Campfire Session — ACT and SAT Prep

Introduction • 00:00

• Lulu introduces the topic and structure for the session.

• The meeting agenda is shared and basic meeting protocol is highlighted.

Ice-breaking News • 01:07

• OpenAI's GPT-4 was discussed regarding SAT scores. A 23% increase in SAT scores was noted for GPT-4 compared to GPT-3.5.

• Concerns about the relevance of standardized testing were touched on. The conversation highlighted the test-optional policies of top universities.

Why Flint for test prep • 02:36

• Flint's capabilities for student test preparation were outlined. The platform's strengths in providing guidance and generating practice materials were emphasized.

• Difference between Flint chats and activities is highlighted.

Creating Flint activities for ACT/SAT • 05:02

• A demonstration of creating an ACT math practice activity is conducted. Resources are provided to guide the AI in generating relevant questions.

• A demonstration of the activity creation process is provided. The importance of student independence in problem-solving is emphasized to the AI.

• The iterative process of prompting Flint through the builder chat, previewing and trying out the activity, and then adding more prompts is demonstrated.

Templates for ACT/SAT • 10:56

• Lulu summarizes how some of the templates for ACT/SAT prep made by the team were created. She highlights how this is more advanced activity creation and could take more time and testing than the original demonstration.

• Specific design choices for ACT English practice activities are discussed. The use of external resources for additional practice is recommended.

• Challenges in creating ACT science questions are acknowledged. A strategy to link real tests for student practice is shared.

• Different options for student test interactions were presented for the ACT science template. Immediate feedback and full test options were discussed.

• Strategies for building test-taking skills were explored. Online resources and activity creation suggestions were provided.

• Techniques for improving reading speed were suggested. Timed activities and elimination methods were discussed.

• Students are encouraged to create their own activities. A successful example is shared about an AP English language essay writing activity.

Student Chats in Flint • 22:49

• Students can leverage chats for ACT and SAT math questions. A specific example of using screenshots for problem-solving is provided.

• Tips for using Flint chats effectively are discussed. Students are advised to share context about themselves and their goals and ask for specific types of questions.

• Suggestions for generating extra practice questions were provided. Specific types of questions were requested based on student struggles.

• Accessing the public and school libraries in Flint was explained. The public library contains activities from educators worldwide.

• Adjusting reading levels for questions in Flint was discussed. Options for setting grade levels were clarified for users.

Shareout, discussion, and Q&A • 34:40

• Chris Rice expresses interest in using Flint independently. The potential for targeted practice based on weaknesses is highlighted.

• Lulu Gao explains Flint's feedback mechanism. The importance of submitting sessions for effective evaluation is emphasized.

• Strategies for differentiating instruction were discussed. The need for tailored activities for struggling students was emphasized.

Conclusion • 40:14

• Upcoming campfire sessions were announced. Topics include summer work and reading, an AI literacy course for teachers, and strategies for running a successful pilot of Flint.

• Lulu also shares QR codes for the Campfire Calendar and new Flint Community forum.