WHY SKIP THE "TRIAL ACT"

Don't let the first ACT obscure your true potential to succeed in college.

Taking a "trial" ACT just to see "how I might do on the real test" is putting the cart before the horse.  The ACT and SAT are supposed to predict readiness for college, and although you might be intellectually prepared for everything a university curriculum might challenge you with, a "pop quiz" effort is not likely to present a realistic portrait of your talents.
  
Taking any test without knowing how to respond to the
unique parameters (content, format, structure, allotted time) is like  trying to take a typing test on a manual typewriter without ever having seen a QWERTY keyboard.  You will be slow.  You won't know how much pressure is needed to make those keys hit the paper. Your fingers will accidentally hit wrong keys.  Mistakes
generated by lack of practice will obscure your true ability to type.  Don't let your first ACT obscure your true potential for success in college.

According to the publishers of the ACT, the practice of retaking the exam has gained popularity over the years.  In 2009, 41% of the tested students took more than one administration; by 2015, the number had increased to 45%.  Although 57% of the multiple-testers improved the score, 27% went down!  Of the retesters, an average increase of only 2.9 points was earned and only by sitting up to 10 times!!  Based on statistical analysis, ACT predicts that simply taking the test a second time will earn an average of only 1.1 composite points. 

To achieve a noticeable elevation in score requires identifying
     -- a clear baseline of existing knowledge,
     -- gaps in comprehension AND application, and
     -- suggested alternative strategies.

The first ACT experience should be untimed and given over a period of days so that each section receives "fresh eyes."

Analysis of the results should differentiate between concepts the student already knows and can be exploited, as well as principles that require a revised approach or additional study.

The test, taken in a stress-free environment, should pinpoint the student's natural pace in order to predict the need for timing mitigations to be instituted after sufficient mastery of concepts has been proven.

And the results should be presented as input for the sole purpose of designing an efficient, effective study program, not an intimidating appraisal of the student's intelligence.

Sitting for the ACT or SAT (in either a national administration or a "mock" setting) without sufficient preparation doesn't give a fair reading of the student's true potential on the exam.  So skip those options and find a program that focuses on a workable analysis that will inform your personal study plan.

Work smarter, not just longer or harder.

STUDY FOR FINALS OR THE ACT?

The question stunned me for a second. It didn't seem like a valid issue, especially considering it came from someone I consider to be educationally grounded. It's akin to asking whether you prefer your right arm or your left. The saying "cutting off your nose to spite your face" comes to mind. So I was caught off guard when asked whether a student should study for finals or the upcoming ACT.

The one-word answer is "BOTH!!"

The real problem for the unprepared student comes when there's only one week left of the semester and snow days pushed the last day of finals to the Friday before the June ACT test. I've known quite a few "crammers" in 20 years of teaching and I've never found one who could handle both final exams and the ACT in the same week. Only through continuous, sustained, long-term study can anyone expect to excel on both classroom assignments and college entrance exams simultaneously.

For those who have postponed study until the last minute there are few options available.
1. There's only one chance to succeed on final exams, so at this point there is no choice but to prepare for them as much as possible before test date. Use the final review packet provided by the classroom teacher and review from work that has been collected throughout the semester. Good luck!!
2. The good news is that there is always another chance to conquer the standardized college entrance exams like the ACT or the SAT. For a small fee, you can transfer your registration for June's test to September or October and still have results in time for early application to most colleges.

That brings me to the whole issue of when to take the ACT. I heard today someone suggesting that students need the practice in taking a bubble test or standardized test or a specific test like the ACT. I could agree that "practice" is an important component to feeling confident, but is it necessary to get up at 6:30, drive to the testing location, and sit for up to 4 hours taking a specific standardized test if it's already apparent that you won't do your best work and will have to take the test again in 3 months anyway? For many public school students, there's little need to "practice" bubbling. We've already taken a raft of these things mandated by the education system. And what is learned by simply taking a test if the results are just a few numbers? If a student doesn't pay for and receive the actual test and his or her actual answers, the exam can't be used to identify errors and mitigate them in the future.

Then came the suggestion that saving a mere $13 by transferring the June testing fee to September doesn't make it worthwhile....make the student take the June test and pay again for the later date, plus the full test report for both. This idea obviously DIDN'T come from a student and it didn't consider the detrimental effect that might come from "bombing" the test. Rescheduling now and creating a plan to study over the summer gives the test taker a reasonable goal to shoot for and obviates the possibility of giving up and just accepting a score that doesn't support the grade point average.

There's another way to gain the "practice." Retired tests are available from most test publishers, so seeing the types of questions asked and the format for questioning can be accomplished without sitting for the proctored exam. If pacing issues are a problem, a kitchen timer can be used efficiently, or the "parental unit" can be recruited to keep track of the stop watch. Sample tests can be scored immediately, providing a more effective study plan than waiting for test results for up to 6 weeks, by which time you've probably forgotten why those answers were chosen in the first place.

In this last week before finals and the June ACT, the question about which to study for is moot. Study time is over for both. Now is the time to review, review, review. If a student has diligently learned the classroom material over the semester, finals should go well. That's the first priority. If more study is necessary in order to reach the optimum goal on a college entrance exam, postponing until the Fall and focusing on preparation over the summer could prove to be the most realistic plan.

SPECIAL STUDY FOR THE AP CALCULUS AB TEST

I’m starting study for the AP Calc AB test, a mere 4 weeks away. I’m using the Barron’s text 10th Edition and completing the practice exercise questions in each chapter. My students are following suit, working independently through the Barron’s test prep book AND, of course, keeping up with the classroom assignments as directed by their teachers.

Here’s the plan.
1. Take the Diagnostic Test. I was shocked at how much I had to review for some of the basic questions from the beginning of first semester. The Diagnostic served as a motivator to get me moving and gave me a rough outline of what to study. I did this over Spring Break so there would be time to follow through on the study that was indicated.

2. I don’t find the “lessons” to be very helpful. But when I run into trouble, I’m reviewing from both the classroom text and the Barron’s descriptions.

3. Complete the Practice Exercises, a few at a time. There are gobs and I DO have other things on my to-do list. Sometimes I may work 3 or 4 problems; other times I have an hour or so and can work through more at once. But at the end of each study time, I check my answers and highlight the questions that I missed. The next study period, I review the missed problems before starting any new ones.

4. HERE’S THE IMPORTANT STUDY STEP: I have a separate piece of paper next to me when I’m correcting my work. I like card stock because it’s easier to keep track of and there will be a LOT of paper generated during this study program. When I run into a concept that caused the loss of points, I make a note of it on the “study guide.”

I’m actually creating a composite of all the information I need to review again and again until I can employ it at will. Beside the concept, I indicate the page and problem number that I will work again after the Practice Exercises for that chapter are complete. I’ll keep reworking these problems until I can do them perfectly (and quickly).


Why do I study so much before the AP test? There are several ways that the AP score might be used. Some teachers make the score part of the classroom grade. Some students (myself included) are personally committed to... (how can I say this without sounding dangerously like a nerd?)...well, there’s no way to get around it....committed to the highest possible score. And we obsessive test takers are not alone: some universities require a “perfect score” in order to count the grueling high school work as college credit. Earning an A in high school is nice; getting a good score on a high ability test is great; but earning college credit is why many students take AP courses in the first place, so it’s worth the effort to save the money and time required to retake the same course in college.

So, let’s get started.....differentiation, page 139, question 34 out of 101 in this section. If you have unanswerable questions or suggestions for solutions or study strategies, email tutoring.resources@yahoo.com and indicate "Calculus 911."

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 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.

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.

SELECTING A STUDY PLAN FOR THE ACT

With the structure of a study plan in hand (see "Getting Ready to Study for the ACT," posted 5/1/10), it is time to choose the best program for the individual student. There are many formats from which to select, each with unique benefits for specific students.

INDEPENDENT STUDY
An independent program of study requires the student to set pacing goals or completion dates and stick to them. One missed practice session is expected; two in a row should be an indication that a different plan is needed. If the student loses motivation or begins to question his or her ability to accomplish the desired goal, the independent study plan should be modified.

PUBLISHED STUDY GUIDES: For the self-motivated student who can learn independently, one or more of the published study guides could be the least expensive alternative. Ranging from $20 to $40, many published workbooks are available for purchase on the internet or from a bookstore. Avoid the temptation to buy a book which has already been marked up by a previous student. Independent learners will have their own style of note taking and practice that will be most effective if using a pristine book.
I recommend the Barrons text because of the easily-understood explanations of answers and because I find them to be the most accurate in terms of "ACT-like" questions. THE REAL ACT is also a good choice, mostly because it is published by the creators of the ACT and is therefore consists of the most authentic questions and scoring instructions.
ONLINE RESOURCES: A self-motivated, independent learner may also explore using online resources for acquiring sample tests and solution keys. Some programs are free; others are available for a fee. The student's ability to continue progressing toward the desired goal will determine whether any costs are worthwhile. ACT's web page has a free option to send a "Daily Question" directly to your email.

GROUP STUDY
For students who do well in the regular classroom and have the scheduled time available, this type of program is worth considering. The environment is most effective for the student who is capable of focusing on the curriculum which has direct benefit for him or her, who is not distracted by a room full of peers, and who would benefit from directed assignments and the availability of a teacher to provide instructional lectures, demonstrations, and answers to specific questions.

The student should have the benefit of an entry assessment and should be encouraged to deisgn an individual plan which includes special areas for concentration. Periodic evaluation in the form of sample tests or graded homework will help to motivate the student toward success and provide input for measuring progress toward benchmark goals.

The number of students in a class and flexibility in scheduling make-up classes are important criteria to compare with the student's study structure designed earlier.

IN-SCHOOL CLASSES: Many high schools offer classroom programs for students preparing for the ACT. The costs are generally comparatively low. In addition, if the teacher is someone the student already knows through previous classes, familiarity with the student's style can be a valuable asset.
OUTSIDE CLASSES: Group programs offered by companies or individuals will usually follow a prescribed syllabus with varying degrees of modification based on the student population. The benefit of prior experience with successful course design can make this type of study program very efficient. Study materials are included in the fees which can range from competitive to costly.

ONE-TO-ONE PRIVATE STUDY
This type of program focuses on the student who has limited time available or fluctuating schedule restrictions, needs personal attention in specific areas either because of high ability or special needs, benefits from supervision of effort or accomplishment, requires extrinsic motivation, or who is shy about asking questions in front of peers. Fees may be structured in blocks or charged for individual sessions and range from competitive to costly.

One-to-one study should include predetermined benchmark goals and frequent evaluation of student progress.

JUNIORS: 2 Weeks to the PSAE Study Plan

Fourteen days to the PSAE for Illinois high school juniors and time for a little "intensive study." If you haven't already, get a few copies of old ACT tests. The library or college department at your high school should have copies of the ACT preparation materials which include one sample. There are numerous prep manuals at bookstores. ACT publishes one and I also recommend the Barron's version because of it's similarity to real ACT questions and the clarity of answer explanations. Some online sources have samples too. Check out previous blogs for links.

YOUR 14 DAY PLAN...

1. Take a sample test, possibly over 4 days (one day for each section if you're under a time constraint) and keep track of how much time it takes to finish each section. Scoring your work will give you an indication of how much you need to study and timing will alert you to any need for pacing practice.
2 (One day) Choose the section in which you scored the lowest. Identify the concepts tested in each question you missed. Read the instructional material on that concept in the Barron's text or other answer key. Complete any sample questions available.
3. (The next day) Take another test on your #1 section. Score. Recognize improvement. Look over the rationale for the correct answer for any question you missed.
4. Repeat the process on the next lowest scoring section -- 2 days of review -- one day to study and the next day to retest and review. Repeat Step 4 until all sections have been studied.

If you used 4 days to take the original test, you've spent 12 days studying. Two more to go.

5. Take another full test. If pacing has been problematic, follow these guidelines:

ENGLISH (75 questions in 45 minutes): There are 5 articles, each with 15 questions. Try to finish all questions in an article in 9 minutes. Answer each question as you come to it. Don't skip any. Put answers directly on the scantron.

MATH (60 problems in 60 minutes): This may appear to give you 1 minute for each question, but the easier ones come at the beginning and the more difficult ones after #45. Try to spend just 30 seconds on most of the first 30 questions. From 31 to 45, plan on one minute each. From 46 through 60, you'll have about 2 minutes for each. If a problem requires too much time, skip it if you aren't looking for a perfect score. Either mark the scantron lightly so you know to return to the question, or default the question right away but lightly so you can change the answer if you have time to come back and work on it again.

READING (40 questions in 35 minutes): Each Reading passage has 10 questions. Plan to spend 8 minutes on each passage, leaving 3 minutes extra for the "extra hard" questions. Try answering direct questions first and inferential ones once you have an idea what the article is about. Mark answers directly on the test booklet until all 10 are complete and then transfer your selections to the scantron before moving to the next article.

SCIENCE REASONING (40 questions in 35 minutes): For pacing, plan to spend one less minute than the number of questions in the data set. This timing gives you 2 additional minutes; that's not much, so use it wisely. Answer questions in the order they are asked within the data set and mark your alternative choices directly on the scantron. BUT if you're not reaching for a 35 or 36 (nearly perfect or perfect score), hold an extremely difficult data set for last. Default the answers if you think you'll run out of time, but do so lightly enough so that you can erase if you get back to it and work out answers.

READY? SET? STUDY!

ACT - APRIL 10, 2010

Only 3 days left to study for Saturday's ACT. Plan well. Work smart. Relax.

Tuesday: Select the section in which you predict you will have the most trouble. Review your past study materials and remind yourself of the strategies that you have discovered for doing your best work. Go over questions or problems that you missed before and ensure that you could select correct answers now. Use a note card to jot down any vocabulary, formulas, or steps that you want to brush up on at the last minute. Even if you never use it, you will benefit from making the list in terms of both memory and self-confidence.

Wednesday: Review the section in which you predict you will receive your highest score. Again look over your past study materials. Use this section to remind yourself how successful you can be when you put your mind to it. Look over your note card from yesterday with the confidence that you can achieve an outstanding score even on your weakest section.

Thursday: Only two more sections to review. Remind yourself of the strategies that resulted in your greatest success. Congratulate yourself on studying smart and prepare to reap the reward of a terrific ACT score.

START SLOWLY. WORK SMART. DO IT TODAY!

I know from experience how difficult it is to get moving on a task that seems as massive as working toward the score you deserve on the ACT. But this weekend of Spring Break is the perfect time to start.



Begin slowly: download a few questions from the ACT website, sign up for the question of the day while your there, get a copy of The Real ACT Prep Guide (about $25). Complete a small part of each section:
English -- answer the 15 questions in any of the 5 passages.
Math -- work 10 problems.
Reading -- answer the 10 questions in any of the 4 essays.
Science Reasoning -- pick one data set and answer all of the questions. Just for fun, keep track of the data sets as you do them and we can look later at a pattern that should tell which are the easiest and which are more challenging.

Work Smart: Stick to this daily plan and you'll gain knowledge of each of the sections. Don't time yourself yet. Concentrate on thinking about the problems you're working. It should take you only about half an hour to do this work but at the end of the week, you'll have completed 1.5 English sections, 1 Math, 2 Reading, and one whole Science Reasoning. That's a pretty good study week, especially since you may be on holiday!! CONGRATULATIONS!!