Recent Tutoring Session Reviews
"We discussed how the practice assessment test works and sought to identify the student's level by trying questions at various levels in math and language arts."
"I met with the student to prepare for an upcoming Archeology exam. He showed me his notes and past sample exams for the class. He is taking the course P/F, and this is the last test of the term. The goal is to score high enough to earn a P grade without overburdening his workload for other classes since this final is out of sequence. I reviewed the style of questions and broke them into three types: Jeopardy, definition, and multiple answer. For the first type, the answer is in the question, and the choices are one or two words which are defined by the question's content. The second style is a simple term or phrase, and the choices are variants on the possible definition. The third is a point and the answers are several possible subpoints (like Sesame Street...remove the one/ones that don't quite fit, and you have your group). I showed the student how to identify these question styles (easy in part because the instructor puts a star beside the questions with multiple correct answers). We then discussed the best way to approach the exam: Jeopardy, multiples, define. This approach gets the shorter questions of definition out of the way, then allows him to rely on the brain's directive to group for the second, and spend the remaining time going through the most lengthy questions. We then went through his notes and identified how each grouping of material is conducive to certain question styles. I asked the student to create a color code or word code to identify this information, and we will use it to study during our next session. All of these strategies are designed to help the student relax and feel confident in the material."
"We worked on elapsed time, division, angles, and adjectives/nouns/adverbs. The material was in preparation for the competency test."
"The student and I met for 1 hour to discuss his most recent ACT report. We went over it in detail and saw the areas that he can improve. He did go up to a 23 (from a previous 19!) but is still wanting to get a 25-26 so that he will have a better chance of admittance to his school of choice. We worked through the science section together using one of the practice tests in review book, as he felt that Science was problematic during the ACT in December. He will be taking the ACT in February."
"The student received his PSAT results back yesterday. During the session, we reviewed each question that he missed using the online PSAT results page. He scored 1310, which is the 97th percentile. His reading/ writing score was 650 and his math score was 660. Reading was his hardest section, and he struggled in particular with the analysis in science questions. Some questions related to understanding the scientific method, and others involved interpreting graphs. Through continuing to practice the ACT science section, this should improve. Writing and language was his strongest section, answering 41 of 44 questions correctly. In math, we reviewed finding zeroes of a function, solving absolute value equations, calculating percent increase, and identifying similar triangles. These topics all fit under the "passport to advanced math" subject area."
"In the final stretch we are focusing on several different things -- reviewing vocabulary, which is significant portion of CR, and grammar (parallelism, subject verb). Vocab needs to be done every day! Lots of progress on both writing and CR though!"
"In our first two sessions, the student and I worked on a set of selected practice problems related to the areas of the SSAT that had given her trouble in the past. On her first attempt, she did well on math/ quantitative skills, but lagged behind with respect to reading and verbal reasoning. This was mainly due to the fact that she left a sizable portion of the questions blank. I believe that the meetings were beneficial due to her level of focus and enthusiasm. It was clear to me that she was intent on improving her score as much as possible, and thus received my instruction very well. To aid in her ability to answer critical reading questions efficiently, I demonstrated the value of reading each problem before delving into the respective passages. This ensures that you are only paying attention to details relevant to the questions themselves."
"Today, the student and I took a complete reading ACT test, went over the results, and discussed strategies for first pass/ second pass and "LSU" reading. We covered common questions on the four main types of passages, as well as some vocab and paragraph reference rules of thumb. He took another test using the online platform, and we then switched gears into English, which at first glance seems much easier for him. His knowledge of grammar and punctuation is strong, although connecting the flow of ideas for the sentence rearrangement passages will need some practice. He is reading at about 200 words per minute with the LSU strategy, and around 100 words per minute without. Between now and Sunday, he will take another English test using the platform, and will try to get at least 30 minutes a night of reading practice in."
"We had a straightforward session today. After some Science review, we moved back to our focus on the Math section, particularly problems 21-40 where he generally makes 3-5 errors. The more we can eliminate those, the better a chance for a Math score in the 30's. He continues to work hard. He's a great student."
"The student and I reviewed ACT Writing. We went over the new essay format, and practiced a sample essay together, along with essay planning. We reviewed the grading criteria and sample essays that received a score of 1 to 6. I assigned her another practice essay, practice questions from English, Math, Reading, and Science."
"The student and I had our final session today! She was feeling a bit anxious about the test, but by the end of the session, she could articulate her strategy for each portion. To practice for reading, we did about 10 practice problems just focused on pacing, which she did with a high level of accuracy as well. For math, we reviewed previously taught concepts like reciprocals, distance, etc. before doing a mixed review and working with the number jumbler so she could use her number sense and problem solving skills. For verbal, we reviewed the previously taught words and their roots, prefixes and suffixes. She got 90% correct! To conclude, we reviewed what the day of the test looks like, focus strategies, etc. I'll be thinking of her when she takes her test and I wish her all the best!"
"In this session, we worked solely on geometry problems, as the student wanted to focus on this for both his PSAT and his upcoming midterms. We went over a number of rules necessary to determine whether triangles are congruent. We also discussed algebraic methods of solving for given angles of triangles. While the student is pretty comfortable with determining whether triangles are congruent, he sometimes has difficulty demonstrating that through his work and his proofs, as he sometimes forgets steps that his teacher may find necessary to the proof. I suggest that he reviews some of the rules from the earlier chapters, as he seems to have forgotten these the most, though they often appear in problems from the later chapters of his textbook."