Re-learn or strengthen content knowledge and skills from Unit 7.
Re-submit test answers with updated corrections for partial or full credit
Credit depends on instructor preference
Read BJP 12.1 up to “Structure of Recursive Solutions”
Correct any incorrect test 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
Bell-work and attendance
Class discussion (if needed)
Test review and reteach
Check student notes and return tests
Return student grades before class begins or while students are completing the bellwork.
Do not return students’ tests before the review session, since you want to motivate students to pay attention to the entire review, taking supplemental notes the entire time.
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.
Do your students want to focus on Section II test taking strategies?
Perhaps they feel they need to drill quick-response Section I questions?
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.
Once you feel that a dialogue has been established, validate students’ feelings then challenge them (e.g. AP courses are stressful, but this is good practice for college, where the pace is faster and professors don’t give personalized instruction). 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.
Walk the students through each question on the test, glossing over questions that everyone answered correctly.
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.
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.
Project a copy of each question as you review—this will help students recall the question/process the information.
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.
For Section II 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, check student notes, and return the tests in hard copy form if applicable.
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.
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.