Cambridge Teacher “Best Practices” Workshop Program

1. Cambridge Teacher “Best Practices” Workshop Program Jill Pavich, NBCT Jill.pavich@palmbeachschools.org * * * Boca Raton Community High School

2. BELLRINGER: • Leisurely “tour” the classroom stations as you enter. • Begin jotting down questions you have regarding the AICE: General Paper course. • Chat with those around you to generate and deepen your inquiries. • Continue to write questions down as the workshop progresses…answers often lead to more questions, so keep track of what you wonder, and hopefully, by the end of the session, you will learn all you need to know about AICE: GP!!

3. WORKSHOP SESSION 1: Overview Introductions Activating inquiry Syllabus aims & Assessment objectives GP Topics “What to expect when you’re prepping”

4. Jill Pavich, Workshop Facilitator • Boca Raton High School, English Department (7 years) • AICE: General Paper, grades 9 & 10 (3 years) • Kent State University, English Education/Writing minor • Florida Atlantic University, Curriculum & Instruction/ELA • Nationally Board Certified (NBCT) in 2009 • ReadingEndorsed • ESOLEndorsed • I like the Pittsburgh Steelers and Yoga; and I’ll be a new mommy in just 8 weeks!

5. Boca Raton High School, AICE Accredited School

6. What is AICE? What is GP? • AICE: • Advanced International Certificate of Education • GP: • General Paper • Which means that the “Paper,” or essay, is about “General” topics that span the curriculum, from science and math all the way to literature and the arts.

7. The General Paper…what does it look like? • Administered in MAY/June and Oct./Nov. • WRITTEN examination, 2 ESSAYS in 2 HOURS (1 day of testing) • The exam paper is divided into three sections, with five prompt options in each for a total of 15. • Candidates must choose two questions, each from a different section. • Each essay is weighted at 50% of the final mark. • Each essay written carries up to 30 marks for Contentand up to 20 marks for Use of English/ Conventions.

8. Sample Test/Mark Scheme Links: • May/June 2012 Exam • http://lcamp.pbworks.com/f/Paper%20Topics.pdf • May/June 2012 Mark Scheme • http://lcamp.pbworks.com/f/Marking%20Scheme(1).pdf

9. Syllabus AIMS • promote the skills of rational thought, persuasion, analysis, interpretation and evaluation; • encourage the broad exploration and appraisal of social, cultural, economic, philosophical, scientific and technological issues; • promote maturity of thought and clarity of expression; • promote understanding and appreciation of individual, societal and cultural diversity; • encourage independent, critical reading.

10. Sample Syllabus Link: • 2012 Syllabus Link: • http://www.isz.co.tz/attachments/article/69/CIE%20A%20level%20General%20studies%202.pdf • PLEASE NOTE: This is the former syllabus for the exam just recently administered. A more updated version can be found at www.cie.org.uk

11. Assessment Objectives • In the assessment, candidates should be able to demonstrate the following skills in relation to what they’ve learned in GP: • KNOWLEDGE • UNDERSTANDING • ANALYSIS • APPLICATION • COMMUNICATION • EVALUATION

12. Topic Areas and Essay Question Focus The topics for this course span the curriculum. • The good news is…students will arrive with at least ONE area of interest or expertise, which will naturally enhance the learning environment. • The downside is…there is still much to be covered in terms of topics. • Luckily…after all of your hard work is through, the students will thank you for how much they’ve learned in this course, deeming it well worth it!

13. SECTION 1: Historical, Social, Economic, Political and Philosophical • the role of history and war; terrorism • the role of the individual in society – the family, marriage, peer pressure, social class • cultural changes – youth and drug culture • education and welfare • sport, leisure, international competition • wealth; changes in work practice • the importance and impact of tourism on a country – implications for the economy, employment • public transport, environmental concerns • aid provision • the State and its institutions; development of State, democracy post-imperialism, nationalism • minority groups, pressure groups • freedom of speech, action, thought • Judiciary • matters of conscience, faith, tolerance, equality.

14. SECTION 2: Science, Geography, Math • medical dilemmas and issues of research and ethics; concept of progress in science • drug manufacture and provision • diet, health education • old and new industries • spin-offs from space industry; weaponry • information and communications technology; the Internet • environmentalconcerns; renewableenergyresources; climate change • migration; population dynamics • feeding the global population; farming techniques for the twenty-first century • public transport and travel • the uses and applications of mathematics in everyday life.

15. SECTION 3: Literature , Language, Arts and Crafts • literature, biography, diary, science fiction • language – heritage, tradition, dialect • the global media – tv, radio, satellite; influence and controls; effects on lifestyle, culture and habits • cultural dilution and diversification; advertising; role models • censorship; privacy; the right to know; freedom of the press, etc. uses and abuses • traditional arts and crafts; creativity; national heritage/preservation; effects of tourism • architecture; painting; fashion; photography; sculpture; music; heritage, etc.

16. Cambridge VS. Pavich: • CAMBRIDGE: • The GP exam is “not primarily a test of general knowledge” and “teachers [need not] cover all topic areas when teaching the course, as candidates should be able to draw upon knowledge and understanding gained when studying other subjects.” THE KEY WORD HERE IS “SHOULD”… • PAVICH: • In my experiences teaching both freshmen and sophomore GP, here’s what I’ve noticed…

17. High School Curriculum: 9th Grade: 10th Grade: • No history class • General science • Restrictions on coursework (STEM) • Limited exposure to AP and certain electives • AP World History or AICE: International • AP or AICE Biology • Students more apt to take more AP as they mature • Less limits on electives

18. The Fact of the Matter is… • We really do have our work cut out for us if we want our students to walk IN to the exam with a smile and also come OUT with a smile… • This course is not for the faint of heart (students and teachers included!) • This course is not your average English class, which can scare students… • Teachers are somewhat expected to be the “jack of all trades,” which can be intimidating! • BUT NOT TO WORRY…WE’VE GOT ANSWERS FOR YOU AS YOU BEGIN YOUR AWESOME GP JOURNEY!!!

19. What To Expect While You’re Prepping FOOD FOR THOUGHT… Anticipate the “snags” while you navigate the curriculum and steer the student population…

20. Any Burning Questions So Far? EMAIL ME! Through the blog: www.theglobalpen.com edupavich@yahoo.com Through the school district: jill.pavich@palmbeachschools.org

21. WORKSHOP SESSION 2: Curriculum Discussion Types of assessment questions-identifying & Interpreting

22. Essay Simulation “You gotta go there to know there.” –Zora Neale Hurston • The best way to know the curriculum is to experience it for yourself! As soon as you receive your “exam,” read the directions on the front and begin: • Select the 2 essay prompts you would pick if this were a real test situation. • Take about 5-7 minutes to jot a few ideas you’d explore as support for each.

23. Talk to Me: • Are you smarter than a high schooler? • Did you pick essay prompts from different sections? • Did you notice the different essay styles contained on the exam? Did this play a role in your selection of prompts? • What prompts did you avoid? Why? • What prompts enticed you? Why? • What support ideas did you come up with as you brainstormed? Share them!

24. Prompt Identification • There are three basic types of essay tasks that the GP assesses. Look at the Sample Test; carefully consider each prompt. • Discussing your thoughts with a partner, determine whether the prompt is: • EXPOSITORY, • PERSUASIVE, or • DISCURSIVE • Underline any key words that help you to arrive at your answer. • Write your answer in the left-hand margin of the test next to the prompt.

25. Essay Styles • EXPOSITORY • GOAL: • to provide information; to objectively EXPLAIN, define, clarify or interpret… • UNIQUENESSES: • doesn’t require an argument! Just tell it like it is! • PERSUASIVE • GOAL: • to take a specific stance on an issue in order to CONVINCE the reader to adopt your way of thinking; to anticipate opposing viewpoints and refute via counter-argument • UNIQUENESSES: • biased! Takes ONE side and defends that side ONLY!! Never supports the opposition, not even for a minute.

26. Essay Styles Con’t • The third style of essay is, perhaps, brand new to you… • DISCURSIVE(most advanced…pros and cons, oh my!) • GOAL: • asks you to consider BOTH sides of a single issue, objectively analyzing each before arriving at any kind of value judgment. • Basic Layout: Begin with a neutral introduction, provide evidence for the case, provide evidence against the case, conclude by either adopting one side of the argument or maintaining a neutral (middle-of-the- road) standpoint.

27. Prompt Identification: Section 1 • How far do you agree that an [sic] hereditary monarch as Head of State is preferable to an elected president? • “History repeats itself.” To what extent do you agree? • Should every country have the right to possess weapons of war? • “No man is an island.” Discuss. • Should women be more prominent in public life in your country?

28. KEY: Prompt Identification: Section 1 • How far do you agree that an [sic] hereditary monarch as Head of State is preferable to an elected president? (Discursive) • “History repeats itself.” To what extent do you agree? (Discursive) • Should every country have the right to possess weapons of war? (Persuasive) • “No man is an island.” Discuss. (Discursive) • Shouldwomen be more prominent in public life in your country? (Persuasive)

29. Prompt Identification: Section 2 • ‘Human beings should look forward to the next century with pessimism, not optimism.’ Discuss. • Assess the ability of technology to ensure human happiness in the present society. • Account for the ever-increasing popularity of numbers and word puzzles. • Consider the problem of noise in society and ways to reduce it. • Consider the case for and against stem cell research.

30. KEY: Prompt Identification: Section 2 • ‘Human beings should look forward to the next century with pessimism, not optimism.’ Discuss. (Discursive) • Assess the ability of technology to ensure human happiness in the present society. (Discursive) • Account for the ever-increasing popularity of numbers and word puzzles. (Expository) • Consider the problem of noise in society and ways to reduce it. (Expository) • Consider the case for and against stem cell research. (Discursive)

31. Prompt Identification: Section 3 • “A book has one purpose: to entertain.” Evaluate this statement. • What music appeals to you and why? • Is it important to preserve old buildings or to encourage new forms of architecture? • Explain the popularity of designer labels. • Consider the artistic and social value of cartoons and/or animated films.

32. KEY: Prompt Identification: Section 3 • “A book has one purpose: to entertain.” Evaluate this statement. (Discursive) • What music appeals to you and why? (Expository) • Is it important topreserve old buildings or to encourage new forms of architecture? (Persuasive) • Explain the popularity of designer labels. (Expository) • Consider the artistic and social value of cartoons and/or animated films. (Discursive)

33. PROMPT TASKS…a Guide to Success • We will discuss much when it comes to decoding prompts, but here are your GOLDEN RULES when determining the style of your essay: • GOLDEN RULE #1… • Once a Discursive, always a Discursive. • GOLDEN RULE #2… • Persuasive is fine, but add to refine! • GOLDEN RULE #3… • It might be expository, but don’t get freaked if you feel like the force is with you…(every time we put the pen to paper we are arguing-ish!)

34. Prompt Interpretation • Students learn to decode the style of the essay pretty easily, but the hard part of prompt selection often lies in interpreting what it wants you to talk about. • Interpret the following prompt: How successfully is crime being tackled in your society?

35. Prompt Interpretation Political crime, social crime, environmental crime, white-collar crime, cyber-crime, etc. Discursive Style required How successfully is crime tackled in your society? Handled, Halted, Minimized “Your” involves YOU! You may discuss your AMERICAN society, OR if you indicate that you consider yourself a member of GLOBAL society or MODERN society, for example, you can broaden your coverage.

36. Broad Term? Get Your Hands Dirty! Politics/Gov’t Science/Tech. Environment Social/Cultural CRIME Media, Entertainment

37. Prompt Interpretation: Freedoms and Limitations • Take a second look at the test…identify valuable TRIGGERWORDSby indicating which words open up or set limits on the prompt itself. • WIDE-OPEN INTERPRETATION: • Should teenagers be more actively involved in politics? • Teens in America? China? Cuba? Canada? • Politics regarding the elections? Human rights? Education? The environment? • LIMITS SET: • Consider the case for and against stem cell research. • Very specific…you may only talk about stem cell research, no other kind of scientific innovation. • Other words that tend to limit: always, only, alone, certain, most, etc. • Adjectives that suggest/emphasize: powerful, meaningless

38. Prompt Picking: Terms to Consider Closely • How far do you agree that an [sic] hereditary monarch as Head of State is preferable to an elected president? • “Historyrepeats itself.” To what extent do you agree? • Should every country have the right to possess weapons of war? • “No man is an island.” Discuss. • Should women be more prominent in publiclife in your country? • ‘Human beings should look forward to the next century with pessimism, not optimism.’ Discuss. • Assess the ability of technology to ensure human happiness in the present society. • Account for the ever-increasing popularity of numbers and word puzzles. • Consider the problem of noise in society and ways to reduce it. • Consider the case for and against stem cell research.   • “A book has one purpose: to entertain.” Evaluate this statement. • What music appeals to you and why? • Is it important to preserve old buildings or to encourage new forms of architecture? • Explain the popularity of designer labels. • Consider the artistic and social value of cartoons and/or animated films.

39. Hand-picked Prompts: What We Can Learn From This List… • “Scary” prompts exist. Look the monster in the face and move on. • (# 1, 9, 14) • Many terms are broader than students realize…use the Hand Approach to open up options! • (# 2, 4) • Upgrades enhance. • (# 3) • Attempt to anticipate ‘hot buttons’ and classic debates, and research them. • (# 5, 10)

40. Hand-picked Prompts: What We Can Learn From This List… • Pop culture beware! Fluff zone ahead… • (# 7, 12, 14, 15) • We sure can’t teach it all(or we’d be slaves to fashion, apparently!) • (# 14, 8) • Old vs. New…a Cambridge favorite • (# 13) • Watch out for multi-tasking…read carefully and answer all aspects of the question! • (# 15, 7)

41. Seeing Double: Prompt Recycling • Want to know a TOP SECRET bit of information? • What does that mean? Observe: __________________________________________ • Technology is more of a curse than a blessing in the workplace. Do you agree? • Discuss the view that the Internet can be more harmful than helpful. • Are mobile phones more of a nuisance than a benefit? • The AICE: GP Exam RECYCLES prompts!! (How ‘green’ of them…!) How does this impact you? STUDENTS can RECYCLE Content!!!!

42. Other Considerations When Decoding Prompts: • How important are local artists, such as painters, writers and musicians in your society? • Consider adverts you know well and suggest reasons for their impact. • Can child labourever be justified? (favourite, criticise) • Evaluate the characteristics that make the people of your country unique as a nation. • Do economic sanctions serve any useful purpose? (globalization, modernization, privatization, outsourcing, etc.) • ‘Knowledge is power.’ Discuss.

43. WORKSHOP SESSION 3: Past Examinations CIE Resources + Teacher support website Rubric & Scoring Basics June 2011: Exam, Mark Scheme, examiner’s reports Comment trends

44. SCORING • The AICE: General Paper exam grades students on two aspects of the final product essay: • CONTENT (30 points) • CONVENTIONS (20 points)……………………..2 ESSAYS = 100pts max • So do their facts need to be accurate? YES!!! • Do they need to cross all t’s and dot all i’s? YES!!!! • BAND 1 = BEST • BAND 5 = WORST • View the RUBRICSfor a quick understanding of the scoring process.

45. Sample Lesson:STUDENT SIMULATION PREPARING TO WRITE a discursive ESSAY…

46. (+) (-) B A LOGICAL POINT / THEME  primary example * details  secondary example * details LOGICAL POINT / THEME  primary example * details  secondary example * details PROMPT A B LOGICAL POINT / THEME  primary example * details  secondary example * details LOGICAL POINT / THEME  primary example * details  secondary example * details

47. Assess society’s record on human rights.

48. Discursive prompt Good or bad… Assess society’s record on human rights. • Civil rights/liberties • Women’s rights • Gay rights • Equality: race/culture • Labor rights • Children’s rights

49. (-) (+)

50. (+) (-) A B RIGHTS IN THE U.S.  Women’s Rights 1920’s Suffragette Movement  Habeus Corpus/Fair Trial Rights “innocent until proven guilty”; “protection against cruel and unusual punishment”; “Miranda Rights” RIGHTS IN THE U.S.  Gay Rights “Don’t Ask, Don’t Tell” Policy; Proposition 8  Religious Rights Mosque-building in NYC Assess society’s record regarding human rights. A B RIGHTS ABROAD  Labor Rights Honda Factory Strike; Child Labor policies  Democratic Rights Botswana—new dem. gov’t; Afghanistan—efforts to instill democratic values RIGHTS ABROAD  Women’s Rights Iraq-wearing the abaya as trad’l garb; China’s one-child policy  Children’s Rights Child soldiers in: - Somalia - Sierra Leone