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1 ChemEd 2003, Auburn, AL, 07/27/03 SERMACS, Atlanta, GA, 11/16/03 GISA, Atlanta, GA, 11/07/05 NSTA, Boston, MA, 03/29/08 ChemEd 2009, Radford, VA, 08/03/09 1

2 Mad dogs and Englishmen go out in the midday sun - Noel Coward,

3 I refuse to discuss anything in this class that is not related to the AP exam - Adrian Dingle,

4 STRANDS 1. Context & Background The English System Motivation 2. Method Before you start to teach The Teaching 4

5 STRAND 1: The Context & Background The English System Freshman & Sophomore years devoted to external standardized tests (GCSE s) closest equivalent is SAT subject tests Students have the ability to drop subjects prior to studying in these years and typically study between 8-10 subjects Junior and Senior years devoted to external standardized tests (A Levels) AP equivalent Only a maximum of 3-4 subjects studied in these years 5

6 STRAND 1: Context & Background continued: The English System continued: Very heavy emphasis on standardized, external exams. Teachers, students and parents are all heavily influenced Results of standardized external exams critical to further and higher education and to career path No high school transcript Earlier specialization Much earlier deepening rather than broadening 6

7 STRAND 1: The Context & Background continued: The English System continued: Further Information on qualifications QCDA Qualifications and Curriculum Development Agency OFQUAL Office of Qualifications and Examinations Regulator National Curriculum 7

8 STRAND 1: The Context & Background continued: The English System continued: Depth versus Breadth Areas that A Level Chemistry covers that the AP doesn t, include; Organic chemistry (including nomenclature, isomerism, mechanisms, reactions, structure determination and synthesis), group 1, 2 & 17 chemistry, Born-Haber cycles, transition metal chemistry 8

9 STRAND 1: The Context & Background continued: The English System continued: Depth versus Breadth continued: A series of seven examination papers that can be repeated Practical test (lab exam) or continually assessed lab work (absolutely no motivation in terms of the exam to do lab work on AP course) Approximately three times the contact time over two years compared to one year of AP study 9

10 STRAND 1: The Context & Background continued: The English System continued: Exam Grades No such thing as a high school transcript Consequence is that academic life & death depends upon exam results Inevitable emphasis on teaching to the test 10

11 STRAND 1: The Context & Background continued: The English System continued: The Tutorial College System Exam grade factory Very existence a consequence of the system Corporate feel Re-take students specifically there to bump up grades 11

12 STRAND 1: The Context & Background continued: Motivation behind TAPCTEW Origins No internal school syllabus document Should regular and honors (i.e., non-ap) classes be SAT subject test preparation? 12

13 STRAND 1: The Context & Background continued: Motivation behind TAPCTEW continued: Personal AP Chemistry not necessarily about; chemistry in the real world, entertainment or inspiration Teaching to the test is valid because; AP Chemistry syllabus is the gold standard for high school, title of course supposes you are teaching to the test by definition 13

14 STRAND 1: The Context & Background continued: Motivation behind TAPCTEW continued: Goals Not peddling this method, this is not a sales pitch! Others have encouraged me Why no sales pitch? Simple. All our circumstances are so different do what works for you Absolute recognition of validity of all methods Take what you want (if anything) and throw the rest away 14

15 STRAND 2: The Method Before you start to teach Subject Knowledge At this level, less can be more! No time for tangential discussions Does extra understanding really help? e.g., entropy Far too difficult to really understand Distill down to; degree of disorder, predicting change, DG = DH TDS. The AP Exam demands no more What level is required? Let the AP questions be your guide 15

16 STRAND 2: The Method continued: Before you start to teach continued: Build the syllabus Loose structure of course description is woefully inadequate Sample syllabus?? What is that all about?? Consider differences in EDEXCEL and College Board s detail Syllabus must be motivated by old AP questions The syllabus DOES NOT tell you what to teach or what to learn Should include what is NOT needed for the exam 16

17 STRAND 2: The Method continued: Before you start to teach continued: Build the syllabus continued: Further information EDEXCEL OCR AQA 17

18 STRAND 2: The Method continued: Before you start to teach continued: Build the schedule Work backwards from exam Build in review time You have an obligation to finish EVERYTHING National Mole Day, tie-dying T-Shirts etc.????? 18

19 STRAND 2: The Method continued: The Teaching Emphasis The exam is everything Be specific e.g., equation writing Evenhandedness Relative importance (# of points) of topics must be matched to time 19

20 STRAND 2: The Method continued: The Teaching continued: Homework Motivated by increasing the AP score NEVER busy work AP questions must be the source ultimate assessment Issue old AP exams same color paper Critical grading of homework otherwise what s the point?? 20

21 STRAND 2: The Method continued: The Teaching continued: Testing Motivated by increasing the AP score NEVER testing for the sake of it AP questions must be the source ultimate assessment Seventeen tests, two mock exams, one school exam Every single equation writing since 1961 between January and May* Issuing of the same data packet in exactly the same format 21

22 B: The Method The Teaching continued: Grading Become intimately familiar with the scoring standards Don t allow internal school grading procedures to supersede AP If necessary create two scales 22

23 B: The Method The Teaching continued: Exam Preparation i. The Mock Exam Logistics and rubric exactly the same Same time and day Same room, same seating (covers all bases marching bands/skylights etc.) Strategies for multiple choice 23

24 STRAND 2: The Method continued: The Teaching continued: Exam Preparation continued: ii. Predicting Grades Tests real situation versus the perceived situation 24

25 STRAND 2: The Method continued: The Teaching continued: Exam Preparation continued: iii. The Actual AP exam Clothing, calculators and batteries, transport, breakfast, payment, extended time, unforeseen circumstances 25

26 STRAND 2: The Method continued: The Teaching continued: Exam Preparation continued: iv. After the exam That s up to you I don t discuss the exam or open an AP book again until mid-august 26

27 In Summary Most important points If you teach a course with AP in the title you are obligated to attempt to maximize your students scores The most narrowly prescribed syllabus does NOT tell you what to teach nor does it tell your students what to learn Don t be shy about teaching to the test. AP is the gold standard in high school, so if you are you TTTT you ARE setting high standards Never forget, that regardless of every other factor, your students (and to some degree, you) will be judged by what happens in a three hour period in May and the score that their performance translates into 27