On 6/30/09, Froggybee wrote:
> Hello! I am seeking some input from all the wonderful GATE
> teachers out there!
>
> Next year I will be teaching an "intervention" course to my
> GT middle school kids. They will be divided into grade
> levels (7th graders first quarter, 6th graders second
> quarter, 8th graders third quarter). I am supposed to look
> at the state testing scores (in math and LA in particular)
> and find ways in which to get the kids to improve. Critical
> thinking skills should be incorporated into whatever it is
> I choose.
>
> Last year I did the "This I Believe" essay writing through
> NPR as well as "WordMasters." Any thoughts on how to go
> about improving the math portion? I have the kids about 45
> minutes per day for the entire 8-week quarter.
>
> Thanks!

To avoid shooting in the dark, if possible, what weaknesses did
your GATE students display on your state tests? The very task
of how to do better on any standardized test is a task of
critical thinking so critical thinking overlies what you're
doing and what they're doing. You're brainstorming.
But to do it effectively, it would be Very helpful to know
where they went wrong?
Maybe in math they need more drill but - are you sure that
you're covering in class all the operations the test tests?
I've seen many cases where the tests are asking students to do
operations we haven't even covered and didn't know would be on
the test.
First, read carefully the list of operations that the test is
to cover. And share openly with the kids the whole thing
without of course making them feel blamed - teach them what
aggregate score means and teach them the history of these tests
- why our government has mandated them. I've often thought that
if kids could really understand that these tests are totally
unlike all of the other tests they take in school, they might
try a bit harder on the state tests.

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