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!!
Thursday, May 27, 2010
Wednesday, May 19, 2010
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.....
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.....
Friday, May 7, 2010
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.
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.
Tuesday, May 4, 2010
FINAL EXAMS -- 3 WAYS TO PROCRASTINATE
College students will be returning home soon, signaling the approach of high school final exam time. Around this point in the semester, if you are like I was, you feel your brain is already full and there is little motivation to learn any more before summer break. So here are three strategies which will improve your final exam scores and simultaneously provide valid excuses to avoid studying until the last minute.
1. Since final exams are frequently cumulative, you will need to collect data from the entire semester or even the whole year. Do that now. Rummage through your closet, your backpack, under the bed. Find all old homework assignments, class notes, study guides, tests & quizzes (if you're allowed to take them home).
Create a separate "bin" for each subject. I use sweater boxes because they're wide enough to hold an 8.5 X 11 sheet of paper without folding and tall enough to collect a lot of stuff. When you run across old work, drop it into the appropriate bin.
2. I'm a visual, creative sort of person, especially when I'm avoiding doing any real work, so I like to "decorate" my bins. I recommend card stock since it holds up well. A different color for each bin can be stimulating, but I generally steer toward plain white so I can color the sign with magic markers which takes longer but looks like I'm preparing to study. I write the subject in fancy script and add things that remind me of the subject matter. Math, for example, lends itself to formulas written in elaborate calligraphy or to geometric diagrams illustrating concepts like "if sides, then angles." History suggests a time line or caricatures of historic figures. Science might involve terminology, molecular diagrams, or physics diagrams. English could include the novels discussed with reference to setting, characters, or actions. The options are limitless as long as they relate to the subjects covered during the semester. Check out textbooks for suggestions.
3. Ask the teacher for the Final Exam Study Guide. The one from last year is probably what will be used again this year, so it's in the classroom file somewhere. Start asking for it now so the teacher has a warning to locate it and have it printed. Since this will take at least a week or so, you won't have to actually work on it for a while but you've demonstrated to the one person who evaluates your grade that you are a conscientious, dedicated, hard-working, well-organized student (and that can't hurt your grade).
Keep reading ONLY if you really ARE that hard-working student who wants to start preparing for finals now. The activities described above are, in reality, the basis for study. By collecting old work, you have the chance to review what has been learned during the semester. The next step might be to create a list of the concepts that will probably appear on the final exam. To get ahead of the next blog, organize the collected material into topic, unit or chapter. You might even create a cover sheet that lists the concepts that were addressed in each unit or add the information to your decorative subject sign (which is your personal study guide in disguise).
By spending time designing your "sign" you are moving related concepts to the creative side of your brain where they will be more readily available for solving new problems. Keep adding things and periodically review what's on the card -- a strategy for getting details into long term memory.
Asking the teacher for the study guide really DOES create the impression that you are committed to earning a remarkable grade! You might become a self-fulfilling prophesy!!
Don't tell anyone that you're already studying for finals, though. Let everyone (except your folks) think you're just killing time until a cramming session the day before the exam.
1. Since final exams are frequently cumulative, you will need to collect data from the entire semester or even the whole year. Do that now. Rummage through your closet, your backpack, under the bed. Find all old homework assignments, class notes, study guides, tests & quizzes (if you're allowed to take them home).
Create a separate "bin" for each subject. I use sweater boxes because they're wide enough to hold an 8.5 X 11 sheet of paper without folding and tall enough to collect a lot of stuff. When you run across old work, drop it into the appropriate bin.
2. I'm a visual, creative sort of person, especially when I'm avoiding doing any real work, so I like to "decorate" my bins. I recommend card stock since it holds up well. A different color for each bin can be stimulating, but I generally steer toward plain white so I can color the sign with magic markers which takes longer but looks like I'm preparing to study. I write the subject in fancy script and add things that remind me of the subject matter. Math, for example, lends itself to formulas written in elaborate calligraphy or to geometric diagrams illustrating concepts like "if sides, then angles." History suggests a time line or caricatures of historic figures. Science might involve terminology, molecular diagrams, or physics diagrams. English could include the novels discussed with reference to setting, characters, or actions. The options are limitless as long as they relate to the subjects covered during the semester. Check out textbooks for suggestions.
3. Ask the teacher for the Final Exam Study Guide. The one from last year is probably what will be used again this year, so it's in the classroom file somewhere. Start asking for it now so the teacher has a warning to locate it and have it printed. Since this will take at least a week or so, you won't have to actually work on it for a while but you've demonstrated to the one person who evaluates your grade that you are a conscientious, dedicated, hard-working, well-organized student (and that can't hurt your grade).
Keep reading ONLY if you really ARE that hard-working student who wants to start preparing for finals now. The activities described above are, in reality, the basis for study. By collecting old work, you have the chance to review what has been learned during the semester. The next step might be to create a list of the concepts that will probably appear on the final exam. To get ahead of the next blog, organize the collected material into topic, unit or chapter. You might even create a cover sheet that lists the concepts that were addressed in each unit or add the information to your decorative subject sign (which is your personal study guide in disguise).
By spending time designing your "sign" you are moving related concepts to the creative side of your brain where they will be more readily available for solving new problems. Keep adding things and periodically review what's on the card -- a strategy for getting details into long term memory.
Asking the teacher for the study guide really DOES create the impression that you are committed to earning a remarkable grade! You might become a self-fulfilling prophesy!!
Don't tell anyone that you're already studying for finals, though. Let everyone (except your folks) think you're just killing time until a cramming session the day before the exam.
SOPHOMORES: GETTING READY TO STUDY FOR THE ACT
As tenth grade students wind down Sophomore year and begin to think about which college has the best academic reputation, sports opportunities, geographic location, and parties, they might also be thinking about when to take the ACT college entrance exam. Now is an optimum time to collect information and create a study plan.
ACADEMICS: Consider the academic load in eleventh grade. List the courses in which the student will be enrolled and estimate the time requirements for homework completion based on the student’s previous subject experiences. Try to be realistic when judging how quickly the student learns, especially when considering honors or AP courses, but lean toward over estimating rather than under estimating time commitments.
OUTSIDE OBLIGATIONS: If the student will have a job or will be participating in extracurricular activities, estimate the calendar of events and the time commitments involved. Starring in the musical, for example, will undoubtedly occupy all available time a week before the performance. Again, it is useful to allot more time than to find out later that the student is over committed.
SOCIAL COMMITMENTS: Look at the school calendar and the family’s vacation plans to identify blocks of time unavailable for study. Include birthdays and other social events that may disrupt a study plan.
KNOW THE LIMITS: Research a few possible schools to determine the academic and entrance exam expectations. Visiting schools in person or on internet can provide all needed information and also the motivation for the student to implement a study schedule.
KNOW THE LIMITATIONS: Use results from the PLAN (the standardized test given in Sophomore year) or have the student take a practice ACT to evaluate the level of study required to achieve a desired score.
CREATING A STRUCTURE FOR THE STUDY PLAN
Use a 9-month or longer calendar to mark out large blocks of time that are already committed. For example, if the student is a football player or cross country runner, block out the Fall when focus will be on the sport and keeping up with school work. Don’t forget semester finals which may consume as much as 2 weeks for intense study.
Based on previous experience, estimate the length of time the student will need for ACT preparation. For an average student, incremental improvements in any of the 4 sections might require a week for each 2 point elevation in score. For example, if the entry score for English is 24 and the target score is 30, figure 3 weeks of concentrated study to accomplish the goal. This estimate should be adjusted according to the student’s academic history and current level of achievement. It will take longer to go from a score of 34 to a 35 than from 14 to 15. In the first case, the student will need to search for unknown concepts to study, while the latter might be accomplished by studying just one of many possible rules.
Determine when the student will be taking the ACT. For public school students in Illinois, the PSAE is given in late April of the Junior year and includes an ACT component which is generally considered to be “required” and reported on the student’s permanent high school record. While this score need not be the highest the student will ever achieve, a respectable score is necessary since every potential college will see it. Don’t rush into a national administration of the test, however. December of Junior year is a recommended testing date ONLY for students who have completed a course in Trigonometry and have adequate time in the Fall to prepare. February’s test results do not include actual answers to test questions and cannot be used for effective study. ACT offers an early April test, but many Juniors wait until June, after school is in Summer recess. An incoming Senior can take the test in September or October and usually have results in time for early admission to the college of their choice.
It is commonplace for a high school Sophomore to hesitate in planning for the ACT, especially right now when Final Exams and summer vacation are just over the horizon. But planning now can ease the mind of a dedicated college-bound student. After all, this part of the plan isn't actually learning any concepts needed on the ACT, and could be an excellent excuse to visit colleges while postponing the arduous task of studying.
ACADEMICS: Consider the academic load in eleventh grade. List the courses in which the student will be enrolled and estimate the time requirements for homework completion based on the student’s previous subject experiences. Try to be realistic when judging how quickly the student learns, especially when considering honors or AP courses, but lean toward over estimating rather than under estimating time commitments.
OUTSIDE OBLIGATIONS: If the student will have a job or will be participating in extracurricular activities, estimate the calendar of events and the time commitments involved. Starring in the musical, for example, will undoubtedly occupy all available time a week before the performance. Again, it is useful to allot more time than to find out later that the student is over committed.
SOCIAL COMMITMENTS: Look at the school calendar and the family’s vacation plans to identify blocks of time unavailable for study. Include birthdays and other social events that may disrupt a study plan.
KNOW THE LIMITS: Research a few possible schools to determine the academic and entrance exam expectations. Visiting schools in person or on internet can provide all needed information and also the motivation for the student to implement a study schedule.
KNOW THE LIMITATIONS: Use results from the PLAN (the standardized test given in Sophomore year) or have the student take a practice ACT to evaluate the level of study required to achieve a desired score.
CREATING A STRUCTURE FOR THE STUDY PLAN
Use a 9-month or longer calendar to mark out large blocks of time that are already committed. For example, if the student is a football player or cross country runner, block out the Fall when focus will be on the sport and keeping up with school work. Don’t forget semester finals which may consume as much as 2 weeks for intense study.
Based on previous experience, estimate the length of time the student will need for ACT preparation. For an average student, incremental improvements in any of the 4 sections might require a week for each 2 point elevation in score. For example, if the entry score for English is 24 and the target score is 30, figure 3 weeks of concentrated study to accomplish the goal. This estimate should be adjusted according to the student’s academic history and current level of achievement. It will take longer to go from a score of 34 to a 35 than from 14 to 15. In the first case, the student will need to search for unknown concepts to study, while the latter might be accomplished by studying just one of many possible rules.
Determine when the student will be taking the ACT. For public school students in Illinois, the PSAE is given in late April of the Junior year and includes an ACT component which is generally considered to be “required” and reported on the student’s permanent high school record. While this score need not be the highest the student will ever achieve, a respectable score is necessary since every potential college will see it. Don’t rush into a national administration of the test, however. December of Junior year is a recommended testing date ONLY for students who have completed a course in Trigonometry and have adequate time in the Fall to prepare. February’s test results do not include actual answers to test questions and cannot be used for effective study. ACT offers an early April test, but many Juniors wait until June, after school is in Summer recess. An incoming Senior can take the test in September or October and usually have results in time for early admission to the college of their choice.
It is commonplace for a high school Sophomore to hesitate in planning for the ACT, especially right now when Final Exams and summer vacation are just over the horizon. But planning now can ease the mind of a dedicated college-bound student. After all, this part of the plan isn't actually learning any concepts needed on the ACT, and could be an excellent excuse to visit colleges while postponing the arduous task of studying.
Sunday, April 25, 2010
DO YOUR BEST ON THE PSAE
With only 3 days left before the required PSAE for Illinois high school juniors, any study of concepts should be nearing an end. Cramming probably won't be effective at this point, but preparation should continue in the form of "attitude adjustment."
I admit to being personally "test compulsive" -- a test of any kind does not pass my eyes without me wanting to "see how I can do." If you are of the same ilk, you're looking forward to the test day and will want your results as quickly as possible. You are ready. Have fun. Take the test with the expectation that you will do well.
For a majority of the population, tests are not the highlight of the day. Fear, anxiety, lack of confidence, unrealistic expectations, peer pressure, lack of sleep, poor nutrition -- each of these detractors can create an unnecessary hurdle to demonstrating your best effort on a test. Here are some suggestions for dispelling test demons so you can earn the score you really deserve.
1. Recognize your situation. If you didn't study and are taking the test "cold," admit that it wasn't particularly important to you a month ago, so why why bother to obsess about it now? Even though the result will become part of your permanent high school transcript, it's not the end of your academic options if the score doesn't support your GPA. In a later blog, we can examine ways to overcome deficiencies during the application process and college interviews.
2. Recognize your strengths. If you prepared for the test, go back through your homework and acknowledge the progress that you've made. Celebrate EVERY concept that you didn't remember a few weeks ago but are well-versed in now. Even if that particular question does not appear on the PSAE, it'll come up somewhere sooner or later and you can expect to get it right when it does. Each strategy that you've identified as effective for your personal test-taking style will add to your confidence in approaching the test as a whole.
3. Eat well on Tuesday. Get enough sleep Tuesday night. Have a good breakfast on Wednesday morning. Get up early enough that you aren't rushed on your way to school.
4. During the test,
- sit up so your brain gets enough oxygen to function properly. If you start to get fatigued, take a second or two to stretch and breath before jumping back into the questions.
- take advantage of breaks. Walk around. Grab a nutritious snack. Get back to the testing room in time to take your seat without rushing.
- use a number 2 pencil that has a "flat side" on the lead. Burnish the point so there is a broader surface for bubbling the scantron.
- bubble by starting in the center and fill in about 80% of the bubble area by circling 3 times from the center to the outside edge.
- unless you're striving for a perfect score, avoid spending too much time on a very difficult question. It might be more effective to finish each question than to correctly answer only the ones you have time to get to.
- have a default answer ready. If a question is too tough, fill in your default answer and move on to other questions that you have a better chance of answering correctly.
- let go....move on. Once you've answered a question, let it go. Don't try to remember it for later discussion. Don't get stuck on one question when there are 39 to 74 others to think about. Keep your short term memory and your working memory centers free to focus on the problem at hand. For English, Reading, and Science Reasoning, this means clearing your memory after each passage, essay, and data set. For Math, dump your memory after each problem.
- RELAX! Live in the moment. Avoid thinking about the outcome of the test and center your attention on one question at a time. You'll know you've achieved a productive test-taking attitude if time is called and you have to look around the room to reorient yourself to your surroundings.
GOOD LUCK!
I admit to being personally "test compulsive" -- a test of any kind does not pass my eyes without me wanting to "see how I can do." If you are of the same ilk, you're looking forward to the test day and will want your results as quickly as possible. You are ready. Have fun. Take the test with the expectation that you will do well.
For a majority of the population, tests are not the highlight of the day. Fear, anxiety, lack of confidence, unrealistic expectations, peer pressure, lack of sleep, poor nutrition -- each of these detractors can create an unnecessary hurdle to demonstrating your best effort on a test. Here are some suggestions for dispelling test demons so you can earn the score you really deserve.
1. Recognize your situation. If you didn't study and are taking the test "cold," admit that it wasn't particularly important to you a month ago, so why why bother to obsess about it now? Even though the result will become part of your permanent high school transcript, it's not the end of your academic options if the score doesn't support your GPA. In a later blog, we can examine ways to overcome deficiencies during the application process and college interviews.
2. Recognize your strengths. If you prepared for the test, go back through your homework and acknowledge the progress that you've made. Celebrate EVERY concept that you didn't remember a few weeks ago but are well-versed in now. Even if that particular question does not appear on the PSAE, it'll come up somewhere sooner or later and you can expect to get it right when it does. Each strategy that you've identified as effective for your personal test-taking style will add to your confidence in approaching the test as a whole.
3. Eat well on Tuesday. Get enough sleep Tuesday night. Have a good breakfast on Wednesday morning. Get up early enough that you aren't rushed on your way to school.
4. During the test,
- sit up so your brain gets enough oxygen to function properly. If you start to get fatigued, take a second or two to stretch and breath before jumping back into the questions.
- take advantage of breaks. Walk around. Grab a nutritious snack. Get back to the testing room in time to take your seat without rushing.
- use a number 2 pencil that has a "flat side" on the lead. Burnish the point so there is a broader surface for bubbling the scantron.
- bubble by starting in the center and fill in about 80% of the bubble area by circling 3 times from the center to the outside edge.
- unless you're striving for a perfect score, avoid spending too much time on a very difficult question. It might be more effective to finish each question than to correctly answer only the ones you have time to get to.
- have a default answer ready. If a question is too tough, fill in your default answer and move on to other questions that you have a better chance of answering correctly.
- let go....move on. Once you've answered a question, let it go. Don't try to remember it for later discussion. Don't get stuck on one question when there are 39 to 74 others to think about. Keep your short term memory and your working memory centers free to focus on the problem at hand. For English, Reading, and Science Reasoning, this means clearing your memory after each passage, essay, and data set. For Math, dump your memory after each problem.
- RELAX! Live in the moment. Avoid thinking about the outcome of the test and center your attention on one question at a time. You'll know you've achieved a productive test-taking attitude if time is called and you have to look around the room to reorient yourself to your surroundings.
GOOD LUCK!
Tuesday, April 13, 2010
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!
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!
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