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TIPS AND STRATEGIES

Preparing for Tests and Exams

10/1/2016

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TIME MANAGEMENT IS ESSENTIAL! 
  • Find blocks of 30-45 minutes in your schedule, and then plan what to focus on during those blocks of time.
  • Map out the “what” AND the “how.”
    • Doing this in advance can save you time (and stress) later on.
    • Build in a short break (2-5 minutes) for every 45-60 minutes of studying.
    • Use a timer so your breaks don’t get too long!
  • Prepare by first collecting content from which to study; then, create study materials; then, actively engage with and utilize those study materials. (More tips about this are below.)
  •  Some teachers will work with you in class, to prepare for exams, and may even give you a timeline and specific tasks to do for preparation. Stick to those recommendations!


KEEP A BALANCED PERSPECTIVE
  • Keep these tests in perspective.
  • Focus on the process, versus the product.
    • This means emphasizing the habits that you are working to develop, and the process of figuring out the sorts of study techniques that work best for you as an individual, rather than solely emphasizing the grade you end up with.
    • Focus on HOW you’re studying, rather than HOW MUCH you study.
  • Maintain healthy habits: eat well-balanced meals, get plenty of sleep, stay active, and continue to participate in the things you enjoy!


CREATE STUDY MATERIALS Using pre-made Quizlet sets or materials given to you is okay, but you will likely retain more when you’re creating the study materials yourself, instead of just reviewing what someone else has done.
Types of study materials you could create include:
  • Note Cards: On the front, write the term, big idea, event, etc. On the back, answer who, what, when, where, why is it significant questions. Does it take longer than just writing a word and its definition? Yes, but you will have a more thorough understanding of the material.
    • Create a visual trigger on the front of the note card. This can be a phrase or picture, or some other sort of mnemonic. In the testing situation, the visual trigger may be just the thing that pops into your mind and cues the answer.
    •  Play with the note cards. Rather than just flipping through and trying to memorize the words on the card, get creative. Make different groups and categories (e.g. leaders and battles; bones and organs; verbs and nouns) then re-categorize them. Compare the cards to one another. How were 2 leaders the same or different? Why was one battle more significant than others? By manipulating the note cards, you are engaging in higher-level thinking…the sort of skills you’ll need to practice in order to answer essay and other open-response questions.

  • Graphic Organizers: For many classes, it can make sense to create a graphic organizer or visual that shows the connections between the content/ topics that you have studied this year. Creating a graphic organizer can help you to not only see how the topics are connected, but can also help you to identify “big ideas” to focus on.

  • Triple Note Totes: These are useful when you’re working on memorizing material. Fold a paper into three columns. In the first column, list the vocabulary you’re trying to remember. In the middle column, write the definition or important information about that term. In the third column, create and note down a mnemonic device for linking the term to the necessary information (definition, dates, importance, etc.).


USE ACTIVE STUDY STRATEGIES “Reading over” textbooks and notes is NOT efficient studying!
  • “Chunk Down” the Content– Break large amounts of material into smaller pieces. Before setting out to attack your class material, color code or label it. Divide the material into what you know well (green), what you need to review (yellow), and what is unfamiliar (red).
 You can also consider breaking down your material into the categories outlined on a study guide given to you by your teacher, or according to how recent the material is.
  • Teach Someone Else-You’ll know that you’re really comfortable with the material if you can teach it to someone else. Teach a parent or sibling, encourage them to ask you questions…and then answer their questions.
  • Test Yourself- You’ve have had a whole year’s worth of experience taking tests and quizzes for a class, so you can use those old assessments to study from. You can:
    • Make corrections to old tests and quizzes, using your notes and textbooks.
    • Make up your own practice questions based on the sorts of questions teachers have used in the past.
    • Look at chapter titles or section headings in a book, and turn them into essay questions.
    • Turn class notes into fill-in-the-blank or short answer questions.
    • Make practice tests to exchange with classmates.
  • Form a Study Group- Study groups can be good for reinforcing material you already know, and provide you with an opportunity to practice and review what you’re not as comfortable with. However, you must keep them structured and focused, in order for group meetings to be useful.

HAVE ADDITIONAL TIPS FOR PREPARING FOR AND ACHIEVING ON EXAMS? SHARE IN THE COMMENTS BELOW!
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For Parents: Back to School!

10/1/2016

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Many parents can experience nervousness about sending their child to a new school, or are unsure what they- and their child- can expect as they move on to another grade. If you (or your parent) falls into this category, you’re not alone!​ 

​Below are some tips from parents who've been through it, that may help!

“As nerve-wracking as it may be for parents and/or child to send your kid off to a new place for the first time, just remember that it is unlikely that this is the first time that the school, daycare, or institution is welcoming a new face. If you’ve done your research, you’re going to be leaving your child in the hands of well qualified individuals who likely have a seamless process in transitioning new children into a new school year/ program. As a parent, take a deep breath, kiss your kid goodbye, and really try to appreciate the quiet adult time you’ll have (whether it be at work, school, or home) while your kids are off socializing.”
– Mrs. W., mother of 2

“Build and develop a relationship with your child’s teacher(s). Get to know, understand, and have comfort in the person or people who are the experts and are charged with educating your child. Once you have established an open line of communication, trust and development can thrive, for the student and the parent.”
– Mr. R., father of 1 

“Try to tour wherever you’re sending your child and meet the people who will be working with them, PRIOR to beginning their first day. It will be nice for the child and for you to have a familiar face and sense of the atmosphere, come that first day of school…when those nerves really start to act up!”
– Mrs. D, mother of 3

“In the days before school starts, help your child do some “mental walk-throughs” of the first day of school. This way, when the first day rolls around, your child will have already had an opportunity to mentally rehearse what the experience will be like!”
– Mrs. K., mother of 5

“…Reassure your student that nerves are normal, and that there are many other students who will be having the same thoughts and feelings on the first day of school. This will be the first day for a lot of the kids!”
– Anonymous
​

“The night before, make sure everything is ready for the morning. For my kids, that means picking our clothes, having their backpacks by the door, and 2 of them shower the night before.”
– Anonymous

“Practice your morning routine before the actual first day, so you can start the day by being on time and not in panic mode!” 
– Mrs. F, mother of 3
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For Parents: Fostering Your Child's Independence

10/1/2016

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  • Help your student create and follow routines for homework and organization.

  • Talk with your student about the strategies he or she is using to complete tasks; this reinforces the metacognitive element of learning.

  • -Help your student break down long-term projects or assignments into smaller, more manageable tasks; we call this “chunking” or “breaking big rocks into pebbles.” Then, help them to plan (and write down!) when to complete each smaller task, starting with the due date and working backwards; we call this “backwards planning.”

  • Talk with your student about what he or she is learning, both content-wise and skill-wise. Emphasize that different strategies work for different people, and that we all need to figure out how we learn best, so we can be efficient and effective learners.

  • Part of a student’s middle school experience should be figuring out how to manage more responsibility and independence. For students to have opportunities to learn and practice this, they need to be allowed to grapple with tasks, attempt to problem-solve independently, and experience natural consequences for their actions and inactions. (The Gift of Failure by Jessica Lahey is an interesting book that builds on this idea.)

  • Encourage your child to communicate with his or her teachers and/or advisor,especially if they are feeling confused, overwhelmed or unsure of themselves. You could role-play a conversation they might have, or encourage them to write a note or email the teacher if they’re hesitant to initiate a conversation with them.

  • Encourage your student to attend extra help sessions with their teachers, and any other skill-building workshops offered by the school. If you’re not sure what resources might be available, have your child inquire!
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  •  Maintain a growth mindset– that is, embrace the belief that we can grow our “intelligence” in different areas, with strategic practice and perseverance. In conversations with your child about schoolwork, grades, and “abilities,” emphasize that strategic practice of a skill actually changes the brain’s structure by building and solidifying neural pathways; so, they’re not “doomed” to always struggle with one task, skill, or content area because the brain is like a muscle we can exercise to make stronger. (See the work of Carol Dweck for more information on growth mindsets- it’s pretty interesting stuff!)

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Reading with a Purpose

10/1/2016

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TO BE AN EFFICIENT READER, YOU SHOULD READ WITH A PURPOSE. This means that you should determine WHY you’re reading the text, and what you’ll be asked to do with the information in that text.

For example:
-will you have a quiz on vocabulary the next day?
-will you be assessed on your understanding of “big ideas” in the text?
-will you discuss what you read in class the next day?
-will you be asked to write a paper on the topic? 
-will you need general background knowledge on this topic, as a jumping-off point for further study?
-will you later need to answer questions about the reading?
-will you need to match the people mentioned in the text, to certain dates or events?

By first determining your purpose, you’ll then be able to decide what you should be paying the most attention to while reading.

For example:
-if you know you will be assessed on how well you know the vocabulary in the text, you would pay closest attention to that vocabulary (which may be bolded or highlighted in some texts).
-if you know you’ll have to discuss the text in class the next day, you would benefit from thinking about major questions the text brings up, or how you’d summarize what you read.
-if you know you’ll have to answer questions about the text, you could preview those questions so that you’re looking for the answers while reading.

Once you have an idea of your purpose for reading, you can adapt your reading strategy to fit that purpose. For additional pre- and during-reading strategies and tips, check out some of the other posts on the blog, like this one, this one, or this one.

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Following Directions

10/1/2016

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Many students only skim through, or skip over altogether, the directions for an assignment. This can obviously cause you some problems: you may do the work incorrectly and need to re-do it or lose points; you may do too much work and be wasting your time; or, you may not do all of the work that is required. 

​There are a few strategies, however, that you can use to make sure you're paying close attention to all parts of directions, and following them correctly. Those strategies include:

1. Read the directions twice before starting. Then, read the directions a third time when you think you're done, to make sure you followed them correctly.

2. Ask yourself, "How would I explain these directions to someone else, using my own words?" If you're not able to do that, it may mean you don't truly understand the directions. So, ask for help or try another strategy to figure out what you're being asked to do.

3. Highlight or underline key words in the directions.
  • Pay close attention to words like: 
    • (English/ History/ Science) Read, underline, circle, summarize, explain, provide details, write in complete sentences, brainstorm, analyze, compare, contrast, prove, describe, annotate, mark up, support...
    • (Foreign Language) Translate, summarize, explain, write in complete sentences, describe...
    • (Math) Find the product/ sum/ quotient/ remainder, simplify, show your work, diagram, demonstrate...
Sometimes, teachers will make bold, underline, or italicize the most important words in directions, so pay close attention to those signals too!

4. Highlight, underlining, or circling signs and symbols (x, -, +, =,  ÷) in math problems. If you treat something like an addition problem when it's really a multiplication problem, you're obviously not going to get the correct answer. Color-coding signs for addition, multiplication, subtraction, and division, can be another visual cue to pay close attention to the signs.

5. If there is more than one step to the directions, separate out each step. For example, in the following directions, you're being asked to do three things:
Identify three inventions of the industrial revolution, explain how each invention changed the way people lived, and summarize what life would be like today if these inventions did not exist. 
By highlighting or numbering each step, you're going to be more likely to follow each of the three sub-directions and produce a more complete answer.
1. Identify three inventions of the industrial revolution, 
2. explain how each invention changed the way people lived, and
3. summarize what life would be like today if these inventions did not exist. 

Try out one or more of these strategies if you often hear from teachers that you need to pay closer attention to the directions, or if you see that your errors are not really reflective of what you actually understand. 
If you have other ideas or strategies for following directions, please leave a comment to share!

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