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.