Recent Tutoring Session Reviews
"Between sessions, the student completed part of the Diagnostic Test in a SAT II Literature book. Today, we worked through more practice problems on the Diagnostic Test. I worked through a couple of questions for the student, in order to show him the level of detail he needs to work in to bring his score up. The student is going to complete the Diagnostic Test today and let me know what his score is and how much he hopes to improve it. Then, he's going to review the literary elements that the Diagnostic Test tells him are his weakest. And, finally, he's going to take at least two practice tests between now and test day. The student and I agreed that the most important thing is for him to be exposed to the test under actual test conditions, so that he can practice the slow, careful pace we've discussed."
"For our second to last meeting, the students and I reviewed some of the strategies we'd discussed for the SAT Math section. We talked about underlining restrictions on the answer choice found in the questions, looking for patterns or simpler figures in geometric shapes, and simplifying equations by substitution or factoring. We went through several problems that were labeled as the more difficult problems within practice math sections and saw which strategies tended to be popping up and were most useful and productive."
"Today, we continued to review the diagnostic math test. The student, again, did a great job applying new concepts throughout the session. We reviewed the formulas for volume of pyramid, area of a sphere, volume of a cylinder, and volume of a cone. I also taught Paris about logarithms, sin, cos, and tangent. Even though the student had not seen logarithms before, she grasped the concept quickly and was able to apply it successfully to problems. One tendency that I noticed today was that the student would begin questions well by identifying the information that was in the problem and any formulas that she would need. But, after starting the problem perfectly, she would then be unsure how to continue, and would revert to plugging in numbers. We practiced moving forward in a problem without starting to plug in numbers. The student was able to solve the problems successfully, indicating that the issue might have been with her confidence in approaching the problem rather than with her knowledge of the content. For extra math practice, the student will complete the second math diagnostic test."