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ERIC Number: ED353602
Record Type: Non-Journal
Publication Date: 1992-Apr
Pages: 15
Abstractor: N/A
Reference Count: N/A
Untracking Advanced Placement English: Creating Opportunity Is Not Enough. Occasional Paper No. 30.
Cone, Joan Kernan
The comments of a student new to Advanced Placement courses convinced a teacher of Advanced Placement English that opening up her class to all students was not enough--the teacher had to learn how to teach an untracked English class. Three basic strategies for teaching the class took shape: the teacher spent a great deal of time modeling tasks; once a task had been assigned and understood by the students, the teacher stepped back and let the students take charge; and, most important, the teacher used classroom talk as a vehicle for making all students feel good about themselves as learners. Some of the changes in the teacher and her teaching philosophy were quickly accomplished, but others required major shifts. Some of the minor changes included setting strict deadlines, teaching mechanics and grammar, and restructuring the use of textbooks. A major change involved collaborating with the students and sharing responsibility with them. The teacher discovered that students with combined SAT scores of 690 can learn with students with scores of 1350. Eighty percent of the students passed the Advanced Placement English Language and Composition Test, and 25 of 28 students passed the University of California Subject A test. (RS)
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Center for the Study of Writing and Literacy, Berkeley, CA.