The first semester at my school ends tomorrow. We do not have semester exams. Some AP teachers at my school give an exam in the evening. I chose not to. I think the main reason my colleagues opt to give an exam is to give the students the experience of sitting through an extended test in order to prepare them for the exam in May.
I am confident that all of my students have sat a 3-hour exam once before. All but one were students at my school last spring, and they sat final exams at that time. Therefore, I don't feel the need to give them a long test.
I do want them to be frequently reviewing and revisiting previous topics. So, I am giving them three Free Response Questions that cover the first four chapters. But, those three questions will not combine to form some large percentage of their semester average.
After today, my students will have been graded on 13 free response questions. Two of them were of the Investigative Task variety (that is, Free Response Question #6 from past exams). The others were either taken directly from past exams or were in that style. I am dropping their lowest two scores.
My assessments in AP Statistics this semester have mostly been a departure from how I have evolved otherwise. I have another (dormant) blog regarding my thoughts on assessments and evaluation. My tenth grade integrated mathematics course has zero period-long tests. I have given homework quizzes. But, in that class, grades are largely calculated from projects and presentations. I believe these forms of assessment give me the best indication of what a student can do and knows.
My AP Statistics have completed two projects this semester and they account for a large portion of their grade. I think the projects have given the students a worthwhile opportunity to engage meaningfully with the course topics and skills in a way that will prepare them for the exam. But, I think they also help the students see the utility and relevance of the topics beyond the AP exam. And, I think they provide me with a much better insight into what the students really understand and their abilities to apply the methods they have been studying.
I dislike multiple choice items a lot. (I wrote about this dislike in this blog here and here.) I do not think they are fair nor do I think they tell me much about what a student understands. Perhaps, in a 40-item multiple choice exam, they give a better picture. The larger number of items reduces the chance that a score is based largely on lucky guesses and increases its probability of being due to a student's understanding.
The free response questions are better, but still contrived as they must fit into an arbitrary allotted amount of time and they are written in a way that takes much of the decision-making away from the student.
I do wonder if I could teach a project-based AP Statistics class and still prepare my students for the big, bad AP exam. Seems possible. I guess I have my goal for next year's course.
Anybody have experience teaching AP Statistics as a project-based course? I would love to read about your experiences, recommendations, ideas, and thoughts.
Thursday, December 17, 2015
Wednesday, December 2, 2015
Projections and Senioritis
I had hoped to write weekly. I did that for nine weeks. Then, I lost momentum. I'm not sure why, but I expect it's not all that uncommon for new teaching blogs. You start out with a lot of enthusiasm, some good ideas to write about, and you're not too overloaded with work. Then steam runs out, work piles up, and ideas don't seem so fresh.
Tuesday is my blogging day. It says so on my calendar. I even have my calendar send me a nice email to remind me of that. Here it is Wednesday and I have not written a blog post since November 3. A month. And so, even though I am writing this without much of an idea of what I will write, I push the keys on my laptop hoping something worthwhile will end up coming out of this post.
My blogging statistics show that my posts gets anywhere from 12 to 26 views. I am sure that pales in comparison to many blogs, but I am honored that 12 to 26 people were taking their time to read my ramblings each week. I'm guessing my view count for this post will be lower because of my month off.
To be fair, I was out of town for a week in the middle of November, and then there was Thanksgiving. But, ideally, I would have written those weeks, too.
I have eleven more teaching days. AP Statistics will drop two of those days, so I have only nine more class meetings in 2015.
From where I sit, things have gone quite well this semester. Certainly, there is room for improvement, but I am pleased overall. We have covered about 40% of the AP Statistics curriculum. I made some projections based on the tests they have taken thus far and they are all on track for a three or better. Of my nine students, three of them currently project to a five, which certainly feels good to write.
Second semester will present new challenges. Seven of my nine are seniors. I would guess at least two of them will come down with a bad case of senioritis. That doesn't really bother me. I have been teaching seniors long enough to anticipate this and not take it personally. What concerns me is the potential negative impact they could have on the class as a whole.
For my non-AP Statistics class, I designed the second semester with the second semester senior in mind. I kept the workload light and we played blackjack, played craps, read the book "How to Lie with Statistics", and each student sold a product employing the artful use of statistics.
This year I have an AP Statistics class. Particularly since this is my first year teaching this course, I do not feel I can do the same projects. I expect the second semester workload will mirror the first semester, making senioritis a greater concern for me.
I will do what I can to fend it off. I will try to keep my energy up and do my best to incorporate several engaging activities that simultaneously teach the concepts and keep the interest of the students. But, ultimately, it is not me who will be taking an AP exam in May. The students will have to decide for themselves how hard they want to work and how important that three-hour exam is to them.
PS - If anybody can help me learn how to follow a Twitter StatsChat, I would greatly appreciate it. I have not yet figured that out.
Tuesday is my blogging day. It says so on my calendar. I even have my calendar send me a nice email to remind me of that. Here it is Wednesday and I have not written a blog post since November 3. A month. And so, even though I am writing this without much of an idea of what I will write, I push the keys on my laptop hoping something worthwhile will end up coming out of this post.
My blogging statistics show that my posts gets anywhere from 12 to 26 views. I am sure that pales in comparison to many blogs, but I am honored that 12 to 26 people were taking their time to read my ramblings each week. I'm guessing my view count for this post will be lower because of my month off.
To be fair, I was out of town for a week in the middle of November, and then there was Thanksgiving. But, ideally, I would have written those weeks, too.
I have eleven more teaching days. AP Statistics will drop two of those days, so I have only nine more class meetings in 2015.
From where I sit, things have gone quite well this semester. Certainly, there is room for improvement, but I am pleased overall. We have covered about 40% of the AP Statistics curriculum. I made some projections based on the tests they have taken thus far and they are all on track for a three or better. Of my nine students, three of them currently project to a five, which certainly feels good to write.
Second semester will present new challenges. Seven of my nine are seniors. I would guess at least two of them will come down with a bad case of senioritis. That doesn't really bother me. I have been teaching seniors long enough to anticipate this and not take it personally. What concerns me is the potential negative impact they could have on the class as a whole.
For my non-AP Statistics class, I designed the second semester with the second semester senior in mind. I kept the workload light and we played blackjack, played craps, read the book "How to Lie with Statistics", and each student sold a product employing the artful use of statistics.
This year I have an AP Statistics class. Particularly since this is my first year teaching this course, I do not feel I can do the same projects. I expect the second semester workload will mirror the first semester, making senioritis a greater concern for me.
I will do what I can to fend it off. I will try to keep my energy up and do my best to incorporate several engaging activities that simultaneously teach the concepts and keep the interest of the students. But, ultimately, it is not me who will be taking an AP exam in May. The students will have to decide for themselves how hard they want to work and how important that three-hour exam is to them.
PS - If anybody can help me learn how to follow a Twitter StatsChat, I would greatly appreciate it. I have not yet figured that out.
Tuesday, November 3, 2015
Trying to keep things fresh
Once upon a time, when I was a young, inexperienced teacher, the same-old-same-old was perfectly acceptable to me. Each day was much like the day before. The students learned and we moved forward at a reasonable pace and I was content.
Many grey hairs and many incarnations later, I am far from content. The same-old-same-old is boring. For both me and my students. It does not promote deep learning and it makes for less interesting teaching.
But, the world of AP Statistics sure does lend itself to routine. There is a wealth of material to cover and efficiency is necessary to get through all of it in time. So, many days in my classroom, I find one day feeling an awful lot like another and I see that glazed look in the students' eyes. As I wrote previously, the honeymoon is over and the students understand that they must grind.
But, that doesn't mean I have to give up. No, I won't do that. I am too hard-headed to give up and my expectations for myself would never allow it. Now that I have a better way to teach, I am not going to give it up. So, I constantly search for something new, something different.
As we have been going through the material, there do seem to be multiple processes that one ought to follow when answering certain kinds of AP exam free response questions. Want to compare two groups of a single quantitative variable? Don't forget your SOCS (shape, outliers, center, spread). Have a problem involving the Normal Model? There's a four-step process for that. Want to analyze a scatterplot? There are four characteristics to consider. Need to judge the quality of an experiment design? Be sure to consider the Three Principles.
Memorization is not something I like trying to teach. Yet, to be an efficient test-taker, there are advantages to having such processes down pat. To freshen up the class and at the same time help students remember these processes, I had them create posters. We will hang these posters in the class and they will serve as reminders of topics past. The students clearly enjoyed creating the posters. And I know that an enjoyable learning experience is one that is remembered. Memorization? Check.
Pictures of posters to follow...
Many grey hairs and many incarnations later, I am far from content. The same-old-same-old is boring. For both me and my students. It does not promote deep learning and it makes for less interesting teaching.
But, the world of AP Statistics sure does lend itself to routine. There is a wealth of material to cover and efficiency is necessary to get through all of it in time. So, many days in my classroom, I find one day feeling an awful lot like another and I see that glazed look in the students' eyes. As I wrote previously, the honeymoon is over and the students understand that they must grind.
But, that doesn't mean I have to give up. No, I won't do that. I am too hard-headed to give up and my expectations for myself would never allow it. Now that I have a better way to teach, I am not going to give it up. So, I constantly search for something new, something different.
As we have been going through the material, there do seem to be multiple processes that one ought to follow when answering certain kinds of AP exam free response questions. Want to compare two groups of a single quantitative variable? Don't forget your SOCS (shape, outliers, center, spread). Have a problem involving the Normal Model? There's a four-step process for that. Want to analyze a scatterplot? There are four characteristics to consider. Need to judge the quality of an experiment design? Be sure to consider the Three Principles.
Memorization is not something I like trying to teach. Yet, to be an efficient test-taker, there are advantages to having such processes down pat. To freshen up the class and at the same time help students remember these processes, I had them create posters. We will hang these posters in the class and they will serve as reminders of topics past. The students clearly enjoyed creating the posters. And I know that an enjoyable learning experience is one that is remembered. Memorization? Check.
Pictures of posters to follow...
Tuesday, October 13, 2015
Choose your own adventure
When I was young, I got hooked on the Choose Your Own Adventure series of books. As the reader, I got to make choices and the plot progressed based on those choices.
As a new AP Statistics teacher, I am trying my best to prepare my students so that they have the chance to reach whatever AP score they find desirable. For the first four weeks, I set a quick pace and assigned a good amount of homework to complement the work done in class. For many, the amount of work proved to be untenable. In response, I started making some of the textbook exercises optional. I explained to the students that by doing the required homework, I believed they were still being sufficiently prepared to earn at least a 3 or even a 4 on the AP exam. The optional exercises would be more important for those who seek the 5.
I have a variety of students in my class. One boy seems in over his head and a 3 will be a great accomplishment. A few students are very ambitious and will likely try for that 5.
And so, I give my students the chance to Choose Their Own Adventure. They can choose to go the easier route, maybe not be prepared for a 5, but still have sufficient preparation to pass the exam. Or, they can select the more demanding option and give themselves a greater chance at a 5. I wonder how many will take the second adventure...
As a new AP Statistics teacher, I am trying my best to prepare my students so that they have the chance to reach whatever AP score they find desirable. For the first four weeks, I set a quick pace and assigned a good amount of homework to complement the work done in class. For many, the amount of work proved to be untenable. In response, I started making some of the textbook exercises optional. I explained to the students that by doing the required homework, I believed they were still being sufficiently prepared to earn at least a 3 or even a 4 on the AP exam. The optional exercises would be more important for those who seek the 5.
I have a variety of students in my class. One boy seems in over his head and a 3 will be a great accomplishment. A few students are very ambitious and will likely try for that 5.
And so, I give my students the chance to Choose Their Own Adventure. They can choose to go the easier route, maybe not be prepared for a 5, but still have sufficient preparation to pass the exam. Or, they can select the more demanding option and give themselves a greater chance at a 5. I wonder how many will take the second adventure...
Wednesday, October 7, 2015
Honeymoon's over
Today, there was a palpable difference in the attitudes of my students. The mystery and wonder of just what AP Statistics is has worn off. College application deadlines are no longer small specks off in the distance. Summer is now a long time ago. The senior fall outdoor trip is a fading memory. We are six weeks into the new school year and the word "new" no longer applies as a modifier for "school year".
Here we are. Here we go.
The students by now should fully understand the expectations and demands of this course. As they juggle the many demands on their time, they are likely finding it a bit harder to give as much attention as they might want on certain subjects, such as AP Statistics.
I do not think their dedication has flagged, but I think the flood of work that comes in the first semester of the senior (or, in a few cases, junior) year is wearing them down. So while they still aspire to certain outcomes, their energy is lower.
A few did not have their homework complete today. This even after I made a conscious effort to lighten the load. The spark was not quite as bright today in class, the attention not as sharp.
In reflecting on my use of class time, I know that I have kept it varied. They just completed a group project. This was an assessment that had a very different feel from the tests. They found their own data and used technology (StatKey and Google Spreadsheets in addition to their graphing calculators) to analyze their data. Then they wrote meaningful conclusions based on their statistics and displays. I have already evaluated their work and returned it. And, because I want them to produce the best possible work they can, I have given them the opportunity to improve on their work and re-submit it for a potentially better grade.
So, I am not taking the change in mood personally; I am not taking it as a repudiation of my teaching or of the course. No, I think it's just the normal rhythm of the senior year. At least for the near future, it will be an extra challenge for the students. Can they grind through it until the mood brightens?
Fortunately, for students and teachers alike, our two-day Fall Break is this weekend. Timing is everything.
Here we are. Here we go.
The students by now should fully understand the expectations and demands of this course. As they juggle the many demands on their time, they are likely finding it a bit harder to give as much attention as they might want on certain subjects, such as AP Statistics.
I do not think their dedication has flagged, but I think the flood of work that comes in the first semester of the senior (or, in a few cases, junior) year is wearing them down. So while they still aspire to certain outcomes, their energy is lower.
A few did not have their homework complete today. This even after I made a conscious effort to lighten the load. The spark was not quite as bright today in class, the attention not as sharp.
In reflecting on my use of class time, I know that I have kept it varied. They just completed a group project. This was an assessment that had a very different feel from the tests. They found their own data and used technology (StatKey and Google Spreadsheets in addition to their graphing calculators) to analyze their data. Then they wrote meaningful conclusions based on their statistics and displays. I have already evaluated their work and returned it. And, because I want them to produce the best possible work they can, I have given them the opportunity to improve on their work and re-submit it for a potentially better grade.
So, I am not taking the change in mood personally; I am not taking it as a repudiation of my teaching or of the course. No, I think it's just the normal rhythm of the senior year. At least for the near future, it will be an extra challenge for the students. Can they grind through it until the mood brightens?
Fortunately, for students and teachers alike, our two-day Fall Break is this weekend. Timing is everything.
Tuesday, September 29, 2015
How to Homework
Homework. Work to be done at home. Work done after school is over. Work to do because there was insufficient time to complete it in class. Work done before dinner. Busy work so that students' minds do not get dull. Review of the day's lesson to solidify learning. Work done after dinner. Preview of the next day's lesson to get the students' minds turning in the right direction. Work done after bed time. Work.
Hmmm... shouldn't school be fun? I mean, shouldn't students enjoy learning?
No, I do not believe I am an entertainer. But, am I a slave driver?
Let me say right now that my AP Statistics students have impressed me. A lot. We have been going at it now for almost four weeks and I have been laying the homework on. Thick. Because I have to, right? I mean, it's A dot P dot Statistics. This is a serious class. And we have something like 20,000 hours of material to cover during 110 classes. So, homework is necessary. Lots of it.
Or is it?
If you have read my blog before, you know well that this is my first year teaching AP Statistics. One of my initial stresses was how to plan out the course so that the students get to play around with every topic for an appropriate amount of time. And so rather than linger over the mean and the standard deviation and try to gain a deep understanding of the information they reveal, we rush, give them a high five, and check them off a list. Topic covered. Done.
But topic learned? Skill mastered?
To ensure that my students understand the ideas sufficiently, I had it in my head that they should expect to spend at least an hour on homework before every class. That means 4-5 hours a week spent on AP Statistics outside of class on top of the 3.5 to 4 hours a week spend in class.
My textbook was a godsend, or so I believed. In the Annotated Teacher's Edition, I found a sample syllabus and a suggested pacing guide which completed the book in 109 days. Holy cow, I thought. I actually can cover everything and even have one whole day leftover to do something from a different source! But, seriously, I was relieved to learn that it would be conceivable to get through the course in time and here was an outline to follow.
The catch? Well, not all statistics homework problems are created equal. Problem #68 may take two minutes, while #63 may take thirty. I did the lazy teacher thing (also known as the teacher-trying-to-create-a-good-set-of-assignments-while-still-maintaining-sanity-and-family) and I assigned the suggested problems without even reading through them all. And so I found out last week that a couple students were spending two hours on their AP Statistics homework.
As I said earlier, my students have impressed me. Not only have then done all the work I assigned, but they did so without complaint. Just sucked it up and got 'er done. And they have been learning. A lot. The brute force method of teaching has been effective. Efficient? I doubt that.
I only found out about the two hours of homework after casually asking one student about their homework load. Further investigation found that my students were spending 72.5 minutes each night on the textbook problems with a standard deviation of 25.9 minutes. And every night I assign a suggested reading. Some nights, I assign them a video to watch. There's another 40 minutes.
Silly me. I looked at the assignments and I figured 15 minutes on the video, 15 minutes on the reading, and 30 minutes on the problems.
I have already begun re-thinking my homework assignments. I will keep using the suggested assignments, but I will choose a few of the textbook problems to be required and the rest will be optional. And I will assign fewer problems when I also assign a video. Or maybe eliminate the problems on those nights altogether.
And now this question burns in my mind: Can I teach the AP Statistics course without any homework at all?
If you think homework is necessary, I suggest you read some of Alfie Kohn's work and reflect critically and honestly on the role homework plays in your course.
Hmmm... shouldn't school be fun? I mean, shouldn't students enjoy learning?
No, I do not believe I am an entertainer. But, am I a slave driver?
Let me say right now that my AP Statistics students have impressed me. A lot. We have been going at it now for almost four weeks and I have been laying the homework on. Thick. Because I have to, right? I mean, it's A dot P dot Statistics. This is a serious class. And we have something like 20,000 hours of material to cover during 110 classes. So, homework is necessary. Lots of it.
Or is it?
If you have read my blog before, you know well that this is my first year teaching AP Statistics. One of my initial stresses was how to plan out the course so that the students get to play around with every topic for an appropriate amount of time. And so rather than linger over the mean and the standard deviation and try to gain a deep understanding of the information they reveal, we rush, give them a high five, and check them off a list. Topic covered. Done.
But topic learned? Skill mastered?
To ensure that my students understand the ideas sufficiently, I had it in my head that they should expect to spend at least an hour on homework before every class. That means 4-5 hours a week spent on AP Statistics outside of class on top of the 3.5 to 4 hours a week spend in class.
My textbook was a godsend, or so I believed. In the Annotated Teacher's Edition, I found a sample syllabus and a suggested pacing guide which completed the book in 109 days. Holy cow, I thought. I actually can cover everything and even have one whole day leftover to do something from a different source! But, seriously, I was relieved to learn that it would be conceivable to get through the course in time and here was an outline to follow.
The catch? Well, not all statistics homework problems are created equal. Problem #68 may take two minutes, while #63 may take thirty. I did the lazy teacher thing (also known as the teacher-trying-to-create-a-good-set-of-assignments-while-still-maintaining-sanity-and-family) and I assigned the suggested problems without even reading through them all. And so I found out last week that a couple students were spending two hours on their AP Statistics homework.
As I said earlier, my students have impressed me. Not only have then done all the work I assigned, but they did so without complaint. Just sucked it up and got 'er done. And they have been learning. A lot. The brute force method of teaching has been effective. Efficient? I doubt that.
I only found out about the two hours of homework after casually asking one student about their homework load. Further investigation found that my students were spending 72.5 minutes each night on the textbook problems with a standard deviation of 25.9 minutes. And every night I assign a suggested reading. Some nights, I assign them a video to watch. There's another 40 minutes.
Silly me. I looked at the assignments and I figured 15 minutes on the video, 15 minutes on the reading, and 30 minutes on the problems.
I have already begun re-thinking my homework assignments. I will keep using the suggested assignments, but I will choose a few of the textbook problems to be required and the rest will be optional. And I will assign fewer problems when I also assign a video. Or maybe eliminate the problems on those nights altogether.
And now this question burns in my mind: Can I teach the AP Statistics course without any homework at all?
If you think homework is necessary, I suggest you read some of Alfie Kohn's work and reflect critically and honestly on the role homework plays in your course.
Tuesday, September 22, 2015
Free Response to the Rescue
Though I demonize standardized tests in general, the AP Statistics exam has a saving grace: the free response questions. The first section is made up of 40 multiple choice questions and counts for half of the exam grade. The other half is based on six free response questions.
Multiple choice questions (about which I have previously written in this blog) are one of the lowest quality assessment tools available to the teacher. How fair is it to the student that they could do a problem 95% correct and get zero credit? Writing such questions is a bore and a pain. Answering them even more so. And, if you develop good test-taking skills, you can learn how to improve your odds of making a good guess. Since there are no penalty points for incorrect answers on the AP Statistics multiple choice questions, students are free to guess away. So, random guessing will, on average, get you eight correct out of 40.
Fortunately, there are the free response questions. I have long strived to develop authentic assessment tools. I want tasks, projects, activities, and problems that develop students' learning skills such as critical reading, analysis, problem solving, and synthesis. The free response questions do pretty well here. Problems are written to present at least quasi-real-life scenarios and students are asked to use their statistical tools in a meaningful way.
They are far from perfect. Students do better if they understand what the AP readers are looking for in answers. Thus, it is possible to teach free response strategies. Therefore, I feel compelled to do just that and have already begun. My first test involved two free response questions from past AP Statistics exams, as I expect will be the case for each chapter test. That means my students should get at least 24 chances to practice answering free response questions this year before their practice exam in April when they will get 6 more.
That seems like a lot and so I am relieved that I find these to generally be quality questions. I am also very thankful for Jason Molesky's StatsMonkey web site and his list of Free Response AP Problems Yay (aka FRAPPYs). On this site, the questions have been sorted by topics making it much easier for me to write my tests. Once again, the MathTeacherBlogoSphere to the rescue.
One my challenges in using these questions in class will be to apply the scoring guidelines appropriately. The College Board has made these available and easy to find, but it will take me some time to learn how to score the questions correctly. I did an AP Institute this past summer, and that helped some. My experience teaching International Baccalaureate (IB) mathematics helps. Becoming an AP reader seems like an obvious move to help me in this area, but I am three years short of the three-years-of-experience-teaching-AP-Statistics requirement. I do not understand why I must wait three years to be able to have one fewer week of summer vacation.
Some questions for my readers: How do you use free response questions in your teaching? Do you always score them exactly as the AP guidelines suggest? Have you been successful in preparing your students for the AP exam without directly teaching test-taking strategies?
Multiple choice questions (about which I have previously written in this blog) are one of the lowest quality assessment tools available to the teacher. How fair is it to the student that they could do a problem 95% correct and get zero credit? Writing such questions is a bore and a pain. Answering them even more so. And, if you develop good test-taking skills, you can learn how to improve your odds of making a good guess. Since there are no penalty points for incorrect answers on the AP Statistics multiple choice questions, students are free to guess away. So, random guessing will, on average, get you eight correct out of 40.
Fortunately, there are the free response questions. I have long strived to develop authentic assessment tools. I want tasks, projects, activities, and problems that develop students' learning skills such as critical reading, analysis, problem solving, and synthesis. The free response questions do pretty well here. Problems are written to present at least quasi-real-life scenarios and students are asked to use their statistical tools in a meaningful way.
They are far from perfect. Students do better if they understand what the AP readers are looking for in answers. Thus, it is possible to teach free response strategies. Therefore, I feel compelled to do just that and have already begun. My first test involved two free response questions from past AP Statistics exams, as I expect will be the case for each chapter test. That means my students should get at least 24 chances to practice answering free response questions this year before their practice exam in April when they will get 6 more.
That seems like a lot and so I am relieved that I find these to generally be quality questions. I am also very thankful for Jason Molesky's StatsMonkey web site and his list of Free Response AP Problems Yay (aka FRAPPYs). On this site, the questions have been sorted by topics making it much easier for me to write my tests. Once again, the MathTeacherBlogoSphere to the rescue.
One my challenges in using these questions in class will be to apply the scoring guidelines appropriately. The College Board has made these available and easy to find, but it will take me some time to learn how to score the questions correctly. I did an AP Institute this past summer, and that helped some. My experience teaching International Baccalaureate (IB) mathematics helps. Becoming an AP reader seems like an obvious move to help me in this area, but I am three years short of the three-years-of-experience-teaching-AP-Statistics requirement. I do not understand why I must wait three years to be able to have one fewer week of summer vacation.
Some questions for my readers: How do you use free response questions in your teaching? Do you always score them exactly as the AP guidelines suggest? Have you been successful in preparing your students for the AP exam without directly teaching test-taking strategies?
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