Keeping Up

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Discuss the broader value and context of engaging in rigorous and systematic thinking/learning (ex: becoming an informed citizen, creating/inventing, working for social justice)

Solicit input from students on “what’s not going well”

Formally assign student work groups

Stress that mistakes and revisions are how people learn, not signs that they do not belong

Model for students how to effectively deal with competing demands and how they can apply time and stress management strategies to their lives

Provide opportunities for students to compare work from the beginning of the school year to see progression

Release control to students and support them in being independent

Coach students to self-assess on current performance (when compared with their expectations at the beginning of the class)

Set up AP classroom checkups- quick student progress reports on how students are doing

Work with students to set goals so that distractions and competing priorities do not lessen their attention to AP course

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