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Last Post 20 Sep 2012 08:58 AM by David Holbert. 5 Replies.
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David HolbertUser is Offline Senior Member Senior Member Posts:668
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12 Dec 2011 08:48 PM
    After spending Saturday with a group of middle school teachers, I had time to again reflect on how important it is to have dialogue between the middle school teacher and the high school science teacher. I love how LTF not only creates challenging lessons to "stretch" our students, but also challenges teachers to coordinate and team with their colleagues. As more demands are placed on our courses, it is imperative that we utilize our time. The only way we can do that is to communicate. Just wondering, how often do you spend with either the high school or middle school teachers in your district?
    Dave Holbert
    NMSI Science Online Forum Facilitator
    Sonja VodehnalUser is Offline New Member New Member Posts:3
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    25 Jan 2012 03:12 PM
    It happened a few days over the summer at Rice University. We sat there and developed curriculum with what LTF has in place and guess what, nothing has happened since. Most all of my pre ap biology students came to me from advanced 8th grade science classes with almost no knowledge of LTF. I am so frustrated. At the end of semester A 1/3 of my students failed. "It is too hard." I am about to blow a gasket. And yet I am evaluated based on my failure rate. And now with the new teacher evaluation system because of STARR admin is thinking about spreading around the Pre AP classes to different teachers, which opens up a whole other can of worms.
    David HolbertUser is Offline Senior Member Senior Member Posts:668
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    26 Jan 2012 07:04 PM
    I understand your frustration. Often it seems that everyone is committed when the pressure is not on, but after a few days in the trenches people tend to forget the promises that they made! Do you ever get time to team with the middle school teachers throughout the school year?
    Dave Holbert
    NMSI Science Online Forum Facilitator
    Susan HiltonUser is Offline New Member New Member Posts:1
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    14 Aug 2012 10:16 PM
    Last year our school district scheduled at least 4 inservice days so that the middle school teachers could meet with the high school teachers so we could compare and align our curriculums. This has given an insight to both set of teachers as to what type of concepts are being covered at each level. The middle school and high school teachers are both going through the LTF training together. We have more verticial alignment days assigned this year to see how are planning together is working out. We are very fortunate to be in a district (Lincoln Parish, LA) that is providing us the opportunity to collaborate across the grade levels so we can have the opportunity to strengthen our students science skills.
    Christy HamesUser is Offline New Member New Member Posts:5
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    20 Sep 2012 04:26 AM
    Dave I teach 8th grade science and I am pushing my Pre-Ap kids beyond our TEKS to prepare them for high school and AP test. We just finished numbers in Science lab and I included an essay on their exam that required them to remember concepts from the lab. I need assistance with grading them. Basically I was looking for 5 key concepts in there response. My struggle is the kids who get the concept and hit all 5 points but sentence structure and grammar is bad. How does collage board handle that. Also as I move into Chemistry and then Physics is there a formula chart or any kind of conversion chart that these students will have assess to on there AP exams. I'm just trying to prepare them. Any help would be great.
    David HolbertUser is Offline Senior Member Senior Member Posts:668
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    20 Sep 2012 08:58 AM
    Tables containing commonly used equations in chemistry and physics are provided with each exam for students to use when taking the free-response section. The lists of equations, however, may not be used when taking the multiple-choice section. In light of this, I think it would be appropriate to allow your students to use a formula chart.

    Now, for the grading, I would not worry about correct spelling or exact grammar when assigning them a grade. These are not part of the standards for AP graders. But, it is important to let them know that very poor spelling and horrible grammar highlighted with bad penmanship could hurt their chances.

    Does this help at all?

    For those of you teaching AP Physics or Chemistry, please add or correct if needed.
    Dave Holbert
    NMSI Science Online Forum Facilitator
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