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How to prepare for entrance exams? Advises teacher preparation courses Added:14.11. 2011
Updated:12.3. 2013
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How to prepare for entrance exams? Advises teacher preparation courses

Admission tests are in many respects more important than graduation, because the outcome depends quite possibly your entire life other direction. How to best prepare them? Get advice from Vita Martin, the longtime trainer courses OSP and TSP.

Martin is the founder of Vitus discussion forum and educational agencies, „“:, which specializes in preparatory courses „general study requirements“ of Scio and „Learning Potential Test“ Masaryk University. He is primarily a mathematician and logician.

** What are some tips for preparing for entrance exams? **

  • 1 Find out how to do it and where you need to go *

Like any major project, this would be sufficient to start the assembly of relevant information about the nature and content of entrance exams. It is ideally suited to solve some sharp practice tests from past years to get an idea of ​​how the candidate I like it, and also find out how much power I have to probably give entrance exams. It is understood that otherwise must be prepared candidate, who knows that he needs to get TSP example in around ninety percentile and percentile household attempts to obtain about thirty and the other candidate who knows that he will do about sixty percentile and at home without any problems beyond percentile fifty. These results are reasonable to take into account when selecting fields that are preparing – my first attempts at around forty percentile? Where could I get if I could increase the percentile to be only 55?

  • 2 Find out about training opportunities *

It is also appropriate to take stock of the possibility of preparing (look at the available literature, online courses, full-time preparatory courses, etc..) And compare them. It is not necessary – how many agencies trying to persuade the candidates stressed – buy all the relevant publications and attend full-time courses. But it is good to critically assess the various options.

  • 3 Set priorities and plan accordingly *

A key factor is the priority (which entrance exams are important to me and less) and a training plan (which I will give that area, how much time you setting aside for practice, which incorporate preparatory course, if I go on it …) . The ideal preparation is spread over a longer period of time – say several months, preferably so that the entrance to the reserve remained reasonable. Estimates of the time demands are tricky enough, there is nothing strange that some of the training takes two or three times as long than the one originally assumed (it is advisable to pre-count).

** In what order to learn the required material? **

It is suitable to start with such sections or parts of substances that humans are going relatively well, which are important and where it has a chance to improve. This one gets a sense of certainty and move forward. Then it is reasonable to establish the important parts that are challenging, and given due attention – to learn in depth and thoroughly practice. Definitely not worth the shortening phase and go from not quite mastered chapters. In the end, then let the parts that are less important, or those which can not be improved too.

** We can prepare for entrance exams to be only a few weeks in advance? **

The answer is yes, you can. The question is how well. Of course, a few weeks of intensive training before the entrance exams will improve, but those who are preparing for a long time, have a significant advantage. Preparation for entrance exams a few weeks ago is better than nothing, but it certainly is not optimal. Interestingly, despite the fact that most applicants say how important it is for admission to university, many of them begins with the preparation until the last minute. This is largely due to the high school students typically do not have experience with long-term, several months preparing for a performance. Better start preparing early and get the slack time to get into trouble from lack of time.

** What do students most common mistakes? **

  • 1 Poor planning *

The first problem that I have naťuknul, it is a bad or no planning. One should have at every stage of insight into how it actually is, what it is yet to come, and what is behind. He should know what is a priority and what is not.

  • 2 Training of unsuitable types of tasks *

A common mistake is that the candidate will focus on the types of jobs that are marginal and difficult. Many students proceed according to schedule: these tasks are difficult, and therefore it is necessary to prepare them most. Easy misses them while they spend a lot of time on such type of problems that rarely occur in the tests. Effective is when you focus primarily on those types of problems that occur frequently in tests and in large numbers, while those tasks which candidate has the best chance to improve. If I stretch my favorite TSPčka (TSP MU), it means that I focus on all kinds of tricks on the computation of percentages, although the percentage actually I manage quite well. Přijímačkové tests are not typically designed so that anyone managed to resolve everything, even the best can miss quite a lot of problems. If there occurs a single heavy task with which you will not know what to do, it does not matter, feel free to skip it and my result is virtually unaffected.

  • 3 * Lack of practice

These two words say it all. With a series of practice tests is half the battle. It is not enough just to understand the solution, you must have experienced the way of solutions. In connection with practicing students always say to be careful in whatever you přijímačkách nepředběhne someone who is as smart and capable as you and they differ from you only by solved by three hundred more jobs …

  • 4 Mismanagement of theory *

For some types of tasks you must first master the theory and then just go into specific tasks. This applies to be problems in propositional logic in analytical thinking TSP. These are tasks that candidates generally considered to be very challenging. In fact, not particularly challenging not – if one is to experience the aforementioned theory. A lot of students but the idea that they should first learn some non-trivial theory of coherent and frightening, and therefore prefer to try to find some tricks that will enable various specific types of tasks. The problem is that it takes both in the final sum more time than systematically memorized theory, but also that in the next year may be minor changes in tasks and a person „trained in specific types of“ suddenly does not know how to proceed.

  • 5 False sense that I do best to prepare *

It is essentially a feeling of confusion with reality. Candidates who attend (especially) long, semester preparatory courses – I have in mind especially courses that relate to the entrance, which is a key element in the preparation of practice – often get the feeling that doing their best to prepare. Regular attendance at a course just a feeling of adequate preparation, which helps massage advertising agencies that offer these courses. But something else is to sit a course to practice on it to solve a few testicular – and on the other hand really „intense work hard“ at home for practice. So it may happen that eventually reaches a better result graduate short course that neglecting domestic practice.

** Which tasks are most difficult for candidates? **

To some extent this is an individual thing. On the other hand, can identify a set of tasks, which after all make the problems bigger groups of people. Usually it are tasks that are somehow affecting analytical and quantitative thinking concerning logic and those who work with numbers and abstract designs. These tasks have a common denominator: it is a job where you need to understand a theory and then systematically understood material practice. To solve many problems in the quantitative section of the OSP and analytical thinking in TSP sufficient knowledge of mathematics základoškolské. Often, however, these are jobs that people did at school and problems to which the students then never returned. It is the job actually quite easy to solve – they are well explained. The courses are often encountered with the fact that the students say: „It is actually very simple, why do we explain to someone before?“

** You must have your head in the TSP / OSP? **

With messages such as „the TSP / OSP must have one head,“ „the TSP / OSP can not learn“, I meet quite often. But usually say something a little different and are associated more with expressing unwillingness to prepare for these tests – just an excuse. Yes, success in TSP / OSP is influenced by factors such as intelligence, memory, which are less influenced, but – in my opinion – not in extent, as is sometimes claimed. A key factor is the willingness to deal with not dozens, but hundreds of jobs, consistently and systematically, or to learn the relevant theory. This is actually a positive in terms of candidates – the time to practice returns. Incidentally, the real success in studies at the university is largely decided by just a willingness to systematically and consistently to prepare for things that people are too tired and demanding (and even when studying dream field – and such subjects are usually required …). Anyone who is willing to TSP / OSP thus prepared, usually succeeds in subsequent studies. And it may not always be the one who has something „best head“. I always say when you do the exercises 600 jobs will be in better shape than when they make the 60th This is simply a fact that can not be bypassed.

** How does training for candidates who already have a long time since graduation? **

Applicants for undergraduate studies, who since graduation has been more years on it is compared to the fresh graduates according to our experience, worse, at least two reasons. First, many older job seekers gradually lost some of the knowledge and skills that graduates take for granted in many entrance tests are emerging (eg, convert a member of the equation from left to right, etc.). Another reason that is not so much at first sight to see, but it certainly plays a role is the fact that today's seniors are living in an environment that is preparing for entrance exams, „well soaked“: classmates discuss with TSP, OSP, percentiles, and thus gain an overview about how the whole admission process works. Practitioners who are preparing for entrance exams to universities in this issue has yet to penetrate. On the other hand, nematuranti have some advantages based on their life experiences – are capable of far more realistic schedule your time, plan long term and are usually in the preparation of „disciplined“ which mostly related to their motivation to study.

Topic-nematurantů job for us in terms of our agency significant, simply because we believe that the proportion of candidates from among nematurantů will gradually increase. In the classroom, where they were intermixed seniors and significantly older applicants, it was hard to choose the optimal pace of learning. Therefore, we have introduced special courses ready for peace to those who have passed graduation from quite a few years.

Author: Wurmová, Nela

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