HKIS AP Cambridge Capstone Overview Program for Schools

AP | Cambridge Capstone General Program Overview October 16, 2012

21st Century Skills P21 “ Four Cs”

Critical Thinking Creativity and Innovation

Communication Collaboration AP is seeking to foster greater emphasis in secondary schools classrooms on: • Critical inquiry, synthesis and research skills

• Independent, creative, and interdisciplinary thought • The ability to work as part of a team • International, cross-cultural, and self awareness

AP C&E Redesign is an outstanding response to developing enhanced critical thinking skills within the discipline

“On the (irst day of class, the professor handed out the syllabus — and when I saw that we would have to write a 12-­page paper, I freaked out ... I ended up doing (ine in the course, but I de(initely could have done better had I been better prepared for the sheer volume of writing that's required in college.

“Another challenge for me in transitioning to college was learning how to participate in class discussion about dif(icult texts and ideas. High school taught me how to annotate and take notes, but I think having more experience with seminar-­‐style classes would have been useful for me in college. I have now acquired the skills of how to engage with other students, ask questions, and contribute to the exchange of ideas — but I wish I had more chances to develop these skills in high school.”

Charles Du, junior at Princeton University

New Pilot Program: AP | Cambridge Capstone Program & Credential •





•

Pilot Program Description (2-year program) AP | Cambridge Capstone Pilot Year 2

Research Course

(Typically Grade 12)

AP | Cambridge Capstone Credential

Research Project and Extended Report (20-pages)

3 or More AP Exams High School

AP (Anchor)

AP

Year 1 (Typically Grade 11)

AP

Seminar Course Team Project

Individual Presentation

Written Exam

* Required Professional Development for Capstone Teachers

To qualify for the Credential, students would need to: • Take 3 (or more) AP exams and earn a score of 3 or higher on each.

• Earn a cumulative qualifying score on the four (4) program assessments.

Seminar Course – Assessments Component

Duration

Weight

Scoring

Team Project - Embedded Topic is of local relevance and global importance.

Group Report: Max 3000 words

20% of Course

Internally assessed; externally moderated

Group project in which students are evaluated on their individual contributions as well as the group as a whole.

Personal Report: Max 2000 words

Individual Presentation - Embedded Students are provided a problem statement and source materials; students conduct independent research and develop and deliver a presentation. (multi-media)

12-15m running time

30% of Course

Internally assessed; externally moderated

Written Exam – Secure, During AP Window Standardized examination that assesses student mastery of inquiry.

1h 30m

50% of Course

Externally assessed

Short answers and extended essay. There is no multiple choice component.

Seminar Course (Year 1) • Typically taken in Grade 11 • 4-6 Global Topics (Interdisciplinary) • Critical Thinking and Communications Skills Focus • Taken concurrently with a school-chosen AP Anchor Course • 3 Assessments • 2 Embedded • Team Project • Individual Presentation • 1 Written Exam (AP Window)

Sample Topics Genetic modification Urbanization Alternatives to oil Artificial intelligence Technology & intelligent buildings Online & interactive communities China as an emerging superpower Endangered cultures International law Supra-national organizations Integration and multiculturalism Genetic engineering Medical ethics & priorities Standard of living & quality of life Ethical foreign policy Religious-secular divide Economic globalization Migration and work Impact of the internet Ethics and economics of food Economic role of women Science and politics of climate change Industry and pollution Biodiversity

Skills Taught in Year 1: Seminar Course Analyzing and Evaluating Arguments Considering Multiple Perspectives on an Issue Conducting Research and Evaluating Credibility Creating and Developing Arguments Collaborating to Solve Problems Communicating Publically using Multimedia Making Interdisciplinary Connections

Role of AP Anchor Course: Interdisciplinary Sample Topics Genetic modification Urbanization Alternatives to oil Artificial intelligence Technology & intelligent buildings Online & interactive communities China as an emerging superpower Endangered cultures International law Supra-national organizations Integration and multiculturalism Genetic engineering Medical ethics & priorities Standard of living & quality of life Ethical foreign policy Religious-secular divide Economic globalization Migration and work Impact of the internet Ethics and economics of food Economic role of women Science and politics of climate change Industry and pollution Biodiversity

Instructional Framework: The Critical Path Deconstruction Detailed analysis of a point of view.

Reconstruction Identification & evaluation of evidence for and against competing points of view.

Reflection Assess the impact of research on personal perspectives.

Communication Communicate views, information and research effectively and convincingly.

Year 2: Research Course • • • • • • • • • • •

Skills Taught in Year 2: Research Course Students conduct research on a self-selected topic, prepare a 4500-5000 word Research Report and make a public presentation on their findings.

Formulating a Research Question Understanding Research Methodology Conducting Self-Directed and Sustained Research Communicating Findings in Academic Writing Making Presentations

Components of the Academic Paper Required Component

Description

Research Question

Clearly articulated research question as the title

Literature Review

Literature review that outlines the research materials used and how the materials offer information and views relating to the question

Analysis & Evaluation

Analysis and evaluation of the evidence

Conclusion

Conclusion that answers the research question and in which a judgment is made on the issue that is consistent with the evidence and how it has been evaluated

Reflection

Reflection on the method used to research, the approach taken, the strengths and weaknesses of the evidence, and the implications of the conclusion (s) reached

Bibliography

Complete bibliography of sources consulted

Research Project

Summary: Capstone Pilot Program Characteristics • Co-branded  AP and Cambridge International Examinations

• Two-year Program • Emphasizes transferrable skills over content  Critical Thinking, Communication, Collaboration

• Relevant  Global topics, flexible (not prescriptive)  Current, Local and Real-World

• Interdisciplinary • Student ownership • The Credential

Implementation Timeline Pilot Cohorts & Timeline Capstone Component

FY13

FY14

FY15

Year 1: Seminar Course Year 2: Research Project

Legend: Pilot Cohort 1

Not Offered

Pilot Cohort 2

Operational

• • Early 2014: • Fall 2014:

FY16

Pilot Schools

A-Chadwick School B-Miami Southridge C-Barbara Goleman

D-North Miami Beach Sr. High E-Miami Palmetto F-Lone Oak High School

G-Bowie High School H-Eleanor Roosevelt I-Deerfield Academy

J-Brooklyn Tech K-Hume Fogg L-Carl Wunsche Sr. high

M-North Central High School Hong Kong International Strathcona High School

Pilot Attributes 600 Students for Fall 2012 Seminar Course AP Anchor Courses (Implementation Plans as of 9/24/2012) AP Anchor Course 2012-13

AP Capstone Teacher(s) Background

Number of Schools

Number of Schools

Number of Students

AP Art History

1

96

AP American Gov’t

1

AP Biology

1

20

AP Biology

2

AP Chemistry

1

20

AP Comparative Gov’t

1

AP Comparative Gov’t

1

29

AP English Language

3

AP European History

4

AP English Language

5

86

AP Macroeconomics

2

AP Human Geography

2

214

AP Physics

1

AP World History

2

98

AP Spanish

1

AP US History

1

20

AP US History

2

AP World History

3

AP Environmental Science

1

17

Role of the AP Coordinator for Capstone • 1 formal, timed written exam assessment given after first year of Capstone (Seminar Year) administered by AP coordinator  May 16th, 2013 at 12 Noon in each respective time zone  Hong Kong will be on May 17th, 2013 at 12 Noon  No Alternate or Make-up date for this exam

• Communication for Seminar Year Written Exam will be sent separately from standard AP communications • Administration & Security procedures will largely mirror AP procedures • No formal ordering process or exam fees for Pilot • School’s responsibility to cover additional costs for proctoring written Exam

Accommodations for Students with Disabilities • All students needing special accommodations should follow College Board’s standard SSD request process • Once approved by College Board’s SSD team, accommodations can be used on all major College Board tests (AP, SAT, PSAT/NMSQT, etc.)

• No need to submit an additional request if a student has previously been approved by SSD team • AP Program sent SSD online questionnaire to AP Coordinators requesting Capstone student accommodation needs for planning purposes

School Profiles • Draft text to be provided by AP Program electronically • Please include short copy in master school profile to help publicize and promote Capstone Program with current junior class • Feel free to add personal school characteristics to profile as appropriate • Feedback on draft of the 2-pager by 12/31/2012 • Final PDF version of 2-pager will be emailed to schools to include with transcripts sent to colleges for any student in the Capstone Program