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Getting Started in AP Economics

Getting Started in AP Economics. Sally Meek. Plano West Senior High sally.meek@pisd.edu or sally@carlylesisters.com. Day 1 in Economics.

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Getting Started in AP Economics

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  1. Getting Started inAP Economics

  2. Sally Meek Plano West Senior High sally.meek@pisd.edu or sally@carlylesisters.com

  3. Day 1 in Economics...

  4. “The purpose of studying economics is not to acquire a set of ready made answers to economics questions, but to learn how to avoid being deceived by economists.” Joan Robinson, Collected Economics papers

  5. “It is obvious from the study that the academic intensity and quality of one’s high school curriculum (not test scores, and certainly not class rank or grade point average) counts most in preparation for bachelor’s degree completion” Why do we teach this course? Answers in the Toolboxby Clifford Edelman

  6. “The impact of a high school curriculum of high academic intensity and quality on degree completion is far more pronounced—and positively—for African-American and Latino students than any other pre-college indicator of academic resources” • www.ed.gov/pubs/Toolbox/toolbox.html Answers in the Toolbox

  7. economic principles • outline in College Board’s course description • economic models What do we teach?

  8. How is it tested?

  9. the test is approximately 2 hours of testing time • 60 multiple choice questions (70 minutes) and • 3 free-response questions (60 minutes, 10 minutes for reading, 50 minutes for answering) 1 long and 2 short questions, students answer all three questions

  10. multiple choice = 2/3 of grade, free response = 1/3 of grade • scores of 1 through 5, need at least 3 to qualify, some schools require 4 or 5

  11. Based on percentages noted in course description content areas • 5 answer options to each question • Intent of question generally is included in stem • 1 pt for each correct answer Multiple Choice

  12. Multiple Choice TIPS for Students • Answer the question that was asked • Select best answer • Skip questions that are completely unfamiliar • Answer easy questions first • Intent of question will probably be included in stem, therefore, try to formulate an answer before reading answer choices

  13. 10 minutes for reading • questions • 50 minutes for answering • spend half on question 1, • half on 2 and 3 • emphasize line of reasoning • generally not enough to list • results • correctly labeled diagrams, if useful or required Free Response Questions

  14. FRQ Tip for Students • Focus on verbs in questions (these tell you where the points are) • Answer questions in the order asked • Models can provide or enhance an explanation (need to be correctly labeled) • Answers need to be consistent (outline format for answers is acceptable) • Recognize economic vocabulary, (capital flow, capital stock, financial assets)

  15. Necessary Materials • College level text and ancillaries (instructor’s resource manual, computer test bank) • Advanced Placement Economics Package • from CEE (or Virtual Economics CDROM)

  16. Semester Plan Plan for semester based on course description and don’t vary from your plan!

  17. Multiple Choice Tests 2 per six weeks • Timed Writing Quizzes 3 or 4 per six weeks • Homework grades - pop quizzes and test corrections Grading Policies (one way to do this)

  18. Test corrections to improve grade • Re-test • Take home test Building Success

  19. What is the role of the teacher?

  20. When I involve students….

  21. Resources forTeachers

  22. www.apcentral.collegeboard.com • www.councilforeconed.org • www.fte.org • www.federalreserveeducation.org Support for Teachers

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