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Day 105: AP as a second language

Day 105: AP as a second language

Day 105 Student contribution by Aaron and Evrem  The College Board provides a curriculum guide for each of it's courses. It's dense and uses a lot of jargon from the discipline. Decoding it is difficult. The wording of learning targets is vague and specific at the...

Day 104: Powerful student reflection

Day 104: Powerful student reflection

Day 104 Student contribution by Anonymous Going into the class, I thought it would be entirely different. From experiencing and taking AP Human Geo last year, I went in thinking we were going to have testes every other week. But once we got into the school year I...

Day 103: Transferring Learning

Day 103: Transferring Learning

Day 103 To start the class, I gave a brief lecture on what people can do to build a sustainable agricultural system. Essentially, buy local and know where the food comes from. In the area I'm in, we are removed from the production side of the food system. Our removal...

Day 102: Setting Goals and the Food System

Day 102: Setting Goals and the Food System

Day 102 Student voice provided by A Student I started the class with a graph from Food Span Learning. I asked the students to list every time that they could think was relevant to understanding the graph.  It was tough. I flipped this later in the day. I asked the...

Day 101: Reading Basics

Day 101: Reading Basics

Day 101 Student voice provided by Viki Velikova A  component of AP World History is reading primary and secondary documents. After the students read a document, they have to make an argument. When they read in class, the students read narrowly. I mean students look at...

Day 100!

Day 100!

Day 100 Student voice provided by Yoanna I'm wasn't sure if I would keep posting. Day 100 is just another day and I want to highlight Yoanna's words. She reflects on writing every day and how that process is a grind, but helps. Here are her words. What we’re doing...

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