1) Give your student time and space, without distractions, to study and then check on them often--are they studying or on Facebook, Instagram, Tick Tok, or texting?
2) Ask them, did you do your homework and make them prove it!
3) Quiz them on vocabulary. Ask them to explain the words, not just spit out a definition.
4) Ask them to explain all of the diagrams in the chapter to you while you read the captions.
5) Ask them to explain the answers to their unit questions, to you out loud.
6) Have them do the questions at the end of the chapter, or on their textbook website, and explain the correct answer and why all the other ones are incorrect.
7) Encourage them to go to their textbook website and/or helpful websites pages such as Kahn Academy or Bozeman Biology, and review concepts that they do not understand by watching a video or animation.
8) Talk about what they learned today at the dinner table.
9) Help them get a ride so they can come in to review their tests/get tutoring/or study with their peers.
10) Study groups are great as long as they study.
11) Help them keep a healthy balance. The AP Biology homework should not take 3-4 hours a night, and if it is, then encourage them to reflect on how they are studying or come in to ask for study tips. I offer many during class but I am happy to help them individually or in small groups.
12) Send them snacks and water for the day, as hungry, dehydrated bodies do not think as well.
13) Make them go to bed at a consistent and reasonable hour, this will allow them to stay focused and healthy. Routines benefit the body and mind.
14) Remind them how amazing they are and encourage their stellar choices. When you have some down time with them, ask them about their goals and aspirations.
15) In the end, remember, it is up to them to do the work as they see fit. You (and I as their teacher) are simply there to support them in their learning process.
Overall - the concepts behind the AP Biology class… a perspective…..
The Advanced Placement Program of the College Board is designed to let students in high school obtain college credit. This is a program of credit by examination. The College Board hires the Educational Testing Service (ETS) to write and grade the AP Biology Exam. Grades are assigned on a basis of 1-5 with 3 as a "passing" score. About 238,000 students took the exam last spring, and about 65% of them earned a 3 or better global and more than 95% here at SRHS (with almost all SRHS students taking the exam). Most of this year's exam is based on a conceptual approach. This approach covers all subject parts of biology as a mesh of unifying themes. About 25% of the exam is based on the laboratory exercises. The College Board has highly recommended 13 labs that will be performed at SRHS during the year. At least one of the essay questions has something to do with one of the labs. The remainder of the course does follow the Course and Exam Description (CED). Overall, “Biology is an introductory college-level biology course. Students cultivate their understanding of biology through inquiry-based investigations as they explore topics like evolution, energetics, information storage and transfer, and system interactions.” (College Board Course Description).
AP Biology is a college course taught in high school. Colleges expect a student to have an "equivalent" experience to their freshmen course, including the laboratories, and to have mastered its content. Many colleges give credit for a score of 3, 4, or 5. It is worthy to note that a few private colleges will only give credit for a 4 or 5 and some colleges give no credit at all. Because our school's focus is college preparation, we offer many Advanced Placement courses. It is of vital importance that students choose classes and activities wisely. There are only so many hours in a day and students need to be careful as to not over tax themselves.
To be successful in this class students must understand and accept unusually heavy demands on their time and energy. There is a tremendous amount of material to cover, a lot of work to do, and very little time available. Each student and parent should not be surprised by course requirements that are in excess of what you expect from an advanced course. It is not unusual for a student to be responsible for several levels of assignments all at the same time. For example, there will be regular reading assignments, labs to write up, and a test to prepare for. Also, some students accustomed to making A's, might make B's or C’s on tests and start to doubt themselves, their teacher, and the course because they forget that they are taking a college level course with standards higher than usual.
In my estimation, the greatest challenge is the requirement that students remain consistent throughout the year. In college prep courses, a bright, high-ability student can let his or her effort slide a little from time to time and make up for it with a big push right before the test. Other students may work very hard for one semester and then, upon acceptance to college or perhaps an increase in activities, may let their efforts slide in the spring. These strategies will threaten even the most gifted students’ chances of passing the AP exam.
Although extracurricular activities should always be chosen wisely, it is worth noting that past AP students have been able to participate fully in athletics, student government, clubs, and student publications,as they planned their time carefully. Also, the priority students give the course is important because I know they may be taking more than one AP course. Students' priorities are their business, but please remember that fours and fives are very hard to get and require great effort, as does an A in this class.