||MAP & DIRECTIONS
||HOW TO APPLY
Knowing where students are in their development is crucial to matching them with satisfying work. So, before they begin with me, I test them in five areas.
First, I test each incoming student for reading fluency and for comprehension.
Second, I give students the opportunity to write on a subject for evaluation.
Third, I administer an age-adjusted Stanford Binet.
Fourth, students take a Kiersey Temperament Sorter which helps to show the type of feedback they respond to best.
Lastly, I find that their responses on the Millers Analogy Test (MAT) give me an understanding of their literal and lateral thinking processes.
Six months after they begin I retest the Stanford Binet and administer parts of one or more of the four major standardized tests, the PSAT, SAT, SAT II Writing, or the ACT.
In Oxford classes students will be exploring:
When students have the chance to see juxtaposed the quantitiy and quality of their writing with the work output of their peers they will almost always adjust their output to meet the higher standard.
Dialectic (discussion) like curiosity is central to learning. Children need to express their thoughts and to debate their interpretations of what they read. At Oxford they have ample opportunity to share, debate, and evolve their understanding.
Socialization is an important part of every child's education.
|How This Works
*Children learn mathematics at different speeds and achieve different levels of proficiency over time. Generally, I teach mathematics as a one on one subject rather than in groups.
The exception would be concept teaching for a specific standardized test such as the SAT where there are only 15 concepts to be mastered along with some intensive review work. In such cases learning in a group is the preferred method.