Our Philosophy:

Build Lifelong Skills.

We acknowledge that the ACT is a skills-based test.  Thus, we foster improvement in  grammar, rhetoric, logic, reading comprehension, and problem solving.  We then apply these skills to the ACT.  This technique drives much more success than merely "teaching to the test." 

 
AdobeStock_52123983.jpeg

We Offer a Different Brand of Instruction.

We focus on the student's development of in-depth thought processes, rather than merely memorizing a bunch of tips and tricks that one is likely to forget on test day anyway.

Therefore, we focus less on completing questions as quickly as possible and more on understanding every single aspect of a particular question. We spend much of our instruction on thorough review, driving our students to understand why every right answer is right, why every wrong answer is wrong, and how such an exercise will apply to all questions. Due to the nature of a standardized test in which the ACT only has so many types of questions it can ask, such in-depth review eventually leads to real ability.

It is this type of instruction that leads students to true success.  Our methods are not for the faint of heart; they are instead for those who strive to be a master of an incredibly important endeavor.

 

We Built a Robust, Efficient Class Structure

Increasing one's score on the ACT, a test that assesses the skills a student has developed over the course of his or her entire academic life, often involves  analyzing and refining an entire thought process.  This is why we have crafted a robust curriculum that matches the robust task at hand.

 

PHASE ONE:

Flipped Classroom

Many of our classes employ the "flipped classroom" model in which our instructors deliver content instruction online.  In order to do so, we use Edpuzzle, an online platform that inserts questions into the instruction, disables a student's ability to fast forward the video or minimize the content, and assesses student understanding in real time.  The "flipped classroom" model allows our instructors to deliver more instruction at the unique pace of each student.  Per class, there is often between 10 and 90 minutes of online instruction.  

 

PHASE TWO:

Content Instruction

Each class will begin with some form of content instruction that relates to the ACT.  For instance, one class might focus on punctuation or subject-verb agreement and another class might focus on the quadratic formula or basic trigonometry.  It is important to note that the content instruction portion of class will not focus on the skills' application to the ACT; this portion of class is meant to develop and finely tune one's skillset in order to prepare for the next phase of instruction.  Per class, there is between 20 and 60 minutes of content instruction.  

 

PHASE THREE:

ACT APPLICATION

The majority of classroom instruction will focus on analyzing real ACT questions taken from recent test administrations.  In this phase, students and instructors will explain the nuances of every question, understanding why each answer choice is right or wrong and dissecting how the particular ACT question functions.  It is in this practice that students tend to begin filling gaps in understanding.  By focusing on why a question works the way it does, what skills are being tested, and how to most efficiently solve a question, students develop more confidence to excel on the test.  Per class, there is between 60 to 90 minutes of ACT application.  

 

PHASE FOUR:

Independent Homework

The majority of improvement comes from independent practice and thus this stage is critical.  After students have received instruction, they will complete a small set (typically 25 questions) of practice questions and - very importantly - type out reasons why each answer choice is right or wrong before ever receiving an answer key.  Once this is completed, the instructor will provide an answer key and the student will check his or her answers.  Because the students have already explained in writing each answer choice, they now have an understanding of what gaps in understanding exist and thus can determine, alongside the instructor, how to turn a weakness into a strength.

 
LightOrange.png