获奖导师在北极光，IL

我使用了学生过去的前进的预先测试，以准备一个针对先前挑战他的问题类型的一系列问题。Specifically, we reviewed algebraic solutions to equations involving exponential and logarithmic transformations, as well as subtle domain restrictions (e.g., given f(x) = x^2 and g(x) = sqrt(x), f(g(x)) = x, but x must still be greater than or equal to 0 due to the restriction imposed by g(x)). We also derived the proof of the rotation transformation in 2-dimensions, in order to better understand how a hyperbola might be rotated around the origin. Given a rotated coordinate system XY and the "natural"ù coordinate system xy, this involves representing an XY function in terms of xy through algebraic substitution. We also used his current chapter in AP Biology as a springboard for a discussion of memory and learning. I specifically asked him about his understanding of memory, and how he attempts to learn and remember the new material he reads. He said that he simply reads it and tries to remember what he read. I explained that there is a common misconception in our culture that memory is automatic or genetic or just sort of happens on its own, when memory is actually a skill that can be practiced and improved like any other. I then elaborated on ways to improve memory. First, I mentioned the importance of appreciating hierarchy when trying to learn and remember new information. I explained this by pointing out that we will never make it through the simplest of short stories if we insist on understanding every detail of the mechanics of the car the main character drives, and the coffee he drinks, and the newspaper article he reads on page two. In other words, we are constantly attempting to understand big pictures without having enough time to understand the details of all the little pictures that form the big ones. Given this reality, we must learn general processes, i.e., the skeleton of a story, before we can really start to see how all of the little processes come together, even though we don't necessarily know exactly what the little processes are. This means that we must always come to understand complex material by passing over it many times, first taking in the most general relationships, and then slowly expanding our understanding of the details that connect those general relationships. Then we slowly expand our understanding of the details that connect the first set of details... etc... and it is through this process that we come to understand the deeper connections of dense material over time. To put this concept a little differently: our general understanding of any relationship is always a necessary foundation for our detailed understanding of that relationship. In short, we must accept that reading the same material multiple times is often a necessary component of learning that material deeply. Only very simple subject matter can be comprehensively understood at first glance. We also discussed the power of associative memory techniques. I mentioned that when learning new information, it is helpful to think of that information in many different ways, even using different senses. In other words, the linguistic, visual, aural, practical, and emotive nature of new information should always be given attention. This practice will create additional pathways to the same memory, thereby increasing the likelihood that we can find a way to recall that memory. Relating new information to our sense of personal identity is also one of the strongest ways to improve storage and recall. I concluded by briefly mentioning Joshua Foer and his research on memory competitions. Foer interviewed many "memory athletes"ù and asked them how they perform such incredible feats of memory. He discovered that most of them do so through ancient memorization techniques which intentionally incorporate our spatial memory in the storage and retrieval of data. They almost universally claimed that they were not uniquely gifted and that they are utilizing a well-practiced skill in order to remember information as well as they do. Skeptical and eager to test the limits of these techniques, Joshua practiced aggressively for a year. After learning the technique, he returned to one such competition as a competitor instead of a journalist, and in 2006, he won the United States Memory Championship. I encouraged the student to look into Joshua Foer's story and the "memory palace"ù learning strategy.

这是我的第一次治疗，我们几乎直接开始工作。这个学生的作业是用指数来简化变量。这张纸是双面的，难度很大。他慢慢地做完了单子，但在大约20分钟前就完成了。我确实在中途给了他短暂的休息，这样他就不会精疲力尽了。我做了最后一道题，它结合了我们练习过的所有内容。他解决了整个问题。从概念上讲，他什么都说对了。他目前正在上三门数学课，以赶上其他同学，达到相同的年级水平。我跟他谈了他喜欢的科目和一些爱好。 Math used to be his favorite subject, but now due to difficulty, is his least, while literature switched from difficult to favorite. I told him I'd try to bring problems next time that were more relatable to the real world and hopefully more exciting.

今晚，学生和我从课堂上采购了一些他采购的一对词问题。一开始是一个缓慢的，因为我们花了一些时间来弄清楚最佳方法可以直观地回答每个问题。在会议开始时，他似乎有点匆忙和仓促。但是一旦我们解决这些问题并搬到他的作业，我注意到了一种模式。他似乎在处理分数时被绊倒。即，在识别最低公共指定者后转换分子。但是，通过一些练习练习，我为他提出并引入了几步，以转换混合数字，他似乎真的对这个过程进行了解。很高兴看到。一旦他开辟了他的弱点，他就是一项快速学习。

学生在她得到了一个49/50的圆锥曲线最近代数测试 - 对惊人的工作！- 和事物在当前科目（指数/对数）进展顺利。她对目前的化学内容有些混乱，所以我们大部分的类的讨论是 - 光波，光能量，原子/能级的玻尔模型，光谱，电子配置等。我们通过她的所有工作表中去和她到底在做描述激发态的配置，并列出元素的地面配置从周期表中的一个出色的工作。她询问电子配置如何与价炮弹和“全价的欲望”是原子有一些伟大的更深层次的学习-问题。

我们回顾分配的审核包，并审查了以前的测验来检查，其中学生失分。他理解材料，但往往失分，由于小错误。我们讨论放缓，以及如何在问题的中间仔细检查。

我真的很喜欢和这个学生一起工作!我们讨论了PSAT的预期内容以及它在过去一年里发生了什么变化。我们还讨论了PSAT的阅读和写作/语言部分的策略。我已经要求她在完成PSAT范例的写作部分和阅读部分时使用我们讨论过的策略。下次(星期三)见面时，我们将复习答案并讨论遗漏的问题。我也会给她发一些资源来复习(语法资源和阅读理解资源)。下周我们将讨论数学部分的策略。