Recent Tutoring Session Reviews
"The student has an assessment test Friday, so today was planned to be a review. She had watched the US History videos. She said they seem to help. She took some notes on items that were emphasized or crossed over. I then cleared up some questions she had about "infrastructure"ù and the "Whiskey Rebellion."ù The bulk of our session was spent going through several practice tests. I pulled practice tests from online and checked the information covered to that in her notes. I kept them to 10 questions each - there were 6 total. She was to take one using all the strategies described from 10/06 and then go back over it when finished. When she goes over a test, I instructed her to read the question and then the answer she selected as if it were one statement but to also be sure to fully read all the other options. This should help catch responses she made based only on the first part of an answer choice - because often times there are 2 answer choices that start off the same, but it's the back half of the statement that matters. We then when over the test together and then also went over the questions I starred - questions I kept on the test, but were not topics I saw in her notes. Some of these are in her current area of study (but the time period is one that crossed between the current test and her new study, so could potentially be on the test). They fit the time period of the test and connected to topics that were included, therefore it is possible her teacher may ask such questions in the expectation that the students covered such information in their own readings/study. I showed her how she can take a question that may "come out of left field"ù so-to-speak and break it town with key words and logic to find the correct response. She is struggling to synthesize information. Multiple pieces of information and concepts need to be applied to answer questions of this caliber. She needs to find an "anchor."ù I suggested DATES or PRESIDENTS. This will be stressed as we begin go shift focus to the new AP curriculum with the themes and time periods."
"Today we went over Chapter 13, up to the Tariff of 1832. We also discussed topics for the student's English essay. Her grades are improving; her most recent test score was an 80 (a 20-point improvement). I've asked that she periodically review her notes from previous chapters so that she can keep some of the content fresh in her mind."
"The student and I covered 6 FRQ questions that he was given by his teacher for an in class essay test to take place this Monday. He emailed me the questions earlier in the week to review. The questions covered the time period from 1812-1850 and dealt with the following topics: -the Monroe Doctrine -McCulloch v. MD -Role of the US gov't in guiding economic development -Era of Good Feelings -Comparison of Democrat & Whig parties -CCOT of Indian relations with US gov't (*this was from 1790-1832) I left him with a PERSIAN graphic organizer I made prior to the session. This organizer placed the most important, easily identifiable issues/topics/ideas/people/treaties/terms relevant to the questions in the categories Politics, Economics, Religion, Social, Intellectual, Arts, and Nature. I also asked him to email me by Monday or Tuesday what this week's chapters of study would be and any assignments that would be due so that I could identify important events/concepts/people/movements that might need to be covered next session. My goal, therefore, for next session is to proactively identify key areas to make sure that they are processed and understood well in advance of the next assessment."