Campfire Session — ACT and SAT Prep

Templates, usage ideas, and activity walkthroughs for how Flint can help teachers prepare students and how students can study on their own for the ACT and SAT.

Lulu Gao, Head of Teacher Experience at Flint | LinkedIn

Sun Paik, Head of Marketing at Flint

With summer starting up, many students may want to start studying for the ACT or SAT. Prep courses and materials for these tests can add up to be quite expensive. On top of that, generic textbooks or practice tests might not explain concepts or strategies to students in ways that make the best sense to them.

So, what if you could provide unlimited practice to students that comes with personalized, immediate, 24/7 guidance? Building activities in Flint and training students to use Flint chats for their own questions can be a great solution.

Overall, this session covered:

Building activities for test prep for the ACT/SAT
Templates made by the Flint team
Independent student chats for studying

Slides from the presentation can be found here.

Templates created by our team for this topic also include:

Got more questions, comments, or feedback for this topic? Feel free to raise them within the Flint Community.

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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.