Bridging AP to CTE: Vision into Action
Michelle Shearer
2011 National Teacher of the Year
AP Chemistry Instructor, Maryland
How do you recruit a broad range of
students to take AP courses?
How do you get them interested?
How do you get them to take the risk?
How do you keep them from dropping out?
How do you convince them to take the AP exams?
How do you ensure success on the AP exams?
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AP instructors recruit classroom to classroom
posters/flyers in the hallways, cafeteria, bathrooms, linking
AP to specific careers
continuous “plugs” for AP courses during instruction (i.e.
“When you take AP physics…”)
create workable course schedules
student “word of mouth”
personal conferences, teacher interest in CTE students
and career ambitions, “heart-to-hearts”
guest speakers, career fairs, assemblies, course selection
guides “by career”
“Future Link”
FCPS Student Professional Development Conference
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Science, Technology, Engineering, Math
Arts, Media and Communication
Business, Management and Finance
Construction and Development
Consumer Services, Hospitality and Tourism
Environment, Agriculture and Natural Resources
Health and Bioscience
Human Resource Services
Manufacturing
Transportation Technologies
Careers
Health Professions
Medicine
Nursing
Medical Technology
Medical Research
Pharmaceuticals
Veterinary Medicine
Physical Therapy
Biology Related Careers
Biology
Microbiology
Marine Biology
Biotechnology Research
Core Science Courses
Chemistry (H), Biology (H)
AP Chemistry I&II
AP Physics B I&II
Chemistry (H), Biology (H),
AP Environmental Science
AP Physics B I&II
AP Chemistry I&II
Chemistry (H), Biology (H)
AP Physics B I&II
Civil, Chemical, Electrical, Mechanical,
Robotics, Structural, Aerospace, Architecture AP Chemistry I&II
AP Physics C I&II
Engineering
Computer Careers
Computer Software Application Engineer,
Computer Systems Analyst, Computer
Support Specialist, Computer Systems
Software Engineer, Network Systems Data
Communications Analyst, Network and
Computer Systems Administrator, Database
Administrator, Web Specialist, Java
Programmer
Chemistry (H)
Biology (H)
AP Physics B I&II
*AP Physics C I&II
AP Biology I&II
AP Biology I&II
Core Math Courses
Core Computer / Technology Courses
Geometry (H), Alg. II (H) Pre-Calculus
(H)
Calculus AB or
AP Calculus AB/BC Probability & Statistics
*AP Probability & Statistics
Programming I
AP Computer Science
Same
Programming I
AP Computer Science
Same
Programming I
AP Computer Science or
IB Computer Science
*Electronics
*Web Site Development
Same
Programming I
AP Computer Science
Communications and Networking
Electronics
Web Site Development I
Web Site Development II
Careers
Core Science Courses
Programming I
AP Computer Science
Chemistry (H), Biology (H)
AP Chemistry I&II
AP Physics B I&II
*AP Biology I&II
Same
Programming I
AP Computer Science
Mathematics Teacher
Chemistry (H), Biology (H)
AP Physics B I&II
Same
Programming I
AP Computer Science
Biology Teacher
Chemistry (H), Biology (H)
AP Biology I&II
AP Environmental Science
AP Physics B I&II
Same
Programming I
AP Computer Science
College Preparation Non
Science Related Field
Chemistry (H), Biology (H)
AP Physics B I&II
AP Environmental Science
Geometry, Algebra II
Pre-Calculus
Probability & Statistics
Programming I
AP Computer Science
School To Work
Merit ICP
Fundamentals of Chemistry
Biology
Environmental Science
Applied Physics
Intro to Algebra
Algebra A/B
Geometry
Algebra II
Programming I
Web Site Development
Geology, Topography, Mapping
Environmental Science Engineer
Natural Resources / Park
Management, Meteorology,
Astronomy, Agriculture,
Zoologist, Arborist, Fisheries
Education
Chemistry Teacher
Physics Teacher
AP
Core Computer / Technology
Courses
Geometry (H), Alg. II (H) PreCalculus (H)
Calculus AB or
AP Calculus AB/BC
Probability & Statistics
Natural Sciences
Chemistry (H), Biology (H)
Environmental Science
AP Physics B Parts I&II
Earth Science Research
Core Math Courses
“From the moment you enter an AP
classroom, you'll notice the difference—in the
teacher's approach to the subject, in the
attitude of your classmates, in the way you
start to think.” www.collegeboard.org
Study Schedule: 1st week of class
Topics
Mon.
8/24
Nomenclature
Tues.
8/25
Types of Reactions
Wed.
8/26
Net Ionic Equations
Class Agenda
Homework Assignments
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Multiple choice: compounds
Elements vs. polyatomic ions
Nomenclature rules: review
Lab: Equipment check-in
Problem Set #1: Nomenclature
Course binders & expectations
1. Problem Set #1: Nomenclature
2. Study for QUIZ: Summer materials
3. Read course expectations handout
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AP exam section II question 4:
“Reactions” – synthesis
Hazardous chemicals & safety
Lab: Reactions – Day 1
1. Problem set #1: Nomenclature
2. Study for QUIZ: Summer materials
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Top 10 Decomposition Reactions
“Net ionic equations” for single
replacement reactions
Lab: Reactions – Day 2
1. Problem set #1: Nomenclature
2. Study for QUIZ: Summer materials
(tomorrow!)
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***FCPS Lab Safety Contract
***Lab notebook fee: $3.00
Th.
8/27
Net Ionic Equations
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QUIZ: Summer Materials
Net ionic eq: double replacement
Lab research notebook – format
Lab: The Copper Cycle – Day 1
1. Problem Set #1: Nomenclature
Fri.
8/28
Net Ionic Equations
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“Collaboration” - problem set #1
Comments from college professors:
textbooks and “text analysis”
Lab: The Copper Cycle – Day 2
1. Problem Set #1: Nomenclature
(due Mon. 8/31)
2. Text analysis: Ch. 4 (due Th. 9/3)
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Mindset: “You belong in this AP class.”
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Create a shared identity: “You are...”
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“It’s a marathon, not a sprint.”
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Highlight the need to struggle. (Guess what I
got on my first college chemistry exam?)
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Sell the benefits of advanced coursework.
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“The classroom is my mirror.”
A thought from Dr. Benjamin Carson…
“…the
potential of
every brain
is equal…”
Teaching strategies
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multi-sensory approach
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hands-on and minds-on
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“experience before content” (ABC = activity before
concept, LBC = lab before content)
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examples before general concepts
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activities with “graduated difficulty” (ex: flashcards)
engaging activities with universal appeal
that spark the desire to master content
“write to learn”
(research notebooks,
marker boards, text analysis)
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fill the gaps
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monitor social dynamics
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“real-world” applications of content and connections to
CTE (ex: battery project)
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exposure to AP exam format & test “practice”
Seek “extraordinary educators”
Identify teachers up to the task. (ELO position
with compensation for additional time?)
 Ask the right questions. (mindset, strategies,
faith in students, willingness to teach study
skills and fill knowledge gaps)
 Allow teachers FLEXIBILITY to take risks and
creatively engage students.
 See beyond the AP score report.
 Present a united front to parents and “sell the
benefits” of advanced coursework.
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“Soft skills” “Life Skills” “World Skills”
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Leadership
Citizenship
Integrity
Competence
Time management
Self direction
Independence
Creativity
Ingenuity
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Confidence
Perseverance
Adaptability
Resilience
Determination
Discipline
Positive thinking
Collaborative spirit
Optimistic outlook
“The Value of 5 Minutes”
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5 mins per day x 5 days = 25 mins per week
25 mins per week x 4 weeks = 100 mins per month
100 mins per month x 9 months = 900 mins per school year
900 minutes / 90 minutes per block =
10 days of instruction… (two weeks)
LOST.
Ex: Did this student “belong” in AP?
A female student of minority background
who was hesitant to take AP chemistry
struggled to pass the course and earned
a “2” on the exam.
(She learned from the experience, went
on to pass AP biology and AP physics and
is pursuing a STEM major in college.)
Bridging AP to CTE requires…
…a commitment to a student’s progression on the
path to “college and career readiness”
…even when his or her prognosis is not assured
…and the steadfast belief that the skills and
habits of mind learned in AP courses will
ultimately translate to other areas and benefit
the student in the long run.
Contact information: shearer2011NTOY@gmail.com