. A free pocket calendar can probably be acquired at your local bank, insurance agent, or card shop. You could use a small wall calendar provided it fits in the purse or backpack you will be carrying around for the summer. If you’re REALLY motivated, you could purchase a day planner with all the bells and whistles at Staples or Target. For those who are technically adept, a blackberry has a calendar option, or so I’m told.

2. Try a color coding system. A different color pen for the various activities can help differentiate between social and sports commitments, for example. You might try using colored dots (available at an office supply store or Walmart) to keep activity groups separate. Some moms use the color coding system to keep the family members’ appointments straight.

3. Enter routine daily or weekly obligations like class schedules and sports activities first. Your work schedule should go in next. These are the things you have little or no control over and must schedule around when making social arrangements.

4. If the daily spaces are large enough, enter related information like addresses or phone numbers along with appointment information. My personal book doesn’t provide enough space for this, so I use pages at the back for this important information. I also have a directory of phone numbers and email addresses for important people like students’ parents and tutors.

5. Get in the habit of entering new plans and appointments as soon as you make them. This is the practice which will be directly transferable to homework assignments next semester.

Have fun with your date book/day planer. Make it usable and refer to it regularly. Check your planner before making new dates. Select one with a cover design that matches your personality and play around with coding systems until you find one that works for you.

4 MISCONCEPTIONS THAT MAY BE LIMITING YOUR ACT SCORE

Would you like to do better on tests like the ACT? Who wouldn’t? You may need to reexamine your preconceptions about studying, testing, and interpreting test results in order to demonstrate your true potential.

Perhaps you believe your school success means that you don’t even need to study. You might believe that a few “cramming” sessions the week before will be sufficient. Perhaps you believe that preparing won’t help improve your score anyway. You might have convinced yourself that you “never do well in testing situations,” so why bother. You might even believe that the school you want to attend doesn’t place much value on test scores. You might believe that you can make up for a low test score through social popularity, sports success, extracurricular activities, or a family legacy.

To be blunt, these misconceptions may be the very reason for mediocre success. While any one or more of them might seem reasonable based on your past experience, relying on history to predict the future may limit your ability to improve on the past. A disappointing test result may be nothing more than a self-fulfilling prophecy.

This post looks at 4 preconceptions that might be holding you back.

TESTING MISCONCEPTION #1: Either you know it or you don’t.

There is a whole branch of philosophy that examines the question, “If you know, does it naturally follow that you know that you know?” As a philosophy major in college, I argued strongly that knowledge is not necessarily self-evident. As a teacher, I was continuously amazed to know the answer to a student’s question that I had never before thought about consciously. As a parent, I was sometimes disappointed to discover that something untoward that I had suspected would happen, subsequently did happen, indicating that my suspicion was actually knowledge.

Think about a course you took a year or two ago.....Geometry for example. Do you remember the Pythagorean Theorem? Chances are you do, although it might take some prodding to make the connection: "A squared plus B squared equals C squared," to find the hypotenuse and legs of a triangle.

Now, do you know the Distance Formula? ...the equation of a circle? ...the Pythagorean Identity from trigonometry? Since they are all just the Pythagorean Theorem in various forms, the answer is that you DO know each of these things. You may not have completed a trig course, but you already know one of the basic equations. You know it even though you don’t know that you know it. Sometimes a student will miss a question for lack of trying, thinking he or she doesn’t “know” how to find the right answer. The error is in giving up, not in the knowledge. Preparing for the test will highlight things that you know subconsciously and plant them in conscious memory.

The brain is like the maze of halls at school. There are many “lockers” that store information but lack of use may rust the lock needed to access the data. Review of prior knowledge can oil the lock and make it easier to get to what you know. Prior experience with the way a question may be asked can help you find the locker that holds applicable information without meandering around the halls like a Freshman. Rehearsal of possible question topics can improve the speed with which you can get to the right locker during crowded passing periods and apply appropriate knowledge.

Preparing for a test like the ACT can improve your score by increasing your chances of using applicable knowledge at appropriate times with greater speed.

TESTING MISCONCEPTION #2: The ACT test score is the final goal.

Admittedly I am prejudice in my belief that the two concept sections, English and Math, are important topics well past Junior or Senior year of high school.

Knowledge of the basic grammar rules applied by the writers of the ACT in both the English and Reading sections can have major impact on success in college. Informal surveys have shown that appropriate use of the semicolon, for example, can unconsciously impress a teaching assistant reading an essay exam and result in a higher grade. (A similar impact may occur in the scoring of the optional Writing section of the ACT.) Application of simple rules like avoiding run-on sentences, subject-verb agreement, and spelling of its-it’s allows a reader to follow your argument with less confusion, making your writing more impressive.

Many colleges require as many as 6 math credits for graduation and give a math competency test before allowing a student to take a college level math course. By maintaining high school math concepts, you can avoid the need to enroll in a remedial class at full tuition and zero credit. Especially for those who are not “math friendly,” precluding 1, 2, or even 3 additional semesters of elementary arithmetic should be a strong motivator for keeping up with the skills necessary for success in higher lever, required classes.

TESTING MISCONCEPTION #3: One study plan is as good as every other.

While some study is better than no study, no single study plan is effective for all students. You need to know 1) where you stand now, 2) what your goal score is, 3) how you learn, 4) what distractors will present hurdles in your study plan and on testing day, and 5) what will be tested.

The most important of these issues is how you learn. There are many ways to prepare for the ACT and other standardized tests, each with strengths and weaknesses. In order to select the method which will be most effective for you as a unique test taker, you need to realistically exam your individual learning style. Read the Normal Genius blog from 5/7/10, “Selecting a Study Plan for the ACT.”


TESTING MISCONCEPTION #4: The only purpose of the ACT is to get into college.

While it is true that most colleges use standardized test scores as one of many criteria for college admission, ACT scores can also play an important role in qualifying for SCHOLARSHIPS. Every point you can add to your ACT score improves the chances that the college of your choice will recognize your talents and potential, will see that you have an important contribution to make to the student body, and will offer a tuition subsidy or cash stipend. Other organizations also use the ACT scores to award scholarships that can be used for tuition, housing, or expenses.

Whatever the size of a scholarship, it represents 2 impressive distinctions. On the one hand it is a tangible honor for your persistent hard work. But more importantly, it is a gift from you to the people who have supported you financially and emotionally through the challenging high school experience and to those who will be paying the extraordinary college expenses. The kudos that accompany both distinctions are well worth a few weeks of additional study.

FINALS -- ACT -- SUMMER!

Counting down the days 'til summer? Me, too! But there are steps to take before we can enjoy the weather and activities that vacation promises.

To keep up your energy for finals, try a few mind-tricks:

1. Look at your current classroom grades and calculate what final exam scores you need to maintain your average. Post your goals in a conspicuous place like your bedroom door. It will be a gentle reminder when you'd rather be doing anything other than studying.

2. You may have Final Exam Study Guides for most of your classes. Plan rewards for completing the work pages -- maybe EVERY page. Even simple, silly things like stickers affixed to each finished page can be motivational. Or take a longer view and plan an outing with friends when a whole packet is completed. Ask your folks to have a special dinner as a reward for good study habits. Pick rewards that have meaning for you and which will celebrate your accomplishments.

3. On the serious side, if the classroom teacher or tutor hasn't assigned a completion rate for the Study Guide, make one yourself. I generally go through the packet once to answer the questions that I can without thinking too hard. This helps to increase my confidence and is motivating when most of the packet can be finished quickly.

The second run through is for the more complicated questions that I need to think about. The third pass is for questions I need to research a little by reviewing class notes, old homework assignments, the textbook and previous tests. These two steps are intended to refresh my knowledge and fill in any gaps from earlier in the semester.

The fourth time through is intended to maintain improvements by answering questions that I got wrong in the first place. This is the REAL study and should be completed at least 2 days before the final.

4. If you have a tutor or study partner, plan to meet after you've finished the study guide. Ask the burning questions that you haven't been able to remedy on your own. Don't be shy about asking for validation from your support system -- friends, family, tutor and YOURSELF.

5. Prepare a "quick guide" with the most vital information. Make it small, maybe bookmark size or pocket size. I've laminated several in preparation for future classes when foundational information may be helpful. Math concepts and grammar rules can be useful in college and even in preparing for the PSAT, ACT or SAT.

6. GET ADEQUATE REST! This is a stressful time for everyone. Those with test anxiety may be feeling the pinch, and those with test compulsion will never feel fully prepared. In either case, take the evening before a test to relax and dump the angst. Right before going to sleep, take out the "quick study guide" and reassure yourself that you are prepared for the next day's test.

7. Take time out after the day's tests are over. Lunch with friends or a special computer game are good, short recovery activities. If there are more tests the next day, study during the afternoon and go back to Tip #6.

8. If you find that studying for final exams is overwhelming, resolve to take this tutor's advice next semester: Begin preparing for finals on the first day of the semester! Keep following this blog for ideas to help you get off to a rousing start when school resumes in the Fall. By December, you'll be glad you did!

GOOD LUCK! MAKE ME PROUD!!

STAYING MOTIVATED TO STUDY

Originally I intended this post to be centered around the ACT and maintaining the momentum for continued study. But it's final exam time and I'm finding many students who have the same problem that I had in school. By this point in the semester, I was feeling like I had learned enough and wanted desperately to start summer vacation as early as possible -- maybe even during history class tomorrow!!

Final exams are vital, however, for keeping a high semester grade or raising a mediocre one. So let's explore some ways to bolster the energy to prepare for the possibly-most-important test of the entire year.

1. SUCCESS is the greatest motivator known. Start the study plan with a baseline measurement of your abilities. It might be results of previous tests, the first pass through the Final Exam Study Guide, or the review questions at the end of each chapter covered.

Assess progress frequently and remind yourself that you are striving for consistent, incremental improvement. You don't expect or even WANT immediate perfection because it will be difficult to sustain over the next 2 weeks.

Keep track of improvements by setting up a chart of results.

2. Success will motivate only when it is recognized. Set reasonable benchmark goals. Plan celebrations for reaching these targets. Enlist the assistance of others around you like parents or teachers who are genuinely interested in your improvement. High fives, a special dessert, a start on the progress chart, or a test hung on the refrigerator are ocmmon forms of congratulations. And don't forget the smaller self-congratulatory efforts: count "perfect pages" on an assignment; shout out when you finally defeat a difficult question; take a moment to recognize your achievements.

3. Admit temporary setbacks, but continue moving forward even if in smaller steps. Say you had planned to work on the English Final packet on Saturday morning but you oversleep and only have 30 minutes before you need to leave for work. This is a setback, but not an insurmountable hurdle. Decide to spend 15 minutes working on the homework now and another 45 minutes after work but before going out with friends. Do not skip the study session but, instead, reconfigure it to meet the situation at hand. And don't forget to congratulate yourself for remarkable problem-solving ability and commitment to succeed.

4. Count your blessings, not your failures. If a homework assignment goes badly and you get a terrible score, count the number correct instead of counting the number wrong. Think about the circumstances that lowered your ability to do your best work and consider ways to avoid the problem in the future. Did the phone ring a thousand times while you were trying to work? Then put the phone on vibrate and stuff it in the linen closet until you're finished with the assignment. Did your little sibling have a minor meltdown at the kitchen table while you were studying tere? Then move to a quiet room and put a sign on the door -- "INCREDIBLY INTELLIGENT STUDENT WORKING HERE!" Do not accept excusdes, just take appropriate action to eliminate the problem and congratulate yourself for creativity in the face of difficulty.

5. Try the "Count Down Method" of motivation. I use this one frequently. Take an almost empty roll of toilet paper and number the sheets backwards. If there are 19 days left until summer break, number the first sheet 19, the second 18, etc. Tear off one sheet each day and you'll be "counting down" to the beginning of vacation. I also repeat the following mantra whenever necessary........I can do ANYTHING for 19 more days!.......I can do ANYTHING for 18 more days!....I can do ANYTHING for 17 more days....16 more days...15 more days.....14 more days.....