1) Teach real lessons; don’t just go over practice tests
Yes, the amount of time you can spend just teaching material is obviously subject to time constraints; and yes, there is a small subset of mostly high-achieving students who just need to take practice tests and go over what they missed. However, virtually all students in the low-middle score ranges are missing specific pieces of knowledge, and getting taught the material while working through actual questions that involve additional, potentially unfamiliar pieces of knowledge, is often overly taxing for their working memories—there are just too many pieces to juggle. Unless you are very pressed for time, use the student’s diagnostic to figure out what they actually need to learn, and spend some time just teaching it to them before gradually relating it to the test. Repeat for as many concepts as necessary, gradually moving to full-length sections and then tests as students become comfortably with the material.
When it first crossed my mind that I might be able to rework the original version of The Critical Reader into a prep book for the AP English Language and Composition exam, one of the initial things I did was head over to the College Board’s website and read the AP Comp course description.
I’d done some tutoring for the exam a few years back, but it wasn’t a test I’d been constantly immersed in, as was the case for the old SAT. I also knew that in addition to changing the SAT, the College Board had planned overhauls for a number of AP exams. Interestingly, the AP English Comp test was not officially listed among them; however, as I read the description for 2014 and beyond, it became clear that the test had recently undergone some important changes. (more…)
Reuters’ Renée Dudley has come out with yet another exposé about the continuing mess at the College Board. (Hint: Coleman’s “beautiful vision” isn’t turning out to be all that attractive.)
This time around: what will happen to the new supposedly Common Core-aligned SAT if Common Core disappears under the incoming, purportedly anti-Core presidential administration?
As Dudley writes: (more…)
If you’re a senior still in the throes of writing your college essay, or if you’re a younger student/parent of a younger student trying to get a jumpstart on the college admissions process, you may be in possession of book entitled something like 100 College Essays that Worked, or 50 Successful Harvard Essays.
In general, I have no particular bone to pick with such compilations. I think they often provide a helpful glimpse at a variety of topics, styles, and structures that successful applicants have used in their essays.
Just as importantly, they offer clear reassurance that students need not demonstrate they have imbibed a thesaurus in order to gain admission to the college of their dreams.
So yes, for a student who isn’t sure how to get started, these books provide a highly useful service. (more…)
A couple of weeks ago, I was talking to a colleague who teaches high school, and she told me about a recent incident that had left her thinking.
One of her students was enrolled in a dance class (in-school) that was holding an open house, and the student invited my colleague to attend. As my colleague watched the class, she became aware that the atmosphere was one of calm and focus. The students were disciplined and respectful, yet the teacher and students seemed relaxed, and the students were clearly enjoying the class.
My colleague was struck by the contrast between that atmosphere and the far more tense atmosphere of her own academic classes, in which she alternately had to plead with, threaten, and cajole students who consistently seemed surprised if not downright annoyed when she expected them to so much as pick up a pencil and copy a couple of sentences from the smart board.
How, she wondered, could this possibly be happening in the same school? (more…)
As a tutor, I observed a striking phenomenon: despite the pressure to boost students’ confidence levels, I noticed that the amount of confidence my students exhibited often had an inverse relationship to their amount of knowledge.
My highest scorers were moderately confident but also very aware of their weaknesses, whereas my persistently low scorers tended to overestimate their abilities, sometimes dramatically so. (True story: the only student who ever told me he was going to answer every question right on the SAT was scoring in the high 300s-400s.)
As for students who started off lower and raised their scores significantly, they almost always experienced a watershed moment in which they realized that the test was actually hard and that they were going to have to put more in to get the results they wanted. As their knowledge increased and they were able to more effectively self-assess – that is, to more accurately recognize what they didn’t know – their confidence was shaken. But notably, their performance continued to improve.
It turns out that all this is actually an established phenomenon known as the Dunning-Kruger effect; and as I’ve come to realize, it applies to teaching as well. Regardless of how well novice teachers know their subject, they don’t know what they don’t know about teaching.