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science video - pacing of lesson stands out

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science video - pacing of lesson stands out

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I watched the self awareness video.  This will help me grow students socially to enhance academics.

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I watched the science video. Something that struck a chord with me is timing. On this  portion of the test, it has the most passages and questions per unit given time. I have had a little push back about timing in my classroom, and this just reinforces the idea that students need to be prepared for timed assessment.

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I watched the science video, it really drove home to me how much I need to practice timed tests. I have students who will take a full block period to complete a test and STILL come back after school to finish.... I though I was being "kind" by allowing them unlimited tme but maybe I am not helping them be successful when it matters....

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I watched the English video and I liked how they did the process of elimination for each one.  That is something I like to do with my students and something I will be doing with my daughter as she prepares to take the ACT.

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I watched the math videos. I would show the break down of the questions and their percents to my students and how when learning Algebra or geometry it will affect their possible college admissions. This will allow student to focus on how these two courses are fundamentals to their future learning and be better prepared going into collage.

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I watched the English video. I liked how it did process of elimination by finding what didn't make sense.

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I watched the science video and now have a better understanding of the percentages of topics within the ACT.This information can help me give my students better information as to what areas of science they should focus on.

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I think in my classroom I can utilize "timed" tests throughout the year after students have shown mastery as kind of a fun activity. This will help prep them for a more rigid timed test.

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I watched the Science video and I enjoyed how she started with the timing. I think that is an important strategy to teach students how to take this assessment.

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My biggest takeaway from the math video is that your strategy should be to go through the problems 3 times. On your first time, do the problems that are easy or fast for you to do. On your second time, do the problems that are medium difficulty/time consuming. On the third time through, work through the hard or very lengthy questions. This allows students to maximize their efficiency and spend time on problems they can get right rather than wasting time when they get stuck on one they will not know how to finish.

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I chose the science one.  I liked the the idea of taking notes on the passages to help with memorization and understanding of what was being read, so that students will have a better understanding of the topic and better ability to answer questions correctly  It is a good study strategy for any class these days.  Additionally the breakdown information given to students to help them study and gain confidence was a good thing.

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I like the fact that the teacher really involved the students and allowed them to discuss and ask questions.

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I teach CTE classes so in my class I prepare students to be both critical readers and writers. We address some of the biology content when we discuss brain science so there is some overlap as well.

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I watched the science video as I am a chemistry teacher. One of the main things I learned was that timing is a real issue on the science portion and that there is a lot of reading. In my class, we could do practice readings that are timed to get students used to the amount of time they should be spending on the reading sections.

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The biggest takeaway I got from the Math section was that only 22% of the questions come from classes after Geometry. Many of my upper level students take that in 8th grade or Freshman year, and may forget that material by the time they take the test. Even though they are in high level math, it could actually negatively affect them because of this time gap, if they do not review.

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I watched the math video and it was clear that pace is very important. The strategy given was to start with the easy problems first. After that move on to the medium questions and finally finish with the hard questions.

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The science video was good.  I was already aware that the pure science content itself was not as critical as the ability to analyze, evaluate, etc but this was a great reminder to really focus on those higher level thinking skills in my classes as we also cover the required content.

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I watched the math video.  I really liked how it stated in the video to go through the test and do all the easy questions first, then medium difficulty ones and then the hard ones.  This is a good strategy for any test taking.  Students will not get so frustrated when they get stuck on a problem because their goal is to move on to the next one.

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I watched the math video.  The pace you go is very important.  You have 60 minutes to complete 60 questions.  That is not a lot of time if you are a slow worker or get stuck on one question.  Students need to answer quickly and be sure of their responses.

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I watched about science, which has big passages of high level language and complicated charts and graphs.  The tips say to read the passage carefully.  However, I've been told in the past to skip reading the passage unless you are a high level reader.

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Teaching Strategies were very helpful.

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I watched the science video.  The science video is not about knowing scientific facts but pulls readings from many different areas of science.   Basic experimental design should be reinforced in every science class so that students can easily answer these questions.  The pace of the test is very fast so students should be answering quickly and confidently.

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I really like the easy/medium/hard question strategy, where you go through and answer all the easy questions, then the more difficult as you go. It gives a sense of accomplishment yet gives a way to budget time.

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I watched the Math video and learned that there is 60 questions and they give you 60 min.  So you need to only spend a minute on each question in order to get though them all.  They said some might not take the full minute so to start with the quick easy questions then move to the medium questions then finally work on the hard last so you use your time wisely.  It also said you need to really make sure you know Algebra and Geometry as that is what the test is mostly on.

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I viewed the view on the science section of the ACT.  They presented three strategies at the end that included taking notes, attempting to predict an answer, and finally selecting an answer.  The video emphasized the time factor on the exam and one of my in class strategies for my students is having my students practice taking notes on a short reading I give to the kids.  We regularly take guided notes in class, but I would like to start incorporating note taking on their own to give them more practice at this skill.

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I watched the science one. The three strategies presented were take notes, predict and select an answer. In my class I already try to teach kids how to take notes on passages and analyze text. This is one of the strategies presented. I will continue doing this to help them.

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I watched the science section, and it broke down how many questions there are for each problem type: 15 data representation, 18 research summary, and 7 conflicting viewpoints.  My takeaway is that students being able to interpret data and understand passages is the most important part of the science portion of the ACT, NOT the content itself.

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I chose to look at math. The strategy I focused on was with completing the questions in the order of easy, medium, hard.

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I watched the English video.  I like the elimination strategy it discussed.

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I watched the ACT English video. Reading until I come to a mistake. Writing what is being tested next to answer.

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Erin Lynch--I watched the video on English.  One takeaway from this video is to replace pronouns with "one" when writing an essay.  One strategy I can use in my class is to have a "tips and tricks" resource for students to keep that may be used for any writing in school.

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I watched the math ACT video. I like the strategy for taking tests- answering the easy/fast ones first, then the medium, then the hard/slow ones.

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I watched the ACT English video.  I will utilize the pause and think reminder.  Instead of the student reading through without stopping, pause and think after reading a bit to check your understanding

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I was reminded of marking up the page for English and grammar and reading out loud really helps some students and at least doing that during practice should help carry over to test day.

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I watched the English video too. Thinking aloud and breaking down the process helps kids to understand a plan of attack.  When we model our process, they are able to either replicate or recognize the method.

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I watched the English video. I really appreciated how the teacher modeled her thought process as she went through the questions, showing the students how they should take their time and slow down when answering questions.This thinking out loud process is something I want to do more with my students.

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I watched math video ,and i learned that students must practice timing and moving over to the problem that are very hard

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Always found that I am a slow reader. I found myself wondering if there was an audio version of the passages provided for students with my same reading style. So, we seam to be measuring a students understanding of a topic, or reasoning skills, based on how fast they can read.

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After watching the science video, I was surprised to see that there were 7 reading passages which would mean that we need to really focus on reading comprehension in the science classroom.

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After watching the math video, the main take away every student needs to know is that this is a timed test, but its not a casually timed test. The test requires speed, so students need to be told that unlike in a school atmosphere they don't have any time to relax, the moment you finish problem 1 move to problem 2. if a problem is causing you trouble skip it and go back to that problem later.

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I watched the math video and making sure to not take too long on a single question is important. Many students have been given almost unlimited time to complete assessments throughout their schooling, so making it a practice to have timed tests in my class will be important to prepare students better for the pressures of the ACT.

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I watched the English video and since I teach SS, I will be talking to the English department about how to better assist students in ACT prep.

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I watched the English video, which helps me realize the importance of teaching grammar within the text. In order to make grammar learning even more authentic, I can integrate the strategies in the video to student essay revision process.

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I think that it is very important to familiarize the students with what the test will look like. The more comfortable they are with the style of the test and the way the questions are presented the better the kids will do!

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I watched the math video. At my school, students are normally not given timed tests and quizzes. Many times the students are allowed to come after school to finish. I try to not encourage this behavior unless the student has a plan for accommodations. I think that teaching the students to not spend too much time on a problem the first time through a test is a good strategy. I will try to teach my students to go through the test 3 times like the video stated, even on classroom assessments. This will help them to not get frustrated on one problem too long and the way to solve the problem may come to them if they come back to it later.

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I feel that Social Studies has really tried to put an emphasis on getting students ready for the ACT.  When possible we work with the English department when we are covering the same topic (Salem With Trials, Dust Bowl) and they have given the SS dept some really good techniques and practices to use so students are getting double the practice.

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I watched the math video (since i teach math). I learned to talk to my students about trying to keep each questions to a min or faster. Take 3 passes through the test: first pass do the easy/fast questions. Second pass do the medium questions. And the third pass do the hard/slow questions.

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I watched the English video. For me, the takeaway was the importance of preparing students for the specific style of questions that they will see. While basic grammar topics and rules need to be taught in the classroom throughout multiple grades, it is equally important for students to understand how the questions to test their knowledge will be asked. At times, a student could understand the rule/concept, but get tripped up on the style of question. Being a 9th grade teacher now, I feel like the more exposure to these types of questions for students the better.

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The takeaway from the English video is the importance in the types of questions. Students will probably struggle with the same "type" of question ie vocabulary, transition, grammar, comma, so it will be some good data to drive my ACT practice and instruction.

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I watched the English video and it was great in regards to helping with the elimination process

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The English video was really helpful regarding elimination process

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I watched the English video which helped me determine how to model thinking-aloud while reading through a passage and working through to eliminate wrong answers for test questions.

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I watched the English Act video and the importance of timing when taking test and eliminating questions that do not fit.  Students need to prepare regarding the style of questions used.

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I watched the English video  and in the video I liked how they wen through the questions.  It is important when they take the ACT they are very careful regarding the timing of the questions.

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I watched the math video and thought it was interesting that 63% of the math portion is from pre-algebra, elementary algebra and plane geometry.  I will use this knowledge to emphasize spiral review with my students to better prepare them for their ACT.

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English, since that's what I teach the most. Process of elimination is crucial.

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I watched the English video- I learned how to help students eliminate wrong answers logically and different strategies for approaching passages.

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I watched the English video, where I learned ways to eliminate wrong answers from the choices as well as strategies for close reading to help students choose the correct multiple choice option.

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English. How to eliminate answer, how to study for the exam, how to read passages.

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English

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English

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I watched the English one, since there is no Music, and thought it would pertain the most to me. I enjoyed how it discusses elimination strategy!

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I watched the English one, as I

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I watched the math video.  I liked the strategy to prioritize the easy/fast questions.

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I teach social studies, so I was interested to see if the reading passages were history related, but I couldn't get it to open.  I listened to the science and found some helpful things I can use for my AP classes. There are similarities between the AP test and the ACT:  the are timed, there are a total set number of questions, they both use passages and charts followed by some questions related to the information given.  Students need to watch the time and not spend too much one one particular question.  For both of these test, it isn't that they are knowledged based per se, but the students need to read and understand the information and be able to answer the question in the multiple choice part of the test.

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I watched the english video. I learned that there are many specific components of the test that students need to be aware of in order to be successful (format, structure of the page, order of #'s etc)

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Watched the math and English video.  I learned that elementary + intermediate algebra + prealgebra consists of 55% of the ACT.  I also appreciate the slow, medium, and fast strategy that corresponds to diffulty levels of easy, intermediate, and hard problems.  I can apply this by reminding students of this strategy when reviewing.

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I watched the math module. I learned how the test is broken down between algebra, geometry, and trigonometry, and I was surprised at how much of the test was focused on algebra. I also learned a suggested strategy of going through the test 3 times to complete problems based on difficulty.

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I watched the English module. (I tried to watch the reading one, but it did not load). I learned that test familiarization was really importance. Also, I learned how to eliminate incorrect answers in a methodical way.

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I also watched the science. I understand the intent, that being that a freshman could look at a physics data representation and be able to respond correctly to 6 or 7 questions. The same hold true for biology and chemistry. But, I feel that the less experienced student stands little chance of success. More mature students seem to do better because as they move through the science sequence they gain more practice in analysis of data regardless of its origin.

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I watched the science video. It is always surprising to me that they call it science. It really is a specific reading comprehension test. The reading just happens to be with charts, graphs, and other data rather than just words. It really tells me that my students have to be able to see information and be able to break it down and understand it. If they are good at analyzing data then this section should not be too difficult for them.

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I watched the English video.  Reading aloud (or aloud in your mind) is a great way to pick up on errors.  I liked how she was trying to figure out her own solution before looking at the answer choices.  We have gone over individual questions as a class with a very similar strategy.

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I watched the Math video. It reminded me that for many of my students that are accelerated that they need to remember to go back and practice more basic algebra that they have forgotten since that is far more important than the trig and calculus they are doing junior year. Practicing for the AP tests working on pacing will help them, but also that they should do this test in a few passes vs only once for the AP test.

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For the Science section, it is very important to be aware of your time. Take away: students should be comfortable with data representations.

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I watched the math video and one thing the emphasized is not trying to do the questions in order.  They average 1 min/question, but some questions will take less than that minute and some more.  They suggested going through and doing all the easy/fast questions first, then the medium question, then the slow/hard questions last.  While I to tell my students to skip hard problems, many of them want to work in order and it is something I could emphasize more.

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My class is not a tested subject. However while watching reading I realized that it is best practice to instill proper grammar and use exercises that support ELA while we are writing in my subject. This not only will assist with content but additional fluency in writing.

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I watched the Math video and was encouraged that 46% of the questions would be algebra and plane geometry questions.  Students can practice timing and moving over questions that are too hard as one test taking strategy.

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I watched the Science video and keyed in on the timing for each passage, about 5 minutes, and realized I need to work on timing with my students.

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I watched the English video and I appreciated the idea of showing students how to do quick close reading to interpret multiple choice answers.

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I watched the math video and was surprised at how many questions were from Pre-Algebra and Algebra. This means what we are teaching is foundational and review is essential.

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I watched the math video.  I found it interesting that Pre-Algebra and Algebra skills hold  a heavy weight in scoring.  This seems like it would be especially challenging for those students working ahead that finished those skills in classes they took in middle school.  They are working currently working with a new set of skills.

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I watched the math video, surprised it's 60 Q's in 60min. The strategy of easy ones as quickly as you can makes sense.

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I watched the math video and I think a strategy I can use in my classroom is reviewing geometry problems for my algebra 2 students. Most of my students have taken geometry their sophomore year, but then take the ACT at the end of their junior year. Throwing in a geometry review problem into the mix will help my students remember the skills they will need to better succeed.

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I watched the English video, I just noticed how careful and how slowly she went through the different types of questions.  Reading through each answer and analyzing them individually before making a decision.  I think this is important to teach kids- to go through all of the answers and really analyze them before making a decision- or even before choosing the first one that makes sense.

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Sorry, mine posted before I was done... adding on to the English video thoughts, I would also add that the lesson (and video) was over 24 minutes long.  I watched the whole thing, but it was increasingly hard to concentrate as time went on.  If I had this issue as an adult/teacher, I could only imagine how quickly a high schooler would lose interest.  I would want to incorporate this idea in maybe 5 minute chunks at a time, as a warm up, closure activity, or quick check after a practice test.

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I watched the English video.  I like the idea of doing a think-aloud model with the students for how to answer these types of questions.  I also thought it was effective how she identified WHAT type of question each one is, so a student will be able to identify trends in strengths and weakness.

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The English video walked through a sample passage and outlined how to effectively read using specific steps and details. The modeling is a very effective technique.

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I am interested in math instruction. I will be teaching a special education geometry class and it was encouraging to me to hear 46% of the math questions are based on algebra and geometry. Hopefully I can strengthen all of these skills and help the students get a better score.

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I watched the english video and the teacher explained things to look for as the student is reading. She talked about sentence order, grammar etc. She did a good job explaining why certain answers were wrong. She also tried wrong answers to see how they sounded. The audio allows the student to hear it and see it simultaneous. I liked how she said no change is okay. Many students think that there has to be a change or something that needs to be fixed. I remember questioning myself when taking tests like this. Overall, I think it was a helpful walk through.

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I watched the math video. The narrator explained the topic breakdown and what percent of the test was made up of that topic. This is very useful for a student preparing for the ACT math portion because they know what to focus on. For instance, the narrator stated that pre-algebra and plane geometry covered the most percent of the test, totaling 28 questions while trigonometry was very small only being 4 questions of the math test.

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In the English video, the instructor read the passage aloud and identified the type of error each question was. This strategy is useful because if a student notices that one particular type of grammar error or syntax is a struggle, then they can focus on that type of error or question.

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I watched the math video. The takeaway I have is pacing yourself based on what you know vs. what you struggle with. She said to do 3 rounds of the test; 1st- solve the easy problems first, then 2- go back and do the "medium" questions that might take the full minute per question or just a little more time, and then 3- the hardest questions. You want to maximize your points, so do what you know you can first and don't struggle to solve everything!

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Modeling your thinking is effective to show students how to narrow down answer choices.

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I watched math.  I think one of the biggest things that I will take away is test taking strategies.  Many students want to to each problem in the order they are given.  As we watched, that is not the best strategy