|
|  |
Excerpts from the AP Biology Teachers' Discussion Group
Question: "What about the student who takes the AP Exam after the first-level biology course (tenth grade), gets a 4 or 5, and never takes the AP Biology course. Does the student receive college credit for this? Should she or he? Does that imply the AP Biology course is really a test prep course? Should AP Biology become a tenth-grade course in place of the tenth-grade course?"
Answer 1: "I think this implies that the student is REALLY BRIGHT and has learned A LOT OF BIOLOGY. That is what the test is designed to find out. And the course is designed to maximize the amount of biology learned. We had a student once take our department's in-house placement test, essentially one of my final exams, who had never taken a biology class even in high school. He said he had taught it to himself. I chuckled as I gave him permission to take the exam. He made a 97 (and had no way of cheating). Was I ever surprised! That doesn't invalidate any course; it just validates that student. We give credit based on the test score no matter how the student learned the material!"
-- Jean DeSaix, University of North Carolina at Chapel Hill. 3/9/99
Answer 2: "Most regular biology classes do not provide enough depth to pass the AP Exam. However, if a student really put the time in and was willing to go way beyond the regular text and labs, it would be possible to pass the AP Exam. A few years ago, one of my students did this, but only with hours and hours of extra work at home with help from his dad. He earned a 5, in fact. I would hate to think that the AP class is just an exam-prep experience. It is true that that could happen, but without any appreciation for the subject, it becomes an almost meaningless exercise."
-- Margie Weitkamp, James Monroe High School, North Hills, California. 3/10/99
Answer 3: "My most successful students the last seven years have been sophomores who've taken my biology 1 class as freshmen, and taken AP the following year as sophomores. Many have received 4/5 on the test. I feel this is due to the consistency of having me for two consecutive years, plus not taking chemistry after introductory biology. I teach chemistry later in the year for those sophomores who are taking AP Biology and Chemistry concurrently. When we hit biochemistry and molecular bio just before the AP Exam, they are well founded in the chemistry basics and seldom have problems on the exam. My sophomores have been the best students, competing quite well with the older students in class."
-- Dale Morejon, Gilroy High School, Gilroy, California. 3/31/99
Answer 4: "Impossible! Sophomores do not have the maturity to handle a college-level course, with the amount of independent research and study that is required. I have been teaching sophomores for 20 years! Also, AP students need to have had a background in the core concepts in biology before they can be expected to grasp college- level material. They also need to have had chemistry. Would you teach chemistry to freshmen? I taught a conceptual physical science to freshmen years ago. I loved it, but the majority of the students just didn't get it. A small group, upper-level kids who had developed higher-level thinking skills, did well, but it wasn't for the average student."
-- Cindy Botsford, Westwood Jr.-Sr. High School, Westwood, New Jersey. 10/10/99
Answer 5: "To those of you concerned about sophomores taking AP Biology: I taught AP Biology on Long Island in New York several years ago. Ninth-grade honors biology students had the option of taking AP biology in tenth grade. They were very successful -- the NY State Regents curriculum at the time was a watered down version of AP Biology. That probably helped. The fact that they did not have a year or two off from biology meant they remembered most of their general biology information. We also met seven blocks a week -- both in general and AP Biology. New York is in the process of rewriting their Regents curriculum. It will be interesting to see if it has an impact on AP results."
-- Heda O'Brien, The Bullis School, Potomac, Maryland. 2/23/00
Question: "What success or problems has anyone had with teaching AP in the 10th grade as their only bio course? We are also considering teaching conceptual physics in the 9th grade to everyone.... Any comments?"
Answer 1: "Are your students all geniuses? I have had only one tenth-grade student in AP Biology in the 25 years I have been teaching it. He is rather brilliant, previously had a year of introductory honors-level biology, and had taken a year of honors chemistry -- doing well in all. He earned a 5 on the AP Biology Exam. I cannot imagine what you are trying to do. What contact hours would you have with them? What lab periods? What do they take in eighth grade? That's where our students get exposed to physical science. They all take biology (honors or non-honors, BSCS blue or green respectively) in ninth grade and usually chemistry in tenth. Teaching for a test is HORRIBLE! Talk with Choate (in Wallingford, Connecticut) if you want some perspective on teaching physics in ninth grade. They teach physics, then chemistry, then AP Biology, in that order. I also think that AAAS may have something to say on this. I much prefer it the way we do it. Excellent science students do honors biology (ninth), then honors chemistry (tenth), then concurrently honors physics and AP Biology (both eleventh), and finally AP Chemistry (twelfth) and/or some advanced physics elective. It works very well for us."
-- Barbara Beitch , Hamden Hall Country Day School, Hamden, Connecticut. 10/11/99
Answer 2: "We teach physics to ninth-grade students if they had Algebra 1 in grade 8. Tenth grade is chemistry, eleventh grade is AP Biology or Biology 1, twelfth grade is AP Chemistry or AP Physics or another elective. Farmington High School has the same sequence. We both love it. It is so easy for kids to learn the sections in biology on macromolecules, DNA, etc. when they have already had chemistry. I really take exception to schools that give biology to their best students in grade 9. That is a holdover from the days when biology was considered to be the easiest science. That is no longer true of the biology that I know today. (I speak from a perspective of teaching the subject for 34 years.)"
-- Bruce Faitsch, Guilford High School, Guilford, Connecticut. 10/11/99
Answer 3: "At St. Mary's Hall, we teach a conceptual physics class to ninth grade, chemistry to tenth, and biology to eleventh. Our honors and motivated kids take AP Biology, and our other juniors take biology electives: genetics or zoology in the fall, and botany or human anatomy and physiology in the spring. I have had good success with my AP Biology students not having had an introductory biology class first, but they are a motivated group."
-- Franklin Bell, St. Mary's Hall, San Antonio, Texas. 10/11/99
Answer 4: "We are part of a large school system with 23 high schools. There is variety in how different schools do this. But this is our approach, and we have been bucking the tide for years. But I guess the proof is in the test scores. Our ninth-grade course is a combination physics and chemistry called Matter and Energy. Very interactive, lab oriented, data acquisition, and analysis. No student takes biology in the ninth grade. (And yes, the parents complain because the school down the road lets advanced students do so.) We made the decision long ago that to try to teach the applications of physical laws in living things was pointless unless the students had solid introduction to those concepts. Our biology teachers build heavily on (and assume mastery of) the basic physical and chemical concepts in their courses. Many students double up with chemistry and biology in tenth grade. That leaves plenty of time to take AP and other advanced electives."
-- Lesli Adler, TS Wootton High School, Rockville, Maryland. 11/6/99
Answer 5: "In my experience it doesn't really matter which AP they take first as long as they have had a first year chemistry class before AP Biology. At my school most take AP Biology in their junior year and some take AP Chemistry as seniors, although some kids have reversed that sequence. The ratio here is about three biology to one chemistry."
-- Bruce Faitsch, Guilford High School, Guilford, Connecticut. 11/19/99
Answer 6: "We are a school of about the same size and added AP Chemistry and AP Biology the same year. AP Biology enrollments stay steady at about 60. AP Chemistry tends to run from 20 to 25. We encourage our students to take AP Chemistry directly after Chemistry I. They tend to have forgotten less material and we do not have to spend time reviewing concepts from Chemistry I. Then, most of them take AP Biology and they love the biochemistry!!"
-- Belinda Banks, Fairborn High School, Fairborn, Ohio. 11/19/99
Question: "Is it possible to teach AP Biology to freshmen or sophomores with no chemistry background?"
Answer: "After 20 years of successfully teaching APB to over 750 sophomores with no background in high school biology or chemistry, I agree with... others who point out that motivation -- not previous courses -- is truly a key factor in student success. Furthermore, Joan Keily is absolutely correct when she points out that student confidence is critical for student success. Confidence will certainly waver for many students, no matter their age, due to the challenging nature of an AP course. Our role as teachers can be critical in helping students become more confident. However, I have seen too many of my AP teacher colleagues who look at AP as an elitist program and who work diligently to scare students into dropping the course because the student is not 'AP material.' Not a great confidence builder! In addition, how many science (and math) teachers give the impression that only certain kids can learn the intricacies of their subject? Do we sometimes forget that there are many 'mysteries' in biology that we must help students figure out, rather than assume that the student should be able to figure them out by themselves if they are 'smart enough'? We often get bogged down in the difficulties of organizing a course, running labs, writing exams, etc. and forget that students also need us to help them 'over the humps,' to teach them how to overcome the inevitable confusions, and to show them that AP Biology is 'doable.'"
-- Fred Brown, William Hall High School (retired) West Hartford, Connecticut. 9/26/00
Question: "Do any schools allow students the option of auditing an AP course? Our school will allow students to change from taking the course for credit and a grade to auditing it...."
Answer 1: "I had a student audit my AP class last year. He was exceptional and wonderful. He had taken the same class the year before from another teacher, but he wanted to audit the class again just to make sure he would do well in college. He was a merit scholar and already had a full ride to Penn State. He signed a contract that he would do all of the work, take all tests, etc., but not receive any credit for the course. Our school put the class on his report card and permanent record as an AP audit (no credit) and did put in the grade that he earned with me, so that the college could see how motivated he was. He was an inspiration to all of us."
-- Sande Ivey, Bangor Area Senior High School, Bangor, Pennsylvania. 9/28/99
Answer 2: "I have to confess I have never heard of auditing any high school course. The average high school student struggles to get the required 40 credits for graduation (Indiana) as it is and wouldn't even have time to audit, if the option existed. I am scraping for dollars to fund my AP labs, and would not be very cordial toward any student using lab supplies and classroom space without a serious intent to pursue a specific goal -- like contributing to the class and working to receive credit. The only students with a special option at my school (in a suburb of Indianapolis) are those who can take a class pass/fail, and that option is limited to foreign exchange students or special education students. If you are not given an opportunity for input on this policy, I would ask to be given the opportunity to at least interview a student who asks to audit your class. You may be able to determine if she or he is at least a serious learner with a genuine interest in biology. However, it seems inconsistent to be a serious learner who is not interested in credit at that age."
-- Anne Brewer, Mooresville High School, Mooresville, Indiana. 9/29/99
Answer 3: "I had one very bright young man unofficially audit my class last year. He came on days AP Chemistry did not have lab. There was no other way he could fit it in. I have more leeway in matters like these as I teach at a private school . He did very well, with a 5. However, I would not recommend it as a standard practice. This one student was extraordinarily talented and a really neat kid."
-- Franklin M. Bell, St. Mary's Hall, San Antonio, Texas. 9/30/99
Answer 4: "This is the first year that I've had a student audit the class (and the first I've heard about it in my district for any class). Since she's not getting a grade or credit she's not responsible for any work. This was a joint decision between guidance and me. Since she is already taking another science concurrently, she's busy enough. And why should I bother grading her if it's not counting anyway? Our only concern is attendance -- she comes and I keep track. Seems fair enough. I've kind of made her my unofficial lab assistant anyway. She doesn't mind helping if she's free from paperwork."
-- Doreen Bucci, The Wheatley School, Old Westbury, New York. 9/29/99
Question: "We are a fairly small 1A school (approx. 450-475 K-12). Last year I had one student take the class. This year, none took it. Many are already swamped with extracurricular activities such as FFA, FHA, sports, etc¿. Do you have any ideas on how to recruit kids into the class? I was also told by several students whom I tried to get to take the class that it was too much work or too hard...."
Answer 1: "My guess is that in small schools enrollment will always be an issue for advanced classes, anyway. We have a student body (9-12) of 1,200 and only one section each of AP Calculus, AP Physics, and AP Biology. This is the first year we offered AP Biology (my class), and I think the other two courses set the stage for me. The other teachers try to offer little perks like ordering pizza for the 'eighth hour' when kids stay late, exposure/recognition in morning announcements, and lots and lots of pats on the back. Our facilitator at the AP training said he sends letters home to parents of potential students inviting them to a meeting to discuss the course and its advantages. If you have a lot of kids in FFA, I would think the recombinant DNA technology (Lab #6) might be a big pull since it's so big in agriculture.
Any student going to college would have an edge, regardless of their intended area of study. It's all in the marketing of the course. I only have 13 students, and feel lucky to have them. We formed an 'AP Biology Club' so that we could count our long days after school and Sat. labs as club meetings. I bring in bagels and juice, and try to provide a relaxed environment to offset the pressure of the course. (Enthusiasm and humor go a long way, as well.) The kids elected officers and feel that their roles will 'look good on their résumés' on college applications. Our fund raisers will pay for trips to research labs at local universities, as well as extra lab supplies. They feel they have some ownership in the program and aren't necessarily having this stuffed down their throats, so to speak.
I also have a lot of support from the guidance department in marketing more challenging courses. Our district is trying to increase the number of honors diplomas (which brings in money from the state) as well as do a better job preparing kids for college, so administrators also are supportive, even though they can't give me much money for lab supplies (we are a poor district, too)."
-- Anne Brewer, Mooresville High School, Mooresville, Indiana. 10/3/99
Answer 2: "I'm in a rural school too, though transitioning into a Silicon Valley suburb. Seven years ago we had 'zero' AP courses on campus, now we offer 14 different courses. I started AP Biology by going into other teacher's classes and explaining the importance of taking this advanced course immediately after taking introductory biology (I teach the course presuming students haven't taken chemistry). I did this during my prep period, hitting chemical/physics students the first year, but then had more success with biology classes and with the 'sharper' students. I would get a list from the teacher of the best and the brightest, then personally call them to my office and talk to them. The first year, I had 11 students, and finished with 7. The administration wanted AP courses, so they allowed the small number. This year I started with 64 and am down to 46 with 4 or 5 more leaving at semester. I don't fudge with the students when it comes to how much work is in my class. We teach the broadest of all AP courses and must cover everything, though not comprehensively. The brighter students have now taken this as 'the challenge class' at our school, and the competition level drives the course. But it's taken seven years to get to this point. Personal recruiting is the best avenue."
-- Dale Morejon, Gilroy High School, Gilroy, California. 10/3/99
Question: "I am a first year AP Biology teacher and am experiencing great frustration with my student's grades on their ecology and chemistry unit exam. Some of the grades were very low. What do you do when you have students who are scoring low, but yet normally do very well in their other honors courses? Do you scale their grades?"
Answer 1: "I also use Campbell's test bank and my students have found the questions difficult, BUT they also said that those questions prepared them very well for the actual AP Exam, so what I have done in the past is allow my AP students to do test correction whereby they will receive one-half the points for every question, for example, if the question was worth two points, the students may do corrections and receive one point that will be added to their original score.¿ The test corrections must be done in the format I request or students do not receive the point. The format is basically a 'T' style where the students identify the correct answer in the left column and explain/discuss why that answer was correct in the right column (this must be a substantial explanation-not a restatement of the question -- or else they do not receive any points). Past students have found this extremely helpful in going back to the chapter and relearning or identifying what they have done wrong. So test corrections seem to help their score, and they also relearn the material and review."
-- Sandy Wong, Alameda High School, Alameda, California. 10/2/99
Answer 2: "Although I am also a new AP teacher (just began my fourth year), I think I have some advice: 1. On the College Board exam in May, 60 percent correct may be passing (remember the ridiculously low grades we got in general undergraduate biology and chemistry classes but still passed the course). In other words, curving students' test scores (at least on your multiple choice portions) is reasonable. Also, don't forget to apply the +1 for correct answer; 0 for no response; -1/4 for an incorrect so they get used to the strategy. 2. Don't forget these kids are still high school students. Any messages that they cannot pass the test (because of a hard-to-read text, impossible practice tests) may be overly discouraging. Campbell is a very difficult textbook (admit it, even for the teacher). Have you looked at Starr & Taggart? I have used it with good results."
-- Jerry Burke, St. Mary's School, Medford, Oregon. 10/2/99
Answer 3: "What I have done about this same problem is that I allow the students to take the test, grade it, and then use the Campbell text to find the correct answers. They must then write out the question they missed, and explain why they missed the answer the first time. I re-grade the test and average the two grades together. They must redo the tests during their own time. This seems to have worked, since my kids did well on the AP Exam last year."
-- Eloise Farmer, Torrington High School, Torrington, Connecticut. 10/2/99
Answer 4: "Keep in mind that a 'good' score (3) on the AP Exam equates to getting about 50 percent of the possible points, which obviously is a bit more rigorous than your classroom tests need to be, so I do not think all of your questions need to be 'harder than the actual AP.' As for curving test scores, I do not ever do this, but on occasion I allow students to do test corrections (which must include written explanations for why the correct answer is correct) for partial credit back on their test grade. The students find this to be fair. Also, it makes the test itself a learning experience and it seems better than simply adding points to everyone's grade."
-- Robert Dennison, Jersey Village High School, Houston, Texas. 10/2/99
Answer 5: "This is my first year teaching AP Biology, and I have given three exams so far. I am using the Saunders college text, as I thought Campbell was not very reader friendly, and even unnecessarily esoteric in some chapters. I am learning that Campbell seems to be the text of choice, but it doesn't bother me that I'm not using it. My kids had pretty good scores on the first exam, as it mainly covered review material. The second test covered organic chemistry, and most of them had not taken second year chemistry yet, so scores were pretty low. I had them take the test home and correct their mistakes for a half point for each question. Then I added their 'correction points' to their original score. It forced them to study the material again rather than just writing it off as a loss, and it beefed up their scores. I knew that they were 'conferring' with one another on the corrections, but that was okay with me because they quickly formed little study groups, or at least found a study buddy and now meet regularly outside of class to work on the study guide and the lab write ups, and prepare for the next exam. In my opinion, any method they use to learn the material is good if it works for them. I use the test bank for my text also, and try to study the questions before I introduce the next chapter. While there is always the risk of subconsciously teaching to the test, I feel this guides me in placing emphasis on the most important concepts. I need this help in my first year and will probably plan differently next year, but it's working for now."
-- Anne Brewer, Mooresville High School, Mooresville, Indiana. 10/3/99
Answer 6: "I solved this problem and without too much guilt! I use the philosophy that to make a 5 on the AP Exam you do not have to get 90 or 94 percent of all the points in the same way that you need to do at this school to get an A- or an A. So I give the tests as I have always done, using a lot of the Campbell test bank questions (but not all of them are from that source). Then I give the 'free' misses, reducing the total number of answers also. For example, if I give them 80 multiple-choice questions...hard ones¿ in 60 minutes, that is the same ratio as 120 questions in 90 minutes on the AP Exam. I then look at the number that the majority of the class missed (we use a Scantron)... and I select something close to that. It will usually range from 6 to 12, and I subtract that from the number missed on the test before calculating a score. For example, out of the 80 questions a student may miss 20. If I had decided on 9 free misses based on the class overall performance, this student would then miss 11 out of 71 questions, changing the percent grade from a 75 to a 85. That is enough to keep from demoralizing the good students because the test was too hard, or because the teacher had not done a good enough job teaching certain points, or because the questions were just plain ambiguous or confusing.
In addition, at this school our students get a grade point boost: an 85, which is a B for a regular student, is a B+ for an honors or AP student. So the student sees that she missed 20 but only 11 actually counted against her. She then sees a numerical grade of 85 and a letter grade of B+. I've used this procedure for three years now, and it is amazing how consistent my grades have become with the AP scores. It takes some of the fear out of the test because they are not frantic about every detail. If they get stuck on a question, they can just move ahead to ones they know and realize that it will not devastate their grade. It puts the grading on a basis much more like the AP scores... allowing them a comfort zone if they don't know it all. And it made me less of a witch for those hard tests that would send the girls out in tears. I have fewer parent calls, fewer angry students over unfair questions, and yet they are still challenged by the questions that require a bit more knowledge than just memorizing obvious facts.
Many of my tests will have multiple- choice questions and essay questions... then I usually do not need to provide as much 'cushion.' Whenever reasonable, I grade the essay questions AP style and that inflates those grades also because they get much higher scores than when I grade them based on putting in 100 percent of all the relevant facts. (Another little trick is to put a few fairly obvious matching questions in the middle of the test to give them a rest from the complex ones and a little psychological uplift.) The real benefit comes in May when they are more relaxed before the exam because they realize they can be successful without knowing every thing in the book. I was afraid that this would cause the girls to slack off and not study hard... but it did not happen. They still want to get all the answers correct, so they still study... but they are rewarded for that hard work even if they do not get them all correct. The extremes of the class benefit also... those few that would make a hundred anyway no matter what you put on the test end up with scores of 105 percent, or even 110 percent, which will guarantee their A even if they mess up somewhere else. The lower end who perhaps should not be in the course anyway have a chance to squeeze out a C- and, amazingly, even my C- students are making 3s on that exam.
I recommend this and I will tell you I adopted this procedure after having 10 merit finalists in my class one year and realizing my highest scores were two A- grades. That was a wakeup call that my grade guidelines were out of sync with ability levels. This solved the problem and is a win-win situation all the way around. I never tell them I will 'curve' grades because intellectual honesty would tell you that if you do that when you have a test with an average of 95 percent, it needs to be curved also and that person who got a 90 is not going to be happy with a C-. This is much better and allows me the freedom to set the cushion as I think or as thin as it needs to be depending on the performance that day. If the average is 89 on the test, they don't need any free misses!"
-- Charlotte Freeman, Girls Preparatory School, Chattanooga, Tennessee. 10/3/99
Answer 7: "Don't give them any 'homework'. Homework is what we use in high school to get the kids to open the book (or newspaper, magazine, etc) and at least read enough to do the assignment. AP Biology is supposed to be a college-level course. Most college instructors don't assign much 'homework' for such motivational reasons; they usually don't need to. They do give reading assignments. Limited time to cover a lot of material requires the acquisition of knowledge via the informative dense form found in a good textbook. I want to help them learn the value of just READING/STUDYING the beautiful chapters in these expensive new modern texts and other materials that I may find to offer. Test & quiz scores and lab reports with a few research/reading assignments/projects occasionally. That's really all I have time to grade properly. Most of my AP students catch on quickly and they start READING like some of them never have before. I encourage them to form study groups. A test is the way the College Board evaluates them and decides if they have learned enough to be given college credit, and it is what I use to assist them with day-to-day, chapter-to-chapter motivation."
-- Art Murchison, McKinley High School, Honolulu, Hawaii. 11/6/99
Answer 8: "I was receiving complaints from the students about the amount of 'busywork' they were getting. So I decided to pick and choose the main question I really wanted them to concentrate on. I also had them do verbal and visual presentations on a chapter. I split it up, had them make class notes, etc. The past two chapters have had an increase in the test grades, and this boosted their confidence. I am happy to say that if they have some control over their learning, you will get the results you want. They are able to read the chapter for meaning, instead of skimming for the answers to the questions. I have had many discussions with the students to get their opinions and critique on their learning. Give them a voice and you will be surprised!"
-- Maureen Jimenez, South Hills High School, Covina, California. 11/8/99
Answer 9: "This is my second year teaching AP, so I'm still being swallowed up alive by it! Wish I had known about this site last year. Everyone is so helpful. I took the AP workshop last summer and it was great. The most important thing I got out of it was the reassurance that there is no way you can cover everything in class, but the students have to. So my students have to read and assimilate 22 of the 50 textbook chapters (I use Campbell 4th edition) on their own. Last year, I assigned 1-5 chapters each holiday/vacation break along with detailed take-home exams (Campbell test bank). They had to put these on Scantrons so they could be graded. Following the AP workshop mentor's example, I required the students to submit a list of 3 to 5 questions or concepts from each topic they found problematic, and I tried to find some time to go over as many of those as I could. I started with 63 students, 18 finished! All the students got 3 or better, 66 percent got 4 and 5! (They chose to buy and use the Cliff Notes review book by the way. I thought it was too superficial, but I can't argue with the results!)
My students rhythmically, periodically stopped applying themselves and fell behind. Their suggestions to me for this year were: 'You shouldn't have trusted us to be responsible and keep up. Give lots of quizzes and don't let the students sit next to each other on exams!' I really am naive, but I do follow their suggestions this year. There are some good Web pages at high schools with experienced teachers. I looked at their materials over the summer and made a quiz for every chapter I cover in class. It turns out that these are not only good for forcing them to do the reading and to keep up. It helps me give an overview of the chapter at the outset and allows me to assess where they're having problems. I only lecture and discuss selected topics. I generally leave the straightforward and the descriptive to them. They have grown tremendously since September and I believe this is due, in large part, to high expectations and demands.
Over the summer, they had to read chapters 1-7 (mostly review of high school biology and chemistry) and all the chapters on ecology. We hit the ground running from the first day of the term, and I covered highlights and tested on these 12 chapters during the first three weeks of the term. They will be assigned the chapters on evolution and classification over holidays and vacations, and I will spend approximately one week going over problematic sections of the evolution chapters and one week for classification.
Last year I let them talk me out of doing free-response exercises and practice. They said 'we don't need this. We know how to write.' When we got near the exam I found that what they were really saying was: 'We don't want to bother with this.' This year I have scheduled periodic classes where we review previously covered materials with former AP free-response questions. I've been following some of the advice I read on the AP site. At first I give them questions, plus the rubrics, and have them write their responses using these. I recently started giving them the question, brainstorming it with them, then distributing the rubrics and having them write it up. Eventually I'll just give them the questions. For their final for this semester, I will have them watch the HMMI lecture series on RNA (invaluable!) and will design an all free- response exam on biochemistry, nucleic acids, scientific method, lab techniques -- based on class work and this video series.
My school is the 'Fame School' (Have you seen the movie?): the School of Music & Art & the Performing Arts. The students are chosen on the basis of their talent and we are not allowed to screen for intellect. I have found that if you get the students to work, they will be successful. Nothing you do for them will make up for this. They can accomplish anything as long as they willingly put the time in. The trick is getting them to put the time in! Your state as a novice is not the critical element here. The limiting factor is their willingness to do their part!"
-- Judy Brickel, La Guardia High School, New York City. 11/15/99
Answer 10: "Also, in response to students complaining about how tough the course is.... The day before Christmas break I invited back all my 'old graduated' AP Biology students who are presently at U of M, MSU, Kalamazoo College, and others to speak to this year's students. I had an 'open forum panel' so my present students could ask anything they wanted. Things that came up with out my prodding (this from a student who was the prize whiner of all time): 'Don't ask Mrs. Schanhals to slow down, review, or make it easier.... College is 10 times tougher and she's only doing you a disservice if she gives in.' This comment was agreed with by everyone on the panel, and it really hit home to this year's students. Other issues discussed: whether or not to join a sorority/fraternity, drinking on campus, freedom, room mates from hell, should you take the AP Exam, how to get a job in a lab.... Really good stuff. It was a neat day. Everyone left ready to come back and work hard."
-- Lisa Schanhals, Spring Lake Schools, Spring Lake, Michigan. 12/22/99
Question: "Preliminary numbers for AP Biology enrollment for the fall are very low and if I am not successful in recruiting more students, we may not be able to run the class. Our school generally has small numbers (6 to 12 students ). There are some potential students who will be juniors, but they are worried that their class rank might suffer if they take the course because they know it is rigorous. What can I say to these students to convince them to take AP Biology?"
Answer 1: "I had two juniors for the first time this year. They are my top students. Granted they are excellent students -- good study skills, discipline, etc. We offered Accelerated Biology I (honors) last year and these students also took Accelerated Chemistry I along with that. We believe they are successful in AP Biology because they had that chemistry background and biology more recently than the seniors and, therefore, were very ready for AP. They also don't have senioritis. We now have encouraged many sophomores taking both biology and chemistry to take AP next year. We find chemistry and biology complement and support each other so well also. I am looking forward to see if our 'hypothesis' is correct. Also, it leaves them more time as seniors to take AP Chemistry and AP Biology-rather than all three in one year, which many have been doing -- KILLER LOAD!"
-- Deborah Hill, Norman High School, Norman, Oklahoma. 4/28/00
Answer 2: "When I first started teaching AP, the AP Biology and Chemistry courses were taught in alternating years. Then enrollment increased enough so that we were then able to offer both each year. Historically, therefore, the course was a mix of juniors and seniors. The juniors typically did better. Now I have only one or two seniors a year, and most of the juniors are simultaneously taking AP U.S. History and AP English (not literature, the other one). It's a tough workload, and some students shy away from it, but the ones who like biology in the first place do it. They also tend to do well and this tends to look good on their transcripts."
-- Paula Petterson, Kent Place School, Summit, New Jersey. 4/28/00
Answer 3: "I have had good luck with the two or three juniors that take my AP class every year. They have to submit to 'the speech' before they're admitted, and part of the speech is an indication that they are considered special and a 'cut above' as part of their qualifications. After that, they are more receptive to the usual picture of extra work, hard tests, and difficult concepts. I agree that the chemistry is really important, and the lack of senioritis works in the students' favor."
-- Israel Solon, Greenhill School, Dallas, Texas. 4/28/00
Question: "I am interested in the recruitment issue related to the issue of weighted grades. We have always had the traditional 4.0 system at our school, but... the administration wants to encourage kids to take more challenging courses, but many don't because they don't want their GPA to suffer. Will weighted grades really foster change towards different scheduling? Has anyone been in a school system long enough to see this happen, and does it affect AP enrollment?"
Answer 1: "With respect to weighted grades, I can tell you that it does not always bring about the intended result. I work in a system where honors and AP courses are weighted, and have been for years (the state even chimed in with an extra point for AP, so now it is worth 6 points). Yes, it increases enrollment. No, the extra students have not all been visited with a profound interest in challenging themselves in their pursuit of scientific knowledge. Many take the course just because it is weighted, and are then unwilling (and sometimes unable) to do the extra work the extra weight entails. More and more I wish we had no weights at all. The only good side to this is that you have the justification of the extra weight when assigning the extra work."
-- Leslie Haines, Walter Williams High School, Burlington, North Carolina. 4/30/00
Answer 2: "I've experienced (and am still suffering the consequences of) the flip side of that issue. We always added eight extra points to the GPA of any student taking an honors-level course, as long as they made an 85 or higher in the course. Several years ago, when the entire district was switching to Pre-AP™ and AP courses, the school board in its infinite wisdom (or is that an oxymoron?) decided to drop the extra points. The result was a dramatic drop in enrollment in all of our upper-level and challenging courses across the board at all of our schools except the higher income, white-collar area schools. That lasted only one year, then the school board had to reverse themselves in order to save the advanced placement courses at all the other schools. We now give 8 points on a student's GPA for Pre-AP courses and 10 points for AP courses, again provided that the student makes at least 85 in the course. However, I am still having trouble recruiting students for the AP course. There are still rumors going around that the points may or may not be given. It isn't true, but some students still believe it. Personally, I favor such a system. We do back flips for the kids that screw up and cause trouble. Why not reward the students who challenge themselves? Businesses offer incentive raises for employees who go the extra mile, we will simply prepare our best and brightest for the challenge of the 'real' world, where how well you do for yourself may depend on how much effort you put in to the assignment."
-- Jo Ann Burman, Andress High School, El Paso, Texas. 4/30/00
Answer 3: "Our school always has made taking the AP Exam optional. Students taking an AP class were given a weighted grade similar to honors and college courses. Even if students did not take the exam, their grade was weighted on a 5.0 scale. Last year we had students take 350 AP Exams in our school. Over last summer, the principal wanted to make our school statistics look 'better' by not giving a weighted grade to anyone who does not take the AP Exam. Guess what has happened? Yep. Students are now 'paying for their grade.' Students have now signed up for over 600 exams. Students who would not have taken the exam, are now signing up for it. The competition for valedictorian has gotten so intense, that one student is taking six AP classes in a six-period day. She just added her sixth class at the semester... only to ensure that she takes more AP classes, thus getting a higher GPA. She can afford to pay for the exams, other students cannot afford it. Are we better for it as a school? Who knows, the verdict is not in yet, but it initially seems that those with the money, again, seem to have the advantage over those that don't."
-- Dale Morejon, Gilroy High School, Gilroy, California. 4/30/00
Answer 4: "Certainly not a perfect world. We offered weighed grades for honors classes and then a bit more weight for AP classes. However, to get the weighing they must take the AP Exam. Yes, it has helped enrollment. Yes, I have a few students in the class who are probably more geared for an honors class than AP. However, they have an interest and a C is not weighed as much as an A or B. And they certainly will go on to college. Perhaps, it encourages kids to try. The social studies teacher and I have a side bet. We want to see how far down we can go with a student (class ranking wise) and still have them pass the exam. However, the flip side is that the student may just be an underachiever and could have easily been higher in his or her class. P.S. We have a program at the nearby Brookfield Zoo and one of our students has the opportunity to get 1/2 credit in science -- zoological research. He did not want credit unless he could take it pass/fail. Just a plain old A would hurt his GPA."
-- Carl Koch, Riverside Brookfield High School, Riverside, Illinois. 5/1/00
Answer 5: "We give extra weight to AP courses. The grades are one notch higher on the grade scale, for example, A- to A. The grade is not changed but we have this elaborate scale that weights each grade depending upon level. This is used to determine class rank."
-- Bruce Faitsch, Guilford High School, Guilford, Connecticut. 2/01/01
Answer 6: "Our AP and Pre-AP classes all have a multiplier of 1.15. It does not show up on their report cards or transcripts, but is only used in the calculation of class rank."
-- Linda James, Midway High School, Hewitt, Texas. 2/02/01
Answer 7: "I'm from Oklahoma. In our school, the problem was that too many students refused to challenge themselves with AP courses and risk losing their 4.0. If we weighted the grade to a 5.0, when the major universities received these outstanding students' GPAs, they couldn't deal with a 4.75, so they simply knocked a whole point off, lowering the brightest students GPAs to a 3.75. In our school, we indicate on the transcript honors-level and AP classes. To calculate the GPA for valedictorian and salutatorian we use an in-house weighted scale. The student receives .03 for taking an honors course and .05 for an AP course. This year for the first time in many years we have two valedictorians and one salutatorian. Students are taking the difficult classes to receive the extra points. Fortunately our AP teachers understand the nature of an AP course and grade accordingly...not giving away A's or B's, but understanding that it is a much higher level than even an honors course."
-- Janice Burrong, Clinton High School, Clinton, Oklahoma. 2/04/01
Answer 8: "Don't worry about how your method of weighting AP courses will help or hurt students in college admission. Most colleges and universities are now recalculating GPAs with their own formulas. This has become necessary because of the many disparate systems in secondary schools."
-- Fred Brown, West Hartford, Connecticut. 2/05/01
Question: "I am a relatively new biology teacher. My principal and parents have asked me to offer AP Biology next year under these parameters: thirty students per class minimum and no funding for AP lab supplies. Does anyone know of a successful AP Biology program with these constraints?
Answer 1: "It cost about $2,000 to start up the AP Program 10 years ago... and it costs at least $1,000 a year to maintain and I still don't have everything. I have written several grants to get the big stuff like a PCR machine and extra spectrophotometers. If you are near a university or junior college, sometimes they are nice enough to loan equipment. Good luck."
-- Robin Groch, San Ramon Valley High School, Danville, California. 12/7/00
Answer 2: "No! Will you have other classes? If so, don't accept under those conditions. Thirty is about twice the ideal; 20 would be okay; the absolute limit should be 25; 30 would break the camel's (and the teacher's) back. If you do, kiss your weekends and holidays goodbye. You will also find much frustration trying to do the 12 labs without the proper equipment, much of which is not found in the average high school science room. Maybe some of those parents who want you to do it will spend every Saturday afternoon with you setting up labs and grading lab reports."
-- Art Murchison, McKinley High School, Honolulu, Hawaii. 12/7/00
Answer 3: "Thirty kids is a lot, however, you start with 30, and some will drop out.¿ Most administrations will not end the class at that point, so you get to a workable number. No funding is ridiculous...and should be debated.¿ However, $1,000 a year is way more than I or any of my area colleagues are allowed to spend. If the parents are really for this program, you might be able to work out a deal where each student pays a lab fee, and the school matches that fee -- it would give you a decent budget."
-- Mary Jurney, Arlington High School, St. Paul, Minnesota.12/7/00
Answer 4: "Don't do it!! The first two years I taught AP, I had sections of 28 and 30. It was hell, and quite expensive. I've had some changes made since then, and now have classes between 15 and 20. Depending on your state, district, and area businesses, try grants and begging for equipment. It's tough teaching those labs without the right stuff. Good luck."
-- Kim Armitage, Michigan. 12/7/00
Answer 5: "You are at a crucial point in your AP program and you haven't even started yet! Congratulations. The first question you should have is whether these parents and principal understand what an AP Biology program is. Second, are they committed to doing what is necessary to have a good program? The assumption that you can start the year with a minimum of 30 students qualified for and committed to AP-level works indicates a lack of understanding, if not commitment. The lack of funding is the same. Bottom line -- the conditions they are giving you are not the ones that will produce an AP program. Contact you regional College Board office.... Describe your situation and ask for advice and materials designed to address the starting of an AP Biology program. Find out if there are any one-day workshops being offered in the near future in your area. You can also ask about information and ideas. Once you feel you have a comfortable understanding of the programs and requirements, ask to have a parents and principal's meeting. Explain the needs and objectives of the course and determine the amount of support available. Even if you then decide to attack the course with inadequate funding, time, or class size, at least everyone will know that the program is starting with several constraints and success is not guaranteed. See if the parents will organize a science booster club to raise money, help on a field trip or two, and organize outside study sessions and perhaps lab activities. With the right approach, you may be able to get a few key people excited enough to see that the program gets off on the right foot."
-- Israel Solon, Greenhill School, Dallas, Texas. 12/8/00
Answer 6: "The difficult situation you describe might be widespread. Perhaps ETS can use some of its clout and help us. For the past 10 years that I have been teaching AP Biology we have routinely enrolled multiple sections of 30 to 35 students (and the same for AP Chemistry and AP Physics). Only one time did the enrollment drop to 25 per section and the administration threatened to combine both classes and drop 10 students as 'overflow'. The parents complained that upper- level science classes must be available for all interested students. They spent the rest of the year reminding me how lucky I was to have two classes with a low class load. And now there is a new twist. To make matters worse, there is a huge emphasis on enrolling as many students as possible into AP classes, even if they have marginal preparation. Can't wait to see these exam scores!"
-- Lesli Adler, TS Wootton High School, Rockville, Maryland. 12/8/00
Answer 7: "You might try contacting the local doctors' groups (especially if you've got doctors' kids in your classes) and local lawyers' groups (who never want to be seen as doing less than the doctors) to 'adopt' your class. Send them a letter (with your principal's approval, of course) indicating specific needs you've got with the prices (i.e., Spectrophotometer, $1,000; electrophoresis equipment, four sets at $250, etc) and see if they will provide funds for one or more of those devices. Take a few bucks out of your pocket and have nicely engraved brass plaques that you affix to the equipment you purchased, take a picture, and have the students write a quick thank you note to accompany the photo. Worked for me. Good luck."
-- Dave Hall, Martin County High School, Stuart, Florida.12/11/00
Question: "Has your school gone from AP Biology to teaching the course dual credit? What are the 'pros' and the 'cons'? Our school is considering this, and I would like some input."
Answer 1: "Speaking as a college faculty member, who is sometimes called on to advise whether credit should be given for AP scores or whether credit should be given for transfer courses, I have very mixed feelings about dual credit arrangements. AP scores are recognized and accepted nationally. In fact, there is growing acceptance of AP scores internationally. Because AP scores are based on a uniformly administered exam, in which grading standards are published each year, and complete sets of questions are published about every 4 or 5 years, most colleges and universities feel confident about what an AP score represents. Most colleges and universities are confident that a 4 or 5 on an AP Exam indicates that the student has demonstrated mastery of the material at least equal to completion of a freshman course. (Of course, there are exceptions...not all colleges accept AP.) Depending on the details of dual-credit arrangements, some colleges or universities may not accept such credit, simply because they are not familiar with the credit-granting institution. Within Texas, all course credits are now required by law to be freely transferable among any state-funded institution. But if your students attend colleges or universities outside the state, there may be difficulty persuading their college to accept dual-enrollment credits.... This is simply because the college knows nothing about the institution granting the credit, has no assurance about the quality control, and doesn't want to take a chance on granting credit for work that might not have been up to their standards. In general, the farther away the college that your students attend, and the more prestigious it is (or regards itself as being), the more difficulty your students are likely to have in getting dual-credit hours accepted. On the other hand, dual-credit or dual-enrollment often provides a mechanism for school faculty and college faculty to collaborate, sharing equipment and resources in ways that might not have been possible otherwise. There is no s ingle right answer to this issue....Each case needs to be evaluated in light of the local situation."
-- C.O.Patterson, Texas A & M University, College Station, Texas. 1/31/01
Answer 2: "'Dual credit' means that the students get high school credit and college (usually community college) credit for the same course. At our high school, students taking dual-credit biology get four credits (one semester) at the local community college, Montgomery College. Instructors have to be certified by the college as adjunct faculty (they must have a master's degree in the subject area), and often teach at the college part-time. Students have to pay college fees but not tuition; they have to pass a basic proficiencies test as all college students must do in Texas; and they have to buy the college textbooks. There is an option to take the same class for AP credit only. However, most students take the dual-credit option. I think it's great because it attracts many students who want to get a head start on their college credit (they take dual credit in several academic areas during their junior and senior years). The majority of our students would be attending in-state colleges, so credit is transferable. I work very closely with my colleagues at the college to teach this course."
-- Alexa Noble, Oak Ridge High School, Conroe, Texas. 2/01/01
Question: "We are offering a support course for students taking one or more AP courses at our school. The cross-town school is the AP magnet, so we only offer AP Science and Math. I teach AP Biology. And now I am teaching the support course. I am going to teach test-taking skills, give practice tests, tutor, etc. Does anyone do anything similar who would share ideas or materials? Do you think PSAT/NMSQT™ and SAT® test-taking skills would be pertinent to all AP sciences and math?"
Answer : "I like the idea of a support course. The only thing that we have is what is called 'research' class. It is basically an AP study hall. This would not be a bad thing except for the fact that I can't get all of my AP Biology students to take the study hall. They take so many AP courses at once that it is too hard for them to schedule the study hall! Sure would be nice to have the kids just for one more hour per week even. Oh well. I have decided that I would stop teaching sciences (except for the AP Biology class, which I started at our school) and take the freshmen in a required class of note-taking skills, test-taking skills, listening and reading skills, etc. It is that important!"
-- Mike Pilliod, Middlebury High School, Middlebury, Florida. 1/18/01
Question: "I was wondering if anyone has any additional advice on how to motivate AP students to actually do some work. Part of my problem is that I am a first-year teacher as well as a first-year AP Biology teacher. My year got off to a rocky start and we seem to be so far behind compared to others I have read about (we just finished photosynthesis!). I only have students in my class and there are only a handful who are planning on taking the AP Biology Exam. The problem is that I feel that everyone should be putting forth the same amount of effort regardless of their plans to take (or not take) the exam. Unfortunately my school does not require students to take the AP Exam so I don't have a lot of leverage. I was just wondering if anyone has any ideas for motivating kids this late in the school year. I am so tired of doing so much work for this one class and having a majority of them do nothing. Any advice would be greatly appreciated!"
Answer 1: "You need to 'sell' the kids on the reasons why taking the exam is helpful. It's tough the first year, but getting former students who are attending college to come back and talk to the kids just before Thanksgiving or Christmas works wonders. All you need is one student who earned credit, and you will have a strong motivation for the students to work harder. The other thing you might do is talk to the administration -- discuss the value of the test, and maybe they will see the reason for it."
-- Bruce Faitsch, Guilford High School, Guilford, Connecticut. 1/25/01
Answer 2: "Treat them like college kids; they are taking a college class. Simply fail them, and concentrate on those that are wanting to learn. Sounds rough, but 21 is actually a big number for an AP class. I have had 10 or less for some time, and I might have more than 10 next year, but that is a large number for me."
-- Mike Pilliod, Middleburg High School, Middleburg, Florida. 1/24/01
Answer 3: "It is too late for this year, but I have had good results with sending a letter addressed to the AP student and his or her parents. Richard Patterson from Athens Academy in Georgia gave me the idea many years ago. The letter has evolved into three pages, single-spaced. I use it to make parents and students aware of what the expectations are for an AP Biology course-average number of hours per week spent on preparation, the issue of absence and how it affects your grade, that most colleges will expect a science major to have a 4 or 5 on the exam to exempt a college course, a general idea of the success of previous students, the relationship between the priority you place on the course, and your success in it, etc. Parents appreciate the information (especially those who are having experience with an AP course for the first time, and it's a wake-up call for the kids. In the 15-plus years I have used the letter, I have only had two students drop the course before the year started because they didn't feel they could buy into the requirements. When a few kids complain about the level of work or expectation, I (in a very nice way) can say 'I told you so!'"
-- Tricia Glidewell, Marist School, Atlanta, Georgia. 1/25/01
Answer 4: "Remember that positive energy and love of biology will get you very far. It is those personal relationships that you develop with your class that motivates them more than any one thing that you do. It sounds like there must be a lot of interest if you have 21 in your first year. When I started out I asked the kids to take the AP Exam so that I could get a record of my own improvement over the years and to see where the course needed 'tweaking.' This tactic seemed to work. In my five years I have only had four not take the exam. There have been many cases of students who did not believe they would do well, but they took the exam anyway and ended up getting credit for it. I'm sure every teacher can tell you stories like this. One additional note: Please don't think that you need to have an elite group in order to be successful. My classes are typically 30+ and we have no gatekeeping. The AP Biology pass rate is holding steady at 90 percent."
-- Kristi Butler, Bellevue High School, Bellevue, Washington. 1/26/01
Answer 5: "I am very lucky. For the students to be permitted to enroll in AP Biology at my school they MUST agree to take the exam. They don't have an option. While I am very sensitive to colleges that won't take these exams, in particular the military academies, there have really been only one or two random comments over the years. If the students know this is a part of the requirements, it is like the textbook. They simply add it into their mindset for this course. I have also been extremely pleased with the results in my sections of this course! I have never had a student say I won't take the course because of the AP Exam."
-- Bruce Steggert, Gonzaga College High School, Washington, DC. 1/26/01
Answer 6: "I am also a first-year teacher. My students were told up front that I expected them to take the exam, but if they did not think they were ready for it, they would take a semester final. Those students who take the exam are exempt from the final. Would that help? We (new teachers) have to give ourselves a break on occasion. We are also learning, and who doesn't expect to be better next year? I am constantly making notes to myself, especially in the lab books, about what to do differently next year. Wow! what a year so far!!"
-- Barbara Griffin, Clay High School, Orange Park, Florida. 1/26/01
Question: "I've been asked about gatekeeping practices and equal access to advanced, honors, and AP courses (not just biology). Our district school board is on a path to open all AP courses to whomever wants to sign up. Another school in the county allowed this practice and wound up with students dropping courses in great numbers. I have several questions: (1) Do you allow any student to sign up for advanced, honors, and AP courses? (2) If so, what proportion of students actually stay in the course? (3) Do you use summer assignments to ensure you have enough time before the AP Exam? (We start at the end of August and end the second or third week in June.) (4) Do you have parents and students sign a waiver if the student doesn't have the prerequisites or meet the previous course grade or entrance test criteria?"
Answer 1: "In response to your question about gatekeeping, the Bellevue School District has a 'no gatekeeping' policy. We do have prerequisites, however, which are strictly adhered to (exceptions only at the teacher's discretion and with counseling with the family). But students are not selected in any way. EVERY student is encouraged to take at least one AP course before graduation. In addition, we also have a 'no-drop' policy in place. Students who register for a course (any course, but especially AP) are required to stay in the course for the duration. Yes, there are occasional drops for profound need, but we have a very low drop rate. Also, our students always seem to be very successful on the exams. To be honest, sometimes I will have a student who isn't up to the challenge, however, I believe they really do benefit from the experience of an AP course."
-- Kristi Butler, Bellevue High School, Bellevue, Washington. 2/7/01
Answer 2: "I teach AP Biology to tenth graders who have not had high school biology or chemistry. Last year was my first year teaching AP and I was very concerned as to how the students would do. There has been a 10-year tradition at this school of allowing approximately 10-15 percent of the tenth graders to take what is really a combination of AP Biology and NYS Regents Biology in one course. There has been an almost 100 percent pass rate (3 or above). My 10 students last year all passed, with a class average of 4.5. We have an AB block schedule on an eight-day cycle. AP Biology students meet an equivalent of 12 40-minute periods per cycle. In part, because kids did so well last year, the school district decided to allow 30 percent of the tenth grade to take AP Biology this year (two sections with 15 students each).
I didn't want to deny kids the opportunity of a challenge. I also knew there were traditional mechanisms in place to weed out students who either didn't do the summer work or weren't keeping up with the coursework in the first quarter. A letter is sent to parents and students in the spring and summer clarifying the coursework and the parameters, etc. Yet, when several students clearly hadn't done the summer work and/or weren't keeping up with the coursework, I got NO, and I mean NO, support from this administration. The superintendent and the principal sided with the parents. The students remain in the class for better or for worse. There are a number of stories related to this AP group....
My main concern has been that students are not stressed out by the experience. The biggest academic issue is that some of the kids who are slower to catch on to the concepts are also slower at seeing the forest for the trees. They are unable to ferret out the most important information -- even if that's mostly what I try to provide for the class. I introduce each unit with a Regents-level talk and give SAT II review work. Then students read Campbell. There are help sessions after school every day and I strongly encourage certain students to come to Regents review sessions on two of the five days. The good news is that most of the kids are working hard, learning a lot, enjoying themselves, etc. And they are an absolute pleasure to teach. Two-thirds of these kids would not be challenged in the Regents course, so some sort of alternative is a good idea."
-- Donna Light-Donovan, Croton-Harmon High School, Croton-on-Hudson, New York. 2/27/01
|
Course Home Pages