Free Local Activities for Summer Break

I was recently in a library here in central Ohio working with a student. As the student completed some practice problems I was watching the other folks coming and going from the library and saw a dad with his daughter come in to check out some books. The girl was maybe in 7th or 8th grade and I was excited to see her in the library- more kids should be reading over summer break! However, then I saw what the dad was checking out: every test prep book in the building.

Now, I’m the first to admit that the summer is a great time to get ready for the ACT and SAT tests, but students (especially students that young) should also have time to be themselves, explore their interests, relax, and do things they wouldn’t have time for during the school year. They need to recharge their batteries! That doesn’t mean they can’t learn- but the learning doesn’t have to be as structured as multiple hours of test prep every day! Many parents enrich summers by paying for lots of camps and activities, but parents whose budgets don’t allow for that may find enrichment more difficult. Here is a list of summer activities in the Columbus area where are free (or mostly free) to enrich your students’ summers.

Science:

1.                 Park of Roses
2.                 Franklin Park conservatory (Free the first Sunday of each month)
3.                 Educational Programs through Columbus Metro Parks

Social Studies:

1.               Find as many historical markers as possible
2.               Visit the Shrum mound
3.               Visit historical cemeteries
4.               Tour the Ohio Statehouse/ Ohio Supreme court (you may have to pay for parking)
5.               Attend Cultural Events (Asian Festival, Greek festival etc)

Art/Literature:

1.               Columbus Museum of Art (free on Sundays)
2.               Grandview Art Hop
3.               High Street Art Hop
4.               Tour the Thurber House (free on weekdays)
5.               Shakespeare in the Park (at Schiller park)

General:

1.              Check out programs at local libraries and community centers
2.              Ask an adult friend if you can shadow them for a day

Outside Columbus day trips:

1.               Great Seal state park (find the great seal)
2.               Hocking Hills nature hike
3.               Air Force Museum (Dayton)
4.               Great Serpent Mound (you pay for parking)

What free activities are you doing with your kids this summer? Let us know and we’ll add it to the list!

 

 

Summer Slide

As the school year winds down, students look forward to several months of sleeping in, few responsibilities, and plenty of fun. However, from an academic standpoint, the summer is the most dangerous part of the year. It is widely known that summer slide impacts many students; they end up returning to school in the fall having lost valuable information and skills over the summer.  Much of the beginning of the school year is often spent simply getting students back to where they were a few months prior. The key to avoiding summer slide is to keep students thinking over the summer. While a full course schedule isn’t necessary (and would probably result in a student rebellion), doing a little something each day to engage the mind can be very helpful. Students can engage their mind in any number of ways.

1. Summer reading

Summer reading gets a bad reputation from the lists of (often boring) books that teachers hand out to combat summer slide. However, any reading whatsoever is helpful. Go to the library- have the student ask the librarian for help finding books that the student will enjoy! Students are much more likely to read if it is a story or topic that they find interesting.

  1. Prep for tests

Students often don’t have the time during the school year to prep for standardized tests. If you have a high schooler, encourage them to spend just an hour or two each week working through a prep book or meeting with a tutor. The structure of having a meeting each week can help a lot as far as keeping students on track.

  1. Summer camps

If your student has an interest in a particular topic, explore the summer opportunities around that subject. Is there a camp being offered? Job opportunity? Shadowing day? Summer is a great time to work with students to help them better understand what career they want to pursue- don’t waste that time!

  1. Travel, museums, and other educational opportunities

If you can, use the summer to help students expand their horizons by doing the things you don’t have time for during the busy school year. Take a vacation to a historic city, have them learn about nature through a camping trip, or go to that museum just down the street. All of this will help keep their minds engaged!

 

Finally, keep in mind that your kids are kids! They had a long year at school. The older they are the more extra curriculars, jobs, and commitments they had.  The school year is often go-go-go. Don’t forget to give your students unstructured time to be kids over the summer. Let them relax, have fun, and enjoy their time off.

Taking the Online Version of the ACT—Pros and Cons

For the past few years, the state of Ohio has paid for all juniors to take one standardized test for free in the spring. Generally, schools in Ohio (with a few exceptions) have chosen the ACT as it is the student-preferred test in Ohio.  Over the past few years, an increasing number of schools have been offering this test only through an online portal.  With this trend increasing every year, it is a good idea to understand the pros and cons for online tests.

Pros:

The first advantage to the online test is that there is a timer on the screen. Since time management is such an issue for many students who take the ACT this is very nice.  However, timing is manageable by any student with a watch, so this is not a huge advantage. Similarly, there is a built-in calculator if a student doesn’t have one of his or her own. However, if the student is unfamiliar with the layout of this calculator, it can be as much a hindrance as a help.

A second advantage can be that many students might prefer working through a test on a screen if that is the format with which they are most familiar from school. Many schools now use tablets instead of paper versions of textbooks. For students who go to a school like this, an online version of the ACT may be more familiar.

The third and biggest pro for the online test is the speed with which test results come back. With online grading, it is just a matter of a few days before students can access their results. However, even with paper tests, ten to fifteen days is the most the majority of the students wait. I don’t think that is a big enough difference to justify switching to online tests.

 

Cons:

The cons are far more numerous. The biggest con that I see is the inability to write on the test. Many of the strategies that students find the most helpful involve interacting with the test instead of just looking at it. On the science and reading especially, circling, underlining, and writing on the test are enormously helpful. When schools decide to do online tests, they are taking away this resource from the students. When students are exhausted from this test, being able to write on the test so that they don’t have to remember everything can give their brains a bit of a break! While the online test does have some resources to cross out answers and highlight text, this is not going to be as quick or as natural as a paper test and does have limitations. In addition, students can expect a learning curve on the first part of the test until they are comfortable with the tools in the online portal. The best way to address this is to become familiar with the online portal prior to the test. We’ve included a link below that contains more information form the ACT.

Another big strategy that helps students maximize their scores is being able to do the easy questions first or skip questions and go back to them later. While the ACT online does all it can to make this easy, it still is tougher than with a paper test, which means that many students won’t focus on getting all the easy points first. Instead, they’ll do the questions in the order they are presented, often resulting in wasted time. Students may need to be reminded that the best strategy is to skip to the easy questions to start out with. They should practice doing this so that it feels more natural on the test.

The screen itself can also cause issues. Many students associate screens with entertainment. When students study with screens in front of them they are often flipping between what they should be doing and Instagram, Youtube, Reddit, music, and other distractions. While this certainly won’t be possible on the ACT, students have come to associate screens with distractions. Because of this, many students have concentration issues when they are looking at screens.

In addition, technical issues may be an issue for select students. Paper and pencil are fairly impervious to technical issues. In a school where every student is issued a computer, there is going to be a good handful of students who may not have their computer fully charged on test day. There can also be issues with internet connection, power supply, software etc. While some of these issues can be easily resolved, others can’t. Keep in mind that an easily solved issue is still going to cause stress for the student—something that should be avoided at all costs. Students who are bringing their own computer to the  test should do all they can the day before to make sure it is in good working order- an ounce of prevention is worth a pound of cure!

Another issue with screens is that many school issued computers are chrome books or other similar computers that have tiny screens. This can lead to issues with being able to see all the information at once (on the reading and science) and just overall makes it more difficult to interact with the test. If possible, request to take the test on a laptop brought from home or in a computer lab. The worst that can happen is that they say no!

Finally, as any optometrist will tell you, staring at a screen for three and half hours can cause physical issues. While students may say that “they’re used to it,” they probably don’t often stare at screen for that long. Even if they don’t realize it, they likely look up and around quite often to rest their eyes. On the ACT, all these mini-breaks can really add up to time lost.

In short, if your school is considering an online test you should, if possible, request a paper test. If you absolutely can’t get a paper test, prepare for the difficulties of online testing by using this resource given by the ACT

https://www.act.org/content/dam/act/unsecured/documents/Preparing-for-Online.pdf?fbclid=IwAR0e78F_CW6MhyIFX3835GZf1XWQ1QBt7brJTTc7L4aSeJVMeCVagIJfiP0

 

This will allow you, at the very least, to become comfortable with the program prior to test day!

Best of luck!

Michal Strawn

A Range of Difficulties on Standardized Tests

After taking the SAT or ACT students will often complain that the test was tougher than what they practiced for. They will also often say that it was easier than they expected. However, these observations don’t necessarily mean that student scores will go up or down. On the contrary, a test isn’t helpful to colleges trying to gauge a student’s ability if the test isn’t consistent. In order to ensure consistency in score the ACT and SAT curve scores according to the difficulty of the specific test taken.

So what does the mean for students taking the test? Well, first of all, students should do a wide range of practice from the easiest things they can find to the toughest.  Practicing a wide range of difficulties will allow students to be ready for anything.  This will hopefully allow students to remain calm on the test no matter what is thrown at them.

Second, students need to remember to stick to their strategies regardless of the difficulty. The temptation with easy tests is to zip right through it. However, this leads to simple, small mistakes; the curve on the easier tests makes those mistakes costly. Conversely, students need to make sure to stay calm on the tougher tests. Mistakes on those really difficult questions won’t count against them as much, but panicking will cause more mistakes. Having strategies in place and sticking to those strategies will help students maximize their scores on both ends of the spectrum.

In the end, students need to remember that they can’t control what is on the tests. They can only control how they react to it. Through careful and deliberate practice, students can ensure that they react in a calm manner which will allow them to live up to their potential!

The Grade/Test Score Gap

One of the most common comments I hear from parents during the tutoring process is that their students get good grades. Parents are confused as to why ACT or SAT scores aren’t on par with their student’s grades.  I also often hear the reverse from students who talk about friends and classmates who “seem dumb” or “have horrible grades” and yet do very well on standardized tests. The reason behind this is that most standardized tests are testing things that aren’t reflected in grades or directly taught in school. This makes sense though, since if the tests and the grades reflected the same things then colleges wouldn’t require SAT or ACT scores and would just look at student grades!

The issue for colleges is that different schools and even different teachers within schools have different grading criteria. Everyone knows that some teachers are an “easy A” while other teachers really make students work for good grades. How, then, are colleges supposed to compare two different students who have been in different schools with different teachers?

This is where the tests come in. Take the ACT for example. The first two sections of this test are fairly content based. They test how much students have been paying attention in English and math classes. Consequently, a student who does poorly in these subjects can improve their subject level understanding through hard work and thus improve their score (given that they have enough time). Students who have achieved good grades through cramming or other non-long-term learning solutions (like making sure they have easy teachers) may struggle with the content.
Despite being content exams, many people don’t realize that these exams are also testing other skills that are not explicitly taught in school. The math, for example combines many forms of math that students have learned over time forcing them to employ critical thinking skills to solve problems in new ways. Many teachers only test one math concept at a time so this is a struggle for many students. The English asks students not just to proofread for grammar and punctuation but also for understandability and clarity of message- another thing that students don’t often practice in school.

The second two portions of ACT test are not so much content based. They test quick reading comprehension and scientific comprehension. Many students read well enough to get by in school but have to put a lot of effort into all assignments. These students work very hard and long hours to ensure that reading is completed and understood. The standardized tests set a time limit, though, so that students who have good grades through hard work don’t have the time to complete the tests. Naturally good readers- students who have for the past ten years been ignoring classes to read a novel under their desks- excel.

The science has similar issues. When students in school don’t understand scientific information, they ask the teacher who explains it to them.  This doesn’t allow them to develop the skills they need to digest scientific data as required by the ACT. On the test, students are presented with information and concepts they’ve never seen before and, instead of having someone explain it, they need to figure it out by themselves- and quickly! Students who do well in science classes may still not have the skills needed to succeed.

In short- getting good grades does not mean that students have developed the quick critical thinking skills that colleges want and that these exams test for. Students need to take classes that will challenge them to develop critical thinking skills. They need to learn to read and understand complex questions quickly- not the simple to-the-point questions that are often asked in schools. Mostly, they need to read every day from an early age so that their reading comprehension skills are advanced enough for them to quickly understand each passage and every question.  These are the skills that will lead to high test scores.

The Summer Vacation Question

“What should I do this summer?” This is a question that I hear often. Students and parents want to know about the best camps, the best volunteer opportunities, the best jobs for the summer. Really what they’re asking though is, “what is the best way to pad my resume”. My response is generally the same- don’t. I’m not saying that you should sit at home all summer, eat cereal out of the box, and do nothing productive. Instead, I’m saying you should spend your summer pursuing your passion.  After all, what colleges really want are people who genuinely care, who will be active on campus, who will achieve great new things. You’re not going to do any of that if you are filling your free time with things you think will look good that you don’t really care about.

A second danger in not following your passion during your free time is that you’ll be showing colleges a false picture of yourself. If you spend every free moment volunteering (but really aren’t that into it) you may get into that college that values community service. Then, you’ll spend four years there, surrounded by people who are really into something that you don’t really care about. Your passions reflect who you are and they’ll help you get into a school where you fit in- but only if you’re honest.

Another concern that students have is about working over the summer or during the school year. They’re worried that having a job that takes up most of their time will make their applications look empty. Students should always include any job they’ve had on applications. Schools understand that many students need to work in order to help their families, or to provide spending, saving, and car money for themselves. Being able to have a job while balancing school and family as well as anything else shows colleges that students are responsible, dependable, and hard- working. Putting necessity before passion does not harm your application. Admission reps are humans; they understand.

In short, stop thinking so much about what you should do to get into college. Instead, do what you want to do or what you have to do. In doing so you’ll be able to show colleges the true you and if they don’t accept the true you then maybe you wouldn’t have been that happy at that college anyway.

ACT Academy: Friend or Foe

Recently, the ACT released a new practice tool called “ACT Academy”. This is their response to the SAT pairing up with Khan Academy. The ACT realized they too needed to be offering free online prep or they would risk losing students to their main competitor: the SAT. Khan Academy is well known for having excellent review of concepts and for being one of the best free online instructors available. The ACT, however, in a rush to create and release this new product, has fallen short of that mark.

The wonderful thing about Khan Academy is that it isn’t just practice tests. It offers comprehensive review of concepts through video and practice. The ACT has tried to duplicate this success. While the ACT’s practice tests are great resources which students should be using, the review process through video and practice has a few problems. The practice questions do not always reflect concepts and wording used on the test. In addition, the answer explanations are often brief. In some cases, there is no explanation at all but merely a video which explains the concept but not that specific question.

In addition to the review (which I do not recommend) and the practice tests (which I do) there is also a section on strategy for the test. This section is by far the worst part of ACT Academy. The strategies appear to be written by someone who hasn’t taken the test since they were in high school twenty years ago. The suggested strategies include one that asks the students to compete a passage every 11/2 minutes. Anyone who has worked with students or taken this test recently will know that timing every thirty seconds is something most students don’t want to have to worry about during a high-pressure exam. The strategies page is also riddled with typos which indicates that not a lot of thought was put into its creation.

In short, while the practice tests on this website are a great resource, the review and strategies offered are not up to par with the ACT’s usually high standards. Likely this is because the ACT rushed to release the Academy more quickly than they should have. In all likelihood as time passes they will fix many of the issues, but for now it is best to stick to more tried and true methods of preparation such as taking official practice tests or working with an experienced and trusted tutor or instructor.

State Funded Standardized Tests: SAT

Last year, the State of Ohio decided to pay for one standardized test for each junior in the state.  This decision was made after the ACT and SAT were included as pathways for graduation and, in part, to help reduce college application costs for families. Last year (as far as I know) all the schools here in central Ohio chose to have their juniors take the ACT. This year, however, one very large public district and one small private school are choosing to give their students the SAT as their free test.  Many of my students who attend these schools are curious as to why they are being forced to take the SAT: a test that is largely forgotten by most students in Ohio.  For many students who have chosen to focus on the ACT this is a nuisance. It is simply another test on their schedule that they have to study for even though they already have ACT scores that will take them to the college of their choice.  I believe that the school districts, however, have made a choice that will be good for many students.

The ACT and SAT are more similar now than they ever have been before. However, the tests still have differences that make some people more prone to succeed on one over another. For example, deep thinking and algebra strong students tend to succeed more readily on the SAT. Most students don’t realize this. They plan on taking the ACT because that’s what all their friends are taking and what (most) schools have as their standard junior test. By forcing students to try the SAT schools are helping students realize what test they are better on so that they can focus on it from there on out.

If your junior is at a school where they are offering the SAT encourage him or her to go in with an open mind and just do his or her best. Afterword, ask him or her which test felt more comfortable. Then, when scores come out see which one is better and have the student focus on that test moving forward. If your junior doesn’t go to a school where the SAT is being offered, consider signing up for a public test date. After all, you’ll never know if you don’t try!

When Should I Guess On the ACT?

The ACT is always quick to remind students that there is no guessing penalty on the test. Fill in every answer, they assert. But it’s more complicated than that. After all, every question is worth the exact same amount. It’s not like in school where a tough question might be worth four points while a simple one is worth one. On the ACT, regardless of difficulty, every question is worth the same. Given that it is a timed test, students should focus on completing the easy questions first so as to maximize their score potential.  Then, if you are running out of time, all that you have to guess on are the difficult questions, questions you might have missed anyway, questions that would have taken a lot of time. Leave no easy question on the table!  All you need to know to implement this strategy is where the easy questions are on the test!

The English section is the place where it is more difficult to tell the difference between easy and hard questions. In general, there are two types of questions: those that ask about nitpicky details and those that ask about the big picture. Do a practice test and try to see which ones you do worse on. Then, save those for the end of each passage. Fewer people run out of time on the English section than any other section of the test, so  it’s okay if you aren’t sure. There is a good chance you won’t need to use this strategy on the English.

The math section is the easiest to remember. The questions start out at a fairly easy level and get progressively more difficult throughout the test with the last ten questions being by far the most difficult.  If you routinely run out of time on the math focus on crushing 1-30, completing 30-50, and just guessing on 50-60.

On the reading, timing tends to be tough for just about everyone. The questions are in no particular order of difficulty so you need to learn what tough questions look like. Start on each passage with questions that tell you where the answer is. If a question says in line 27… then that will be a question that you likely can answer quickly and efficiently. Next, try to answer and questions that are brief and to the point or have simple answers.  At the end of every passage answer long and complex questions that ask about big picture ideas and complex feelings and emotions.  Since you get about nine minutes for each passage make sure you incorporate a few seconds at the end for guessing. Then, move on to the next passage where there are more easy questions.

Finally, the science has a fairly predictable pattern. Each individual passage starts out with simple questions and progresses to more difficult questions. The simple questions generally just ask for basic scientific knowledge or for you to read a graph or chart. The more difficult questions require you to make connections and apply scientific principles to specific scenarios. If you need more time on the science consider guessing on the last question of each passage.

Remember, while it is good to guess on questions you don’t have time for, it is even more effective if you ensure that the questions you guess on are the ones you would have struggled with anyway. Make sure that you practice this strategy before test day to ensure that you’re comfortable with it and happy testing!