- Re-learn or strengthen content knowledge and skills from Unit 8.
- Re-submit test answers with updated corrections for partial or full credit
- Credit depends on instructor preference
- Complete the assessment in Chapter 7 of Barron’s Review Book
- Correct any incorrect quiz answers by re-answering on a separate sheet of paper
- To get back credit, they must justify their new answers
- Staple new answer sheet to old test and turn in tomorrow
- Projector and computer
- Whiteboard and markers
- Corrected student tests
- Student grades (posted online, emailed to students, or handed back on paper in class)
- Digital copy of test questions for projector
| Section | Total Time |
|---|---|
| Bell-work and attendance | 5min |
| Quiz review and reteach | 30min |
| Return quizzes/start homework assignment | 15min |
Return student grades before class begins or while students are completing the bellwork.
Do not return students’ quizzes before the review session, since you want to motivate students to pay attention to the entire review, taking supplemental notes the entire time.
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If grades are low, invite the class to a discussion of what can be improved. With your co-teachers and/or TAs you should decide how to shift focus as the AP test is right around the corner. With your students, you should follow the same post-mortem format as in other review units, but with the AP exam in mind.
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Do your students want to focus on Section II test taking strategies?
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Perhaps they feel they need to drill quick-response Section I questions?
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As a sanity-check, students should be reminded that they only have 1.5 minutes to solve each Section I question on the AP. If they are note near this pace, or if this is an unrealistic goal (due to language and/or reading barriers), decide as a class to focus on test-taking strategies (skipping, guessing, process of elimination) to reduce anxiety and recoup some potentially lost points.
Students can get very discouraged during this time of year. Inspire and amuse your class by pointing out old word walls or assignments (if you still have them up), showing students how far they have come since the beginning of the school year.
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Walk the students through each question on the test, glossing over questions that everyone answered correctly.
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You can ask for students to volunteer answers, or call on students randomly. Make sure that students explain their logic when they answer. If a student gives an incorrect answer, the explanation will tell you what you need to re-teach or clarify.
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Do not skip questions that everyone answered correctly, but do not spend more than the time it takes to read the question, and congratulate students’ correct answers.
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Project a copy of each question as you review—this will help students recall the question/process the information.
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Make sure that students are taking notes during the re-teach, reminding students that for homework, they will have an opportunity to win back some of the points on their exam.
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For Section II-type questions, select a sample of student work (with any identifying information obscured), and work through the answer together as a class.
At the end of class, if time allows, return the quizzes and allow students some time to begin their homework assignment.
Encourage advanced students to take on additional programming challenges. One easy way to do this is to assign Programming Projects from the blue pages at the end of each Chapter. Section 12.5 has an excellent recursive graphics lab that would be a wonderful assignment for advanced students.
If you have a few students that are struggling with the class, choose these students to create your classroom posters after school or for extra credit.