Presentation Transcript

1. Lake County Schools Investing In Excellence! College and Career Readiness Academic Services April 2013

2. AP Seminar

   For Advanced Placement Macroeconomics WELCOME Academic Services April 2013
3. Community Builder:Just like me….. One person begins introducing themselves to the group When another person in the audience hears something the previous person shared that is “just like them” the chime in say “ that’s just like me” The person that chimed in saying “ that’s just like me begins introducing themselves starting with the connection from the previous person. Repeat step 2 and 3 until all members in the audience have introduced themselves.
4. Bellwork: Community Builder AP Seminar CBC Learning Goal: Learners will understand and implement effective test taking strategies for passing AP exams. Strategic Plan Goal # 1 Increased Student Achievement Benchmarks: April 6 & April 27 2013 Learners will: utilize content knowledge learned in AP courses coupled with effective test taking strategies to increase pass rate by completing practice AP test questions Objective Essential Question: How do we revolutionize the way we teach, lead, and learn for 21st century success? Students will share with the class one strategy or tip they will use on exam day Exit Activity Common Language: Advanced Placement Effective Strategies NEXT STEPS: Utilize new learning and implement on AP exam Continue to study for AP exam
5. 21st Century Skills Tony Wagner, The Global Achievement Gap Critical Thinking and Problem Solving Collaboration and Leadership Agility and Adaptability Initiative and Entrepreneurialism Effective Oral and Written Communication Accessing and Analyzing Information Curiosity and Imagination
6. Positive StatisticsHurray Lake County Schools Lake County Schools…. Named to the College Board District Honor Roll 1 of 10 counties in the state earned this distinction. AP participation & pass rates are up 35% over the past three years.
7. We are going to spend the next two hours reviewing over the main concepts of macroeconomics! Although AP Econ is extremelyEXICTING, lectures are typically dreadful. So this is going to require your participation!
8. Your participation will take the form of: Graphing, Explaining those graphs, Answering and Explaining MC questions Answering and Explaining FRQs Politely correcting your presenter if you feel that I misspoke It happens! And most importantly: Asking Questions
9. This is your AP review session, not mine. If you want to get the most out of it, you will need to participate and ask questions. That being said, we only have two hours to cover the entire course so we are just going to quickly hit the basics and give you some tips on how to be successful on the test. This review session should reinforce and/or clarify what you have already learned. Incorporate the strategies learned today into your studies, classrooms, and AP exam.
10. Content Overview We will be covering the following concepts together: Allocating Resources: Scarcity, Opportunity Cost, and the PPC How prices are determined for a product: Supply & Demand Measuring the Health of an Economy NIA Unemployment Inflation Business Cycle
11. Content Overview How We Use Our Money: Consumption, Saving, and the Multiplier The Most Important Graph of Them All: Extended Aggregate Demand and Supply Adjusting the Health of an Economy: Fiscal Policy Monetary Policy The Value of Trade: Exports, Imports, and Exchange rates
12. Content Overview Each one of these concepts are important. If you have a firm grasp of the basics of each on of these concepts, you will do fine.
13. How we will be reviewing: This review will require you to make a friend! You will each have a partner One person will be in charge of drawing the graphs and writing down the answers. The other person will be responsible for ensuring that the writer is writing correctly! You will be asked to draw graphs and answer Multiple Choice and Free Response questions from your packet Do not show your answers to other groups or raise your whiteboards until told to do so.
14. Content Overview Once the correct answer has been given, we will review why that answer was correct and why the other options were not. This is your chance to ask questions
15. Let’s Get Started! Get into groups of two Grab one: Whiteboard, Marker, Eraser per group and Two Multiple Choice Packets
16. What to Bring: Several Pencils w/non-smudging erasers for MC Black or Blue pens only for FRQ If you write in pencil there is the possibility of your work getting smudged in a manner that’s voids the answer A watch Your School Code Photo ID and SSN Tissues if you have a runny nose
17. What not to Bring: Calculators Cell phones, mp3 players, etc Books, dictionaries, notes, or flash cards Office supplies besides those listed in the approved list Clothing with any economics on it Panic, fear, or apathy
18. Two Sections Multiple Choice Questions (70 Minutes) 60 Questions 1.25 minutes per question Worth 66% of score Each question is equal to 1.1% of grade Free Response Questions (60 Minutes) 3 Questions 1 Long Response Questions (16% of score) 2 Short Response Questions (8% each) 10 Minute organization time 50 Minute response time
19. Strategies and Practice: Free Response Important Rules No Calculators No colored pencils/pens. Blue or black pens only!
20. Time Management Strategies Section 1: 60 minutes It is important to move as efficiently as possible through both sections… Read thoroughly, but... Don’t allow yourself to get bogged down in trying to figure out the answer. If you don’t know, leave it blank, star the question, and return to it later. If you still don’t know the answer give your best guess. Extra points are not deducted for guessing. So Try!
21. Strategies and Practice: Free Response Section 2: 50 minutes response time Use 25 minutes to complete the long FRQ. If you get confused with details, complete all other FRQ then return. Ensure that you are following the same train of thought throughout the entire answer: Example: What would happen to PL if idecreased. What would the relationship be between Actual and Potential GDP as well as Actual Unemployment and NRU.
22. Strategies and Practice: Free Response What would happen to PL if idecreased. What would the relationship be between Actual and Potential GDP as well as Actual Unemployment and NRU. Answer: PL would decrease b/c AD would decrease along a stable AS curve. (Wrong) Therefore, Actual GDP < Potential Actual UE > NRU Although the initial answer is wrong, you can still earn points for the following questions as long as they follow the logic of your incorrect answer.
23. Exit Activity With a shoulder partner, turn and talk about one strategy you will utilize on your AP exam and why.
24. Lake County Schools Investing In Excellence! College and Career Readiness Academic Services April 2013