Saturday, April 21, 2018

Tiger Mom Revisited

Some of my readers complained that when they google Test Prep Math they get GMAT results.  This is totally offensive to me.  If a result came up with the GRE math, chemistry or physics subject, that would be OK.  After all, 99% on the MAP tests year after year in grade school is going to be a waste of time if Stanford turns down my children's graduate applications.  At the risk of looking like every other test prep website:


On To Tiger Mom
In the famous seen in her book, Amy Chua recounts a 4 hour ordeal of screaming and crying while she forces her daughter to rehearse an impossible piece for an upcoming piano recital.   Chua is presented as an overbearing evil mom with unrealistic expectations for her child and no concern for her child's long term mental health.

This scene replays itself over and over in Math House, usually on simmer instead of full boil.   There are two important difference between the Evil Overlord of Math House and Tiger Mom.  These differences are why I am not a Tiger Dad, and beyond criticism, and Chua took a lot of flack for her book, even though Chua and I think and act in nearly same way.

The first difference is that I have assumptions, not expectations.  My expectations for my kids are abysmally low.  I strive for zero expectations.  I expect that a 7 or 8 year old would rather play video games and watch TV instead of worry about his future.  I expect that a young child will cry when presented with a problem that exercises grit and cognitive skills.  Maybe he'll just complain at first, but as soon as it's clear I'm not doing his work for him (because then he won't get the benefits), he might try crying.  I expect him to not know what he's doing, to make lots of mistakes, to do far less than I've assigned, and to end up with wrong answers.  That's where the skill set is born, and that's why he's doing this work.  If I gave him something he could do, like 30 easy math fact problems, he'd look good but fall far short of the goals I have for him.

On the other hand, I have assumptions.  I assume my kids will get the work done one way or another because I'm withholding all fun activities until it is done.  I assume that I can't withhold food because his performance will suffer (tried that, it doesn't work).  I assume that he'll learn key skills that other kids don't learn and that a year from now, he'll be scoring in the top 1% on everything for the rest of his life and be 6 years ahead of other kids in key subjects, even subjects we don't do at home, all because I stayed focused on grit and cognitive skills during 2nd and 3rd grade.

I like to say 'Of course you don't want to do this.  You're 8 years old.  I'm an expert at being an 8 year old.  I was an 8 year old for an entire year'.  Seems like a good thing for a dad to say.

I expect the first 6 weeks are going to be really tough because school just spoon feeds easy work and the parent is used to helping and answering questions when the child falls short.  Scaffolding is great when you want your child to memorize and master a bunch of new concepts in a short period of time, but the child never learns the thinking and learning skills tackle learn pre-algebra on his own.

4th grade was a blur of algebra.  You can't do algebra without pre-algebra, and that means you either have to learn it on the spot or get assigned backtracking material by The Overlord before you can move on.  I threw in some functions,  a little geometry (prove everything starting with a line is an angle of 180 degrees), a little trig (everything you need to know in 30 minutes or less), and it's on to SAT test prep books.

Test Prep Math Level 4
SAT test prep is surprisingly easy compared to the real thing.  I generally assign 5 problems at a time, from the math section, with no time limit.  A few years later, we've not only completed all the math problems but learned high school math on the way, with the exception of advanced trig topics and calculus.  Again, my expectations are really low for this exercise.  I expect almost nothing.  I assume we'll get through it and come out on top.

In a few weeks, my 7th grader is sitting for the real deal, all 3 1/2 hours of it.  I gave him a few timed versions of certain sections, but our real goal is the 6 hour MAP test ( 3 hours of math on one day, and 3 hours of reading comp on another day).  I figure 3 1/2 hours of SAT brutality should be good practice for the 7th grade MAP.

After we licked math, we had a book full of reading comp questions.  The reading comp was really hard.  It didn't go well.

I traveled to the planet Dagoba to be trained by the Jedi Master Yoda of reading comp.  A high school English teacher, he coaches SAT on the side.  He told me things like "When the question asks 'which answer reflects the tone of the passage', count words in the passage, you will".  He also told us to 'figure out an answer wrong, why you got'.   His advice got us past Baffled; it gave us things to do instead of crying and yelling at each other, but ultimately it's not for 99% and its not for an 11 year old.

Once again, I'm stuck with an area of cognitive research that is unexplored and undocumented, so as the Foremost Expert in the Field of Real Cognitive Skills, The Kind That Actual Children Have, Not The Useless Made Up Crap That Fill Education Journals, I took on the challenge.

So I applied the learning framework outlined in Test Prep Math.  After all, the math word problems in TPM target reading comp.  This isn't obvious how a math problem prepares a child for reading comp until you see the SAT.   Here's why reading comp = math and math = reading comp.

The author uses an extended quote in lines 61-69 as part of a larger attempt to
a) convey the impact of an unexpected discovery
b) illustrate the suddenness of a decision
c) simulate a child's misconceptions
d) criticize the artificiality of the "young adult" classification
e) describe a young reader's sense of history

Step 1 - look at lines 55-60 and 70-75 for the answer.   This is more of a geometry thing that I'll cover later.

Step 2 - Notice each answer has 3 concepts.   You simply take each concept (like convey), and if the author complains, states, recounts, but does not convey, cross out the answer.  Test Prep Math hammers away at the 3 bucket limit of working memory, and here it is in action on every single question in the SAT reading section.  The iterative permutations of solving these questions are identical to Section 3 of TPM, which is why figure matrices are such good predictors of academic success.

That's it.  There are no other question types.  It is really helpful if the child can tell you about the author and the type of passage (propaganda, argument, description, memoir, what ever) because the first 2 questions are going to require this knowledge.  But all questions require the same mathematical approach.  If a question looks like its a different type, it's just disguise.

Once we got this, I went from assuming that reading comp questions are impossible to assuming that I'm going to be disappointed if my kids miss any.  'Convey' went on the Word Board.

I think somewhere in the intro to Test Prep Math I might fess up to targeting reading comp.  I should have said targeting 99% on reading comp.







Friday, April 13, 2018

Now Is The Time

Over the next few months I'm going to be unleashing some really powerful test crushing material that I've been working on diligently for the past few years.   All of this fits under the head of 'well, we did that stuff, let's see if it will work elsewhere'.  It does work elsewhere.

I've noticed that interest in GAT material drops off after the test scores are released in the spring.  I suppose this is normal.  Normal as in not the top 1%.  When I was in eighth grade, I read the biography of the world's greatest athlete.  He used to have really intense workouts after the year-end tournament was over.  Like right after.  That night.

Giftedness is going to be born in the next few months.

Have you ever heard the expression 'Fake it until you make it'?  There is a great Ted Talk on this subject from Amy Cuddy.  My idea of giftedness is similar.  My idea of giftedness is to take the skills of the gifted and use them.  It's not profoundly gifted, but with a little practice and change it's enough to get into a gifted program. 

An odd thing happened on the way to giftedness.

The difference between a gifted child and a profoundly gifted child is that the profoundly gifted child has so much practice exercising gifted skills that she does it quickly, so quickly, in fact, that neither she nor her parents can explain how she actually does it.  It's like magic.

It's not magic if you look closely.

Last week I doled out more SAT test prep to my 9 year old.  I've been working a lot and it's good for a few minutes without distraction.  Here's one of the questions I gave him.  Take a minute to solve it.


He asked me what the area of a circle was.  I thought kids learned that by this age, but whatever.  Before I could leave the room, in the space of about 15 seconds, he solved it.  That was freaky.  I asked him how he solved it, and he showed how he subtracted one half circle from the other, etc., and nailed it.

We spent 18 months learning the skills from the ground up with Test Prep Math.  There were 2 types of questions.  The first type required a long discussion and argument.  The second type required 4 or 5 attempts.  A year of weekly math later and the discussions have dissipated.

I maintain a slow pace of a few problems here and there.  I've been worrying a lot about how our slow pace in Math House is going to thwart the SAT.  The MAP test requires a slow pace, and we need a perfect score this year, so I don't want to add risk by practicing timed tests.  Last week, I wondered if we should just switch to Kumon and drill boring useless math facts.  I know that slow, careful, and lots of mistakes produces award winning mathematicians so I'm going to stick with principles.  But I gave a 55 minute practice test to older brother and he only finished 30 questions out of 38.  In 70 minutes.  He'll be lucky to break 1200.  I'm beginning to feel the same way I felt watching them being led away to the COGAT at ages 4 and 5.  It was excruciating.  How am I going to survive 3 1/2 hours of waiting while my baby takes a college entrance exam?  Older brother is only 13 and is the subject in one of my diabolical experiments yet again.

The younger feakazoid learned his visual spatial skills from Shape Size Color Count.  He does an adequate showing on reading comp within the official time limit as well.  That skill set started with Pre K Phonics and Conceptual Vocabulary & Thinking and was fully developed by the Test Prep Math Series.  Those 4 books (there are 2 Test Prep Math books) stand out for two reasons.  There is a 2 foot high stack of test prep material for K and 1st grade.  I have a four foot stack, but only recommend about 2 feet of it.  There is almost nothing for children who aren't in K or 1st grade.  Secondly, these 4 books are the only books on the market that present material at the 99%, at least by the end of the books. What is the secret to doing work at the 99% if you're not actually there yet?  It's slightly different than fake it until you make it, but in the same spirit.  Go slow, do less, and make more mistakes.  Until you make it.

If you want a permanent showing at 99%, step out of the crowd.  Work diligently when the rest are taking a break.  Work differently (think Anti-Kumon instead of Kumon).   K and 1st are extremely competitive years but scores drop off after that because the interest drops off.   If your child hasn't reached the magic age of 4 yet, think about SSCC and phonics.  If K and 1st grade were a struggle, double the effort in 2nd and 3rd grade.  It's worth it in the long run.

In my next article, I'm going to describe how Math House crushes reading comp questions.   It's going to be a let down for my readers.  Math House built math from the ground up with foundational skills and ignoring routine practice and memoriation.  We didn't get around to worrying about reading comp until all the math parts of the practice tests in the SAT book were finished and we were looking for the next challenge.  By this point, foundational skills were used and not discussed.  We ended up with a simple reading comp formula that works.  No wisdom, cleverness, counter cultural pedagogy wars.  Just a simple formula.



Saturday, April 7, 2018

My Latest Insane Plan

Before I announce my new plan, and freak everyone out, I'm going to issue disclaimers.

Math House is very low pressure.  Our bar is pretty low.   I think a day is successful that has no video games. I have zero expectations.  I never know if the next paper I grade will be all wrong or all lucky.

Let's go through plans of the past and how they generally turned out.

  • I spent 2 years carefully crafting a phonics book that includes phonics through 2nd grade.  Every word that could possibly be relevant to a cognitive skills test and can be sounded out.  The last shred of expectation were crushed out when it took 3 weeks to get past CAT.
  • We jumped into 2nd grade math midway through K.  3 weeks again to get through the first page.
  • I've got 6 or 7 other plans that I presented on this website in the last 7 years.
Of course, a little here and a little there paid off.  Within 4 or 5 months, the little ones were zooming along adequately.   The bar raised itself.

The new plan is to take the SAT in 7th grade.  This is where you feel bad as a parent and panic because things are so competitive and you're falling behind.  

We'll, it's not about the SAT.  I read an article this week that explains why 1600 on the SAT won't help you get into Stanford.  Stanford only accepts 4% of applicants.  I couldn't help but think a) 1600 on the SAT won't help and b) 4% is a easier to achieve than the 2/10th % that we faced for 1st grade.

The SAT plan began in 2nd grade with TPM.  If you've ever seen it, and you think 'this isn't school math' your right.  It's the base of the mountain.  School math is more of a detour through the foothills.  This doesn't mean TPM is super hard (some of it is), it's just super different.  Different will get you into Stanford, according to the article.  I started experimenting with SAT books with older kids when TPM was written.

My last insane idea was to start assigning work from an SAT test prep book after 4th grade.  Here's your SAT question:  How long will it take to get through a 600 page book if you only do 4 or 5 problems a week?  The work accelerates on it's own, by magic, just like my other insane ideas.

Back to the new new bar.  On May 7, my 13 year old will spend the morning in a high school taking a 3 1/2 college entrance exam.  What fun.  I'm not sure how he's going to do, but here's what's going to follow:
  • First, we get to see the whole test and his answers.  This is a new service by the college board.  I can't wait.  I'll be able to compare our practice to the real thing and prepare little brother appropriately.
  • Then in a few years, he'll be sitting for the PSAT, the shorter easier version of the SAT.  Will he be stressed taking a test that is easier than the one he took in 7th grade?  I don't think so.
  • But even more importantly, a few weeks later he'll sit for the Test That Won't Be Named for entrance into high school.  How can you expect a child to do well without practice?  I don't consider a test prep course practice.  You don't practice sky diving jumping off the stairs onto a mattress.  You practice sky diving jumping behind enemy lines in the dark while the plane is buffeted by flak.
I gave him his first timed test today - one 55 minute math section.  I think it was section 7.   He did awful, as usual.  I let him go 90 minutes and I think he quit after 75 minutes on his own.  (He's on to my trickery.)   Awful is a normal performance going into the test, as I have pointed out to many, many parents worried about COGAT prep.

Adendum

This morning - a day after the timed math test, and the day after I published the article above - I'm assessing our situation.  I don't like timed tests and he needs to get every single answer correct no matter how long it takes for that other test.   So I'm going to do only one timed reading test and then we're going back to our normal program for that other test.  The SAT is going to an endurance exercise of concentration.   I had this idea that we will 'prepare for the test' if you know what I mean, but this doesn't really work for our plan, so instead we're just going to sit for the test and I'll find out how ready my 13 year old is for college.  In other words, he's not going to get an extra 150 points because we made a concerted effort to get an additional 150 points. 

I know kids at this age who are ready to sit for an SAT type test.  They've had the right training.  They are nearly at the peak of the mountain.  Math house is working toward a much much higher mountain and we're only at about the 40% mark right now.  It's really hard for me to be competitive and patiently hold back at the same time.

Sunday, April 1, 2018

The Word Board


At a young age (like 4 to 6 or 5 to 7), each of my kids made trips to the Word Board a few times a week to see if any of the words from Vocab Workshop or phonics were mastered.   Of course, if 'organize' appeared, I couldn't help but throw in 'organization', 'organic', 'origami' or anything else I could think of, so it was hard for them to keep up.  The best part of this exercise was that it made up for a lack of discussion in the house, because we were usually reading or doing math or cleaning or eating.   It turned me into a vocabulary parent.   Our nightly reading time became more question and vocabulary oriented.

The Word Board started simply to track which words from the Vocab Workshop book were mastered.  If I got a slow response and some thinking, the word stayed.  If it was a really important word, the bar was raised and I wanted synonyms as well.  There are two reasons for delay.  First, if you zoom through Vocab Workshop, you get to a level that's too hard, or you have to use Wordly Wise, Vocab Workshop's more boring cousin.   Oppositely, some words are really hard, and you can leave the word on the board and move to the next section.

Recently, a Power Mom suggested that I advertise. While I'm not interested in monetizing my blog, I will gladly include an ad for my favorite toothbrush, even if I don't get paid and their graphics leave little to work with. Also, currently only available on eBay.  But they are soft, grippable, and counter cultural.   Here is my ad.

Click to buy.
The Word Board saved us in phonics.  Phonics at a young age go really slow.   At one point, we had 100 words on the board, including 'CAT', the very first word, which was never read adequately.  I know from experience in any subject that a child may take 3 weeks on the first page and 2 weeks on the next, but if you stick with it and wait for their brain, suddenly they get it and zoom through everything.  You just have to be patient and keep reminding yourself that you are reading the blog of an insane person.  But once it happens in reading, math, COGAT test prep, you see the process and can relax.  Until that delay happens in science, writing, pre-algebra, and everything else advanced you do, then it's just annoying.

I think that the Word Board was mainly about me learning to be a parent in an educated household.  It raises the level of expectation and it raises the level of the discussion.  More importantly, it trains a parent to let the child do the work with no help.  It trains the parent to wait for a correct answer, even if it takes 4 weeks.  It trains the child that mommy won't help.  The child realizes that he actually has to do the work.  But there is no penalty, no time limit.

By no help, I mean this:
  1. "What's this word mean?"  (Let's say ambidextrous is the vocab word.)
  2. 10 minutes of silence later, Live on water and land?
  3. "No, that's amphibian.  Last time, I said an amphibian is an animal that lives on water and land.  'Ambi' means both.   Phibian probably means tell a small lie or something to do with habitat.   It's greek from about 2500 years ago.  Or latin.  Small break for daddy to wiki phibian.  Ambitdexterous means that you can write with both hands because you either have brain damage or you practice writing with both hands.  Let's take a break to write our names with both hands at the same time.
  4. I know what habitat and amphibian mean.
  5. "Those words aren't coming down until you get ambidextrous"
Then mommy will come by and ask why I'm subjecting our 5 year old to ambidextrous.  By 4th grade, he will have forgotten what this word means.

Once we both got past the training, I could raise the bar as high as 'Stand and Deliver' while I challenged them on word meanings.   Since I didn't care whether the word came down this week or next month, it was all them.  Nor do I give a fig about their self esteem.  They can earn it if they want it.  Which they did.  The hard way.  I've got 2 kids with enough self esteem to fill a class room.

We retired the Word Board after about 3 years.  The Word Board only came back sporadically.   Three years defending at the Word Board produces a child who will acquire and retain word definitions on sight, and this makes the Word Board less useful except for advanced math and science.

I speculate that bilingual children are going to get a permanent advantage for the same reason.  The first few years of their lives are a big Word Board to sort through.

Saturday, March 31, 2018

Step One

I see a strong correlation between what we're doing now at the end of grade school to make gains on the TTWBN and what we did years before simply to gain entry into a special program.

In the this series of articles I'm going to rehash the groundwork and put a bookend on it.  I think reading is the foundation, so I'm starting with reading.

In the last article, I stated that success in education is highly correlated to the level of discussion that takes place in the home.  There are only 3 areas of research that have identified a cause of intelligence (roughly defined as permanent academic skills that manifest themselves in a strong, accelerated academic performance).

The first is summarized in Welcome to Your Child's Brain and concludes that if you maintain an ongoing one way discussion with your infant, your infant will reach age 4 reading at a 6th grade level.  I've see parents do this and it's breathtaking. 

The second area of research is more important because most of us are too busy being a parent to talk.  This line of research concludes the level of vocabulary used in the house will determine you're child'd education potential.  I like this line of research better because it allows for a late start.

The third area of research is presented in The Read Aloud Handbook and states that reading to your child will put them permanently ahead of the crowd.   I like this approach even better because I was never good at having an ongoing discussion with my child because he was always knocking something over, and 'Please refrain from disassembling you're brother's block tower until he has indicates disinterest' didn't seem as appropriate as shouting 'Stop it right NOW!'.  During nightly reading, however, we could have some fairly productive Q & A.  Nightly Read To is good parent training.

What I like best about reading, however, and the reason I put it number one is that many kids get into special programs simply because they do nothing but read.  They struggle mightily with figure matrices, and it takes them extra years to finally get past the test.   But once they do, they generally end up permanently at the top of the academic heap.   Whereas my approach is simply to cheat with lots of logic and problem solving.   Why spend 6 years reading when you can just spend 3 months in thinking and working memory boot camp?  Being the underdog and trouncing readers is quite satisfying.  Then I stepped back and wondered 'What if a child did both?'  Light bulb.

In the introduction to Pre-K Phonics and Conceptual Vocabulary I lay out a reading program that goes way beyond over the top.  It was the most fund* I had with my kids.   I probably only need a few changes to my advice:

  • 'Pre-K' is somewhat misleading because it goes straight through 2nd grade material.
  • No child will ever grasp the difference between 'dew' and 'due', but presenting a fairly advanced and confusing concept at such a young age pays dividends for test prep.  (I should write a whole article on this bullet, but in short a child who knows there is a concept lurking out there that is extraordinarily complicated and thought consuming is on the verge of some serious thinking when faced with cognitive skills workbooks.)
  • You will definitely want science and nonfiction represented in your reading list, but do not show any enthusiasm or push this in any way.  As soon as you hand your child the Magic School Bus and indicated that it is really important to know science, science will become uncool automatically and you may discourage a future scientist.  Same with history.  Try to look at science books nonchalantly.  
*Fund is a typo.  It was supposed to be 'fun'.  But I'm going to leave it as is because I think fund is just as appropriate.  However, reading was a lot of fun.

When we read, I'm more than happy to short circuit the learning process and define words, share background and history, point out logic.   The child will get enough time testing their skills in silent reading and picture books.  As a bonus, eventually you will lack all credibility and merely stating the obvious becomes an exercise in your child pointing out why you are wrong.  But that comes later.  In the meantime, this is the best of all times to make up for the fact that you didn't carry on a lively discussion at ages 2 and 3.

The classical approach to education reserves this time in your child's life, maybe up to 4th grade, for packing their brain with as much information as possible.  Pack it in.  Then jam some more in there.  Reading together will help you do it.  This is a low pressure exercise.  Throw spaghetti at the wall and see what sticks.  You can do this a little at a time or use a spaghetti cannon like I did.  It's not really about gaining anything but just having fun.





Wednesday, March 28, 2018

The Covert Blog

I'm trying to minimize the SEO on my blog.  SEO stands for search engine optimization, and it means that you put key words in your articles so that it shows up on search engines.  If my editor finds out, then I'm in trouble.

In this article, I'll answer a common question that I get.  Where is this heading?

From the beginning, I've found summarizing my research for the public allows me to scrutinize my evidence and edit out failed experiments so that what's left is reliable advice that you can bank on.  In the first year, when I was competing for a spot in a "special school program" (you know what I mean) I nailed that test for that program.   As I was writing, and reviewing past articles a month or so later, I would see things I missed, obvious things, and the door was opened.

I feel like this special test (you know what I mean) is 100% crushable way beyond the required cutoff score.  The pedagogy to get there is counter cultural and counter intuitive.  I don't see evidence that it can be replicated in a school setting except in a few standout programs led by visionaries.  Most parents will never meet success because they can't let go of 'learning something'.  'Something' always interferes with 'learning'.

I'm turning my attention to that other test that 40,000,000 kids take every year in school.  My research is sneaking into my blog whether I like it or not.  Our target is this year and then again in 3 years.  It is much more competitive than the first test mentioned above, and the approach is almost identical with the exception of shapes being replaced by advanced math and the pictures replaced by unknown vocabulary words.  I refer to this test as the TTWBN (the Test That Won't Be Named test).

Most parents face both the special test and the TTWBN test for entry into a special program. Before 2nd grade, the best way to prepare for the TTWBN is just to be 2 years ahead in school.  Somewhere around 2nd grade, other bright kids catch up, and it's not enough to be ahead.  A child has to master academic skills at a very high level.   I'm going to write more about this test without giving away the most critical competitive element - its name.

The common view of special programs is that that the children of wealthy parents will always have a competitive advantage.   The skill set behind this test is almost always attributed to inherited or genetic intelligence, a myth which has been dispelled.   The genetic link only makes sense to researchers oblivious to the scientific method and who have never met an actual child.  'Intelligence' is not definable let alone measurable, and you can't correlate an unmesaruable variable to anything else no matter how much wishful thinking is passed off as results.  If you sit in a wealthy household, you'll observe educated parents maintain an environment rich in vocabulary, discussion, and reading.  Education is highly correlated to wealth.  Vocabulary is the foundation of the whole enterprise.  Thus wealthier households are much more likely to produce gifted children.  The research on vocabulary as the predictor is strong, compelling, and generally ignored.  If you sit in the house of a poor science teacher, you'll see the same dynamic in action and the results are the same.  If you don't have a stack of data on household discussion and test scores you'll miss the dependent variables.

So my first long term goal is to put vocabulary and reading into the poorest households at the level that my children experienced.   It's unlikely I'll do this, but one of the children who went through my program (thanks to a parent who found out it's possible) will decide on a career in education.

The other long term goals, in order of priority, are for bright thinkers of the next generation to tackle poverty, violence, and the propensity of governments to spend the money of the next generation and bankrupt their educational and social systems.  This makes me a liberal and a hard core conservative at the same time, so I'm throwing in a forth goal that one of our future leaders will get democrats and republicans to work together, something along the lines of 'let's spend money on poverty by doing something effective' subject to 'we can't steal money from the next generation to do it'.  Sounds like a republicrat program to me.

I've been watching young people step up in two areas recently; both areas have been in the news.  They are beginning to touch on the core arguments but are not tackling the lies and fallacy and mislogic and ingrained misthinking that need to be overcome .  They're close and they're hearts are in the right place, but we really need a few young John Locke's to step up and transform the world in these areas. 

I'm too busy to do it myself.   I have too much education research to do.








Saturday, March 24, 2018

Really Bad Advice

My google news feed has delivered articles from the SAT experts.  I've been reading how to solve the hardest math problems on the SAT to see if I can improve my super secret strategy for the TTWBN test.  I'm learning that the experts don't know anything useful.

The goal of an expert is to dissect the problem down to steps that lead to the solution.   This teaches nothing, of course, except for a memorized list of steps for a problem that will never be seen again.  The solution advice has an element of time management, as in narrow down the problem to the work that has to be done in the shortest time possible.  This approach will backfire, because once you short circuit the analysis with time pressure, it's much harder to find the right path.  Dead ends will be stress inducing.  Unless you are an expert and already at the 1600 level, in which case it's easy. 

The TTWBN test has no time limit, and we're going to take full advantage of that fact, like 4 hours per topic.  The difference between preparing for the TTWBN test now and the SAT in high school is that we'll spend one or two sessions under time pressure before the SAT .  The prep process is going to be identical, including spending 10 minutes per question.

I've rarely mentioned one of George Poyla's strategies for solving geometry problems.  Rarely mentioned it, but we do it all of the time and it's behind 'Read The Question' for little people preparing for the COGAT.  He warns readers that geometry proofs will need to use prior results, maybe from the last proof or from last week, to solve the current problem.

The version that I use for grade school is that if you see a geometry, solve everything before you read the question.   I want every line labelled with a length and every angle with degrees.  If it's an algebra problem, be prepared to rearrange and transform.  I've written before about this in the context of verbal analogies.  Here's what inevitably follows:

  • We get stuck because someone forgot that a + b + c = 180 or adjacent angles sum to 180 or something else that we didn't cover yet.  So we cover it.
  • During this process, the characteristics of the problem at hand become clear.
  • The solution strategy presents itself and the answer usually becomes known before the pick list is surveyed.
This is a much better approach than "What I am supposed to do?" followed by me explaining solution steps.  I might as well talk to the wall.

Before 4th grade, this skill is called 'Read The Question' and involves me asking lots of what if questions about a figure matrix or verbal analogy for 20 minutes before we actually pick an answer.  I originally did this because really challenging COGAT test prep questions take me a long time to create and aren't found on practice tests so I wanted to get the most out of each question.

I'm currently experimenting with similar approaches to Reading Comp.  When I get to the end of a boring passage, I remember very little about the passage, maybe 2 nouns like bridge and engineer.  Then I get a list of questions that ask who the author is, what type of writing is this, how are they feeling, how many arguments are in the passage.  Then I go back and reread the passage to find out.  3 years into this, it dawned on me that I'm going to be asked this stuff anyway, so I might as well look for it.

A parent might be fooled by the engaging quality of most reading comp passages.  Don't be fooled.  You're an adult now.  Everything is interesting to you.  Your child is totally bored beyond comprehension.  So I announced that after the passage is read, and before we begin work on the questions, I want be told a lot about the passage, like who's writing it, what type of writing is it, what's the point of each paragraph, when did it happen?  I'm inching our way toward not having to read the passage a second time thoroughly (thinking ahead to a timed test).   I'm the same way about the questions.  Was line 32 about eclectic dissension?  Exuberant facilitation?  Ascetic abnormalism?  If we're luck, the answers will have about 20 words that need definitions analysis in the context of the narrative.  Unless it isn't a narrative.

Will the child take the hint and adopt this approach to reading or math?  Certainly not in my presence, out of spite, but probably in the classroom and when it counts on the test.  I've caught them both doing things properly when they thought I wasn't looking.

So here's my bad advice.  If you follow my approach properly, your child will get through very little material, probably do it wrong 5 times, forget the next day what was learned, and not have any academic knowledge to show for it.   All the while, the important skills will be forming.  Then one day they will magically know everything and things will be really easy.  The first few months are a struggle.