Part A: Multiple-Choice QuestionsAs demonstrated in the following section, question sets will be organized around two to five questions that focus on a primary or secondary source.
I always despised how the AP exams had multiple choice questions. I just don't feel that multiple choice exams can reflect the students ability to critically think and analyze, which is what they test you on.
AP courses and exams are designed by committees of college faculty and expert AP teachers who ensure that each AP subject reflects and assesses college-level expectations.
I think it would be beneficial for the AP teachers to help form the exam. That way the teacher knows how to teach the content and the validity and reliability of the test will increase.
The College Board strongly encourages educators to make equitable access a guiding principle for their AP programs by giving all willing and academically prepared students the opportunity to participate in AP
How does an educator differentiate teaching methods for students in AP classes when you have to prepare all of them the same exact test in the end? My AP classes was years ago and I have no memory of how my AP teachers taught the class. I think the only thing I remember is them reviewing every content section on the test. I don't remember them changing their teaching methods according to the students needs. I felt like if you couldn't keep up the way they did it, you will most likely fail the test, which goes against what this is saying.
It wouldn't let me highlight or annotate so I'm just going to quote it here:
"Good teachers make a difference in the academic growth of students. Bad teachers can slow down a student's academic progress."
It's good to keep in mind that we won't make or break our students education. There are tons and tons of outside influences that effect a child's development. Acknowledging this myth definitely helps with taking some of the pressure off and allow myself to do my best without any anxiety or stress of failing.
The Vietnam memorial has become common meet-ing ground in a way that the shrine at Kent State hasnot. D
Teaching collective memory in the classroom and how we remember history through monuments and memorials is an interesting way to teach our students about our history. My teacher did this in my WWII class at BYU and it gave me a unique perspective on historical events and how we remember history.
Occlusion stands opposed to collective memory. Itspeaks to that which is no longer “common knowledge,”no longer easily retrieved or taken for granted.
I feel like as a history teacher, teaching the collective memory in history is so easy, yet a dangerous path as it can limit our understanding of the path and excludes individuality. How do we find the balance to teach collective occlusion AND collective memory to our students?
In a coverage curriculum, students are rarelyafforded opportunities to display thoughtfulorientations to subjectmatter, and that can lead to a deteriorating cycle:
This is a dangerous method that will lead to students being frustrated and the teacher being frustrated as there is no dialogue between the two. If students are not given opportunities to participate or engage the classroom is far from being a democratic classroom and teaching becomes much more difficult.
nothing morethan full-throttle memorization
and no learning actually takes place
A second major barrier to thinking is the tendency to coversuperficially a broad range of information and ideas with students.Social studies practitioners are expected to teach students to read,write, respect authority, to work hard, to be punctual, and to begood citizens.
I can definitely see myself struggling with this because there is a wide range of content that interest me and that I would love to introduce to my class. However, it's important to prioritize and understand what's best for the students.
Students were given an appropriate amount of time to think, thatis, to prepare responses to questions.
It's so easy to forget the mind of a student when we want to rush through a lesson and make sure we've completed all points of the standard. But students cannot learn this way and we need to remember that students develop and learn on their own time and by their own pace.
To promote students' higher-orderthinking, teachers need toconstruct classroom activities that (a) require theinterpretation,analysis, or manipulation of information and ideas and(b) developstudents' in-depth knowledge, cognitive skills, anddispositions ofthoughtfulness.
This can be done by applying the situation, activity, story to their own lives. Students will respond with critically thinking and analyzing what they would do or think in this situation, which will help raise their higher-order of thinking.