All Articles tagged Testing

Improving Executive Function Skills

March 11, 2015 Brad Hoffman Leave a Comment

In October 2014, My Learning Springboard co-hosted a workshop focused on improving executive function skills which featured Sarah Ward of Cognitive Connections. We continue to build on our work year over year and have developed specialized expertise in delivering executive function coaching that becomes integrated with academic coaching and/or test preparation.

Executive Function Skills are a complex variety of mental skills that we use on a daily basis to achieve our goals. It can be considered the “CEO of the brain.” Executive function as a whole allows each of us to set goals; plan how to complete a project; prioritize tasks; organize time, materials and information; shift approaches flexibly; and hold and manipulate information in working memory and control their behaviors for task completion. Therefore, there is a strong correlation between effective executive function and success in school.

In the videos below, we share more information about our approach to executive function coaching with our students.

In the presentation further below, Laurie Gross, our Executive Director and Educational Therapist, shares some key takeaways and strategies for improving executive function skills.

The SAT Reasoning Test: A Memoir

March 2, 2015 Brad Hoffman Leave a Comment

Every high school junior is familiar with the fervor to study hard and do well on the SAT. After all, it is the first foray into high-stakes standardized testing for most students. Between preparatory classes and memorizing those ever-present vocabulary index cards, one would think performing well on the SAT is predominantly determined by how hard a student studies.

While I am not disputing the importance of diligent preparation, I believe performance on the SAT has more to do with how a student approaches the test. Considering the fact that the SAT bills itself as a ‘Reasoning’ test, much of it is focused on the student’s aptitude for approaching seemingly unfamiliar situations. Equipped with the right test-taking strategies and a thorough knowledge of the scenarios the test generally presents, mastering the SAT is quite manageable for anyone.

What I find the most interesting about the SAT is the straightforward nature of the exam. As a high school student, I remember approaching the SAT expecting it to be a convoluted exam replete with “holes” I would inevitably fall into. In reality, the exam is not misleading and rewards those who approach its questions with a strong sense of objectivity.

While the test can sometimes be confusing in its semantics, familiarity and practice with all the “tricks” that can be presented is key to success. Aside from test-taking strategies and familiarity, I find that a student’s best asset for any form of standardized testing is composure. By keeping calm and maintaining confidence even in times of uncertainty, a student is more likely to be able to analyze a given situation and answer correctly.

When one considers the importance of the SAT in college admissions, it is easy to see why it seems such a formidable opponent. However, if undertaken in the correct manner with the right mindset, it is a test that can quite easily be made a friend rather than an enemy.

By Rohan Gheewala, Private Tutor

Test Preparation

February 20, 2015

My Learning Springboard’s leadership team and specialists help students of all ages with standardized test preparation using our curriculum, curated materials, and instructional expertise. Our primary goal is to help students become critical thinkers with a repertoire of strategies.

We tailor our instruction and test preparation work to meet the needs of individual students and provide structured practice with a particular test so that students become familiar with the test format, question types, and timing. We ensure success by combining subject-matter expertise, successful test-taking strategies, structured practice, timely feedback, close monitoring, and goal-setting support.

How Does Planning Work?

Ideally, we work with students over a longer period of time so that test preparation does not feel like cramming. We find that extended periods of time for preparation help students to significantly reduce test anxiety, master content, and internalize strategies.

As a general process, students begin by taking a practice test that serves as a benchmarking exercise. Based on this performance, we recommend a plan in response to stated goals and in consideration of our preparation timeline. Most often, we have two tutors working with a student as the math and reading sections require specialized expertise.

Middle School transitions should begin during the winter/spring terms of 4th grade;
High School transitions should begin during the winter/spring terms of 7th grade;
College transitions should begin during the winter/spring terms of 10th grade.

Which Tests Do We Coach?

We offer test preparation and coaching for all of the following assessments:

SAT, ACT, and AP Exams
SHSAT (New York City)
ISEE (Primary, Lower, Middle, and Upper Levels)
SSAT (Elementary, Middle, and Upper Levels)
CTP (ERB’s grade level achievement tests)
SCAT
NY State Testing Program and Regents Exams
GMAT and GRE

Under the leadership of Brad Hoffman and Faya Hoffman, both Board Certified Educational Planners and a husband-and-wife team, My Learning Springboard also offers admissions consulting and school transition support at every level from nursery through college, including specialized school placements for students with learning disabilities and therapeutic school settings.

Scheduling a Planning Meeting

Whatever your need or wonder may be, please don’t hesitate to contact us. An initial planning meeting is usually the best way to get started. These meetings can be 30, 45, or 60 minutes by Zoom, by phone, or in person per a family’s preference. A single planning meeting allows us to talk more substantively about your family’s specific needs, priorities, and goals so that we can determine possible next steps. We’re committed to developing unique solutions for unique learners!

We look forward to hearing from you!

Warm regards,
Brad Hoffman and Faya Hoffman,
Co-Founders and Learning Concierges, My Learning Springboard

We Know Why You’re Always Late: Executive Function

February 20, 2015 Brad Hoffman

By Sumathi Reddy
Original Source: Wall Street Journal
Originally posted February 3, 2015

Chronically late people can be frustrating and baffling to anyone stuck waiting for them.

One main explanation for their behavior is deceptively simple, psychologists say: People simply underestimate how long a task will take.

That’s a little-known concept called the planning fallacy, which is a strong tendency to chronically underestimate task completion. The planning fallacy is one of the most difficult behavioral patterns to change, experts say.

“This is a judgment that you’d think that people would be motivated to get right,” said Justin Kruger, a social psychologist and professor in the marketing department at NYU’s Stern School of Business. “There are all sorts of disincentives and punishments for being late, and the paradox is we’re late even when those punishments and consequences exist.”

This kind of behavior can slow down workplace efficiency and drive longtime friends to distraction while they wait for a late arrival. Researches have studied the problem from all angles to get to why this happens. It can be anything from poor planning to a serious medical problem.

Roger Buehler, a psychology professor at Wilfrid Laurier University in Waterloo, Ontario, estimates that people on average underestimate task-completion time by as much as 40%. His studies have found the same issues for matters as small as mailing a letter and as critical as income taxes.

Researchers have tested several strategies that have been found to help people slow to finish their work. One involves predicting how long it will take to get something done based on past experiences. Another is breaking down a task into very detailed steps.

In a 2004 study in the Journal of Experimental Social Psychology, Dr. Kruger and a co-researcher found that when “unpacking” a task—or breaking it down into detailed steps—individuals provided more accurate estimates of how long something would take to get done. The four scenarios studied were getting ready for a date, holiday shopping, formatting a computer document and preparing food.

A study published in 2012 in the journal Organizational Behavior and Human Decision Processes found that prompting people to mentally picture a task from the perspective of an outside observer caused them to make more realistic predictions about how long the tasks might take, said Dr. Buehler, the lead author of the study.

The research of Jeff Conte, an associate psychology professor at San Diego State University, has found that there are some personality differences that can contribute to chronic lateness.

GET THERE ON TIME

A clinical social worker offers tips to be more punctual:

Don’t double book. Accept that you can’t be in two places at the same time.
If you have a morning meeting, have clothes ready the night before and use an alarm without a snooze function.
Use a calendar to block out meeting times. Include travel and transition time.
Set a warning alarm on phone for when you need to get ready to leave and another alarm for when you need to get out the door.
Try to get to a meeting early and reward yourself with coffee or time to relax.
Consider the cost of being late, remembering any past consequences.
Visualize yourself being on time, which will increase focus and attention.
Get enough sleep so that you are thinking clearly.

Source: Lisa Bernstein

A 2003 study he co-wrote in the journal Human Performance examined 181 subway operators in New York City. The study found that those who preferred multitasking—a concept called polychronicity by psychologists—were more often late to their job.

In Dr. Conte’s research, Type A individuals—those who are fast-paced, achievement-oriented and hostile at times—tend to be more punctual, he said. Type B individuals, who are more laid-back, tend to arrive later. He documented that finding in a 2001 study he co-wrote in the Journal of Applied Social Psychology that included 194 college students.

Across three previous studies, Type A individuals estimated that a minute passed in 58 seconds, compared with 77 seconds for Type B individuals. “So if you have an 18-second gap…that difference can add up over time,” Dr. Conte said.

In terms of workplace tardiness, Lawrence T. White, a psychology professor at Beloit College in Beloit, Wis., said organizational psychologists have found that employee tardiness can be predicted by the age of an employee’s child. The younger the child, the more likely the employee will arrive late.

Employee tardiness is also predicted by low job satisfaction and a lack of organizational commitment, he said.

Experts say more extreme cases of chronic lateness may be symptoms of more serious health conditions such as ADHD, depression, obsessive-compulsive disorder or mild cognitive impairment, a precursor to dementia.

Such individuals often require treatments that can include therapy for time-management issues.

Lisa Bernstein is a Rockville, Md.-based clinical social worker with several ADHD patients. One of the strategies she uses with them is breaking a weekly calendar down into 30-minute increments.

Another strategy is setting up a rewards system. That could mean no Facebook or email until a certain amount of work is done.

The strategies have worked for Mary Talley. A client of Ms. Bernstein’s for about five years, Ms. Talley was diagnosed with ADHD as an adult and says her tendency to be late was a source of anxiety.

Creating an extremely detailed master calendar has been a huge help, said Ms. Talley, a 60-year-old founder of an information management consultancy in Washington, D.C. “She’s really helped me figure out how long something will really take,” she said.

Now she says she’s better at not booking appointments too close together and turning down things if she has to. And she finds that she’s much better about meeting people on time.

Take her last appointment to see Ms. Bernstein in January. “I was 10 minutes early,” she said.

Energy and Calm: Brain Breaks and Focused-Attention Practices

February 17, 2015 Brad Hoffman

By Dr. Lori Desaultels
Original Source: Edutopia
Originally posted January 14, 2015

When presented with new material, standards, and complicated topics, we need to be focused and calm as we approach our assignments. We can use brain breaks and focus-attention practices to positively impact our emotional states and learning. They refocus our neural circuitry with either stimulating or quieting practices that generate increased activity in the prefrontal cortex, where problem solving and emotional regulation occur.

Brain Breaks

A brain break is a short period of time when we change up the dull routine of incoming information that arrives via predictable, tedious, well-worn roadways. Our brains are wired for novelty because we pay attention to any and every stimulus in our environment that feels threatening or out of the ordinary. This has always been a wonderful advantage because our survival as a species depended on this aspect of brain development.

When we take a brain break, it refreshes our thinking and helps us discover another solution to a problem or see a situation through a different lens. Consider trying these with your class:

The Junk Bag

I always carry a bag of household objects containing markers, scrap paper, and anything that one would find in a junk drawer — for example, a can opener or a pair of shoelaces. Pick any object out of the junk bag and ask students to come up with two ways this object could be reinvented for other uses. They can write or draw their responses. Once students have drawn or written about an invention, they can walk the room for one minute sharing and comparing.

Squiggle Story

On a blank sheet of paper, whiteboard, or Promethean Board, draw one squiggly line. Give students one minute to stand and draw with their opposite hand, turning the line into a picture or design of their choice.

Opposite Sides

Movement is critical to learning. Have students stand and blink with the right eye while snapping the fingers of their left hand. Repeat this with the left eye and right hand. Students could also face one another and tap the right foot once, left foot twice, and right foot three times, building speed they alternate toe tapping with their partner.

Symbolic Alphabet

Sing the alphabet with names of objects rather than the letters.

Other Languages

Teach sign language or make up a spoken language. In pairs, students take turns speaking or interpreting this new language for 30 seconds each.

Mental Math

Give a set of three instructions, counting the sequence to a partner for 30 seconds. Example: Count by two until 20, then count by three until 50, finishing with seven until 80. Switch and give the other partner another set of numbers to count.

Invisible Pictures

Have a student draw a picture in the air while their partner guesses what it is. You could give them categories such as foods, places, or other ways to narrow the guessing.

Story Starters

A student or teacher begins a story for one minute, either individually or with a partner. The students then complete or continue it with a silly ending.

Rock Scissors Paper Math

With the traditional game, the last call-out is “math.” With that call, students lay out one, two, three, or four fingers in the palm of their hand. The best of three wins.

Focused-Attention Practices

A focused-attention practice is a brain exercise for quieting the thousands of thoughts that distract and frustrate us each day. When the mind is quiet and focused, we are able to be present with a specific sound, sight, or taste. Research repeatedly shows that quieting our minds ignites our parasympathetic nervous system, reducing heart rate and blood pressure while enhancing our coping strategies to effectively handle the day-to-day challenges that keep coming. Our thinking improves and our emotions begin to regulate so that we can approach an experience with variable options.

For the following practices, the goal is to start with 60 to 90 seconds and build to five minutes:

Breathing

Use the breath as a focus point. Have students place one hand close to their nose (not touching) and one hand on their belly. As they breathe in, have them feel their bellies expand. As they exhale, they can feel the warm air hit their hand. Students will focus on this breath for only one minute. Let them know that it’s OK when thoughts sometimes come into the mind uninvited. Tell them to exhale that thought away.

Colors

Visualize colors while focusing on the breath. Inhale a deep green, and exhale a smoky gray. Have the students imagine the colors as swirling and alive with each inhale. If a student is de-escalating from an angry moment, the color red is a great color to exhale.

Movement

For younger children, direct students to stand and, as they inhale, lift an arm or leg and wiggle it, exhaling it back to its original position. For younger grades beginning these focused-attention practices, it’s good to include an inhale and exhale with any type of movement.

The Deep-Dive Breath

We inhale for four counts, hold for four, and exhale slowly for four counts. You can increase the holding of breath by a few seconds once the students find the rhythm of the exercise.

Energizing Breath

We pant like a dog with our mouths open and our tongues out for 30 seconds, continuing for another 30 seconds with our mouths closed as we take short belly breaths with one hand on the belly. We typically take three energizing pant breaths per second. After a full minute, the students return to four regular deep inhales and exhales.

Sound

The use of sound is very powerful for engaging a calm response. In the three classrooms where I teach, we use rain sticks, bells, chimes, and music. There are many websites that provide music for focus, relaxation and visualization. Here is one of my favorites.

Rise and Fall

As we breathe in and out through our noses, we can lie on the floor and place an object on our stomachs, enhancing our focus by watching the rising and falling of our bellies.

When we are focused and paying attention to our thoughts, feelings and choices, we have a much greater opportunity to change those thoughts and feelings that are not serving us well in life and in school. When we grasp this awareness, we see and feel the difference!

How do you stimulate or quiet your students?

All Articles tagged Testing

Improving Executive Function Skills

The SAT Reasoning Test: A Memoir

Test Preparation

How Does Planning Work?

Which Tests Do We Coach?

Related Posts

Scheduling a Planning Meeting

We Know Why You’re Always Late: Executive Function

GET THERE ON TIME

Energy and Calm: Brain Breaks and Focused-Attention Practices

Brain Breaks

The Junk Bag

Squiggle Story

Opposite Sides

Symbolic Alphabet

Other Languages

Mental Math

Invisible Pictures

Story Starters

Rock Scissors Paper Math

Focused-Attention Practices

Breathing

Colors

Movement

The Deep-Dive Breath

Energizing Breath

Sound

Rise and Fall

Company Overview

School Planning

Private Tutoring

Test Preparation