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EKS

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EKS last won the day on January 26 2013

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  1. TT has the advantage that it does continual review in addition to teaching the new material each day. However, I'd be careful about "outsourcing" your student's math lessons to a computer for two reasons. First, having worked with students who have done most of their math online where answers are checked by the computer, my opinion is that it encourages bad habits. It makes the focus of math the answer and not the process, and one of the byproducts of this shift in focus is that students tend to show their work in a jumbled mess (if at all). Second, but more importantly, I think that the very best thing you can do, regardless of the resource you choose, is to maintain an interactive presence as your student's teacher. I believe this is critical for all students, but most especially for LD and 2E students.
  2. Can someone explain this to me? A person who scores at the 1st percentile on the SAT or ACT is probably not getting into any sort of selective college. Then why is it that the score ranges for both the SAT and the ACT devote so much real estate to the 1st percentile and lower versus the 99th percentile and higher? For the SAT, 1st percentile scores lie between 400 and 680 (29 out of 121 possible scores; 24%) versus the 99th percentile which are between 1510 and 1600 (10 out of 121 possible scores; 8%). Likewise, for the ACT, scores of 1-11 (31%) are at the 1st percentile whereas scores of 34-36 are at the 99th percentile (8%). Shouldn't this be reversed? Isn't the more relevant information at the upper end? ETA: For the SAT in 1984, 17% of the scores were in the top 1% whereas 6% of the scores were in the bottom 1%, so it was reversed back then.
  3. One reason might be so that you're grateful when you're finally allowed to use other means in college (this would be my son).
  4. I have the instructor's solution manual and tests for the 4th edition. I think that they might have gone over to a pdf version for the 5th edition so that they could keep it from being sold used, though I could be wrong.
  5. For us, rigor looked like keeping students in their zone of proximal development, choosing resources that required thought rather rote effort to complete, and a commitment to developing cultural literacy.
  6. Nothing. I didn't give high school credit for it in spite of the fact that my son used it between Algebra I (which I gave HS credit for) and geometry (which I also gave high school credit for).
  7. No, it used to be at the beginning.
  8. I don't include anything about output or grading criteria. I figure that's just opening up a can of worms.
  9. I walk alone in the woods all the time, and I see lots of single women doing the same. I has never occurred to me not to.
  10. The answer to this entire problem is to eliminate the essay and include an experimental section in every administration. And if there really is a demand for a "standardized" essay exam, it should be given separately, the way the subject tests are.
  11. I don't know anything about Wilson Hill. So, in your course descriptions you included all that stuff about instructor/student interaction and meeting times?
  12. I interpret "distance learning program" as a credit-granting online or correspondence school since it is listed in a series with "traditional secondary school" and "institute of higher education." I consider both WTM Academy and Derek Owens to be resources, since the parent is the one who grants the credit. However, I consider Oak Meadow, which is asynchronous, has no student interaction, and teacher interaction limited to email to fall into the "distance learning" category because it is accredited and grants credit. But I think that you can interpret it any way you want. So, for example, if my students were short on experiences with teachers other than me and had no outside classes in more traditional settings, I'd definitely put WTM Academy and Derek Owens on there. ETA: I interpreted it the way I explained in the first paragraph five years ago when the older kid applied to college, and there were no problems.
  13. My son was doing the same thing when he was doing Saxon. We switched to Singapore (you might like level 2 better), and all of the problems disappeared.
  14. Yeah, well, I had already written AP off when they got rid of the Oxford comma.
  15. I don't know what rm'ing is, but I would first try removing any formatting that isn't regular single spaced text and returns. Copy and paste that into the box in the Common App. Then use their tools to add italics and extra returns.
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