Reinventing AP Courses With Rigorous Project-Based Learning

Summary

The video script discusses the impact of Project-Based Learning (PBL) in Advanced Placement (AP) courses, particularly focusing on the Knowledge in Action Efficacy study. It explores the effectiveness of PBL in high-stakes environments like AP exams, where students can earn college credits. The study involved five urban districts, with diverse student populations, comparing traditional AP classes to those incorporating PBL through group work, simulations, and debates. Results showed that PBL students outperformed their peers, challenging the notion that underserved students are unprepared for student-centered instruction.

Takeaways

• 📊 The Alabama law's impact on data collection is discussed, emphasizing the difficulty in gathering accurate data when people are not forthcoming.
• 🎓 AP scores are crucial for students as they can translate into college credits, saving students and their families tuition fees.
• 🏫 The script explores the use of Project-Based Learning (PBL) in high-stakes AP environments, questioning if teachers can confidently employ it and still ensure student success on AP exams.
• 🔑 Walter highlights that experiential learning through projects is not common in AP courses, but it is being tested to drive the course content.
• 👨‍🏫 Students in the AP Gov course are involved in simulations, such as taking on the role of a Supreme Court Justice, which is a departure from traditional teaching methods.
• 🤔 There's a debate among students about the purpose of certain programs, with some questioning the reinforcement of wealth distribution.
• 📚 Amber describes a classroom experience that is markedly different from traditional lectures, with students having defined roles and a need to know from the start.
• 🔬 Anna is the principal investigator of the Knowledge in Action Efficacy study, which sought to understand the effects of PBL on AP scores and classroom dynamics.
• 🧑‍🎓 The study involved a partnership with five urban districts, focusing on both lower- and higher-income students, as well as traditionally underserved populations.
• 📈 The results of the study showed that students using the Knowledge in Action approach outperformed those in traditional classes across various demographics and courses.
• 🚀 The study challenges the notion that underserved students are not ready for student-centered instruction, suggesting that PBL can be effective for all students.

Q & A

What is the primary focus of the AP courses mentioned in the transcript?

The primary focus of the AP courses mentioned is to incorporate Project-Based Learning (PBL) in a high-stakes environment, such as Advanced Placement (AP) courses, while ensuring that students still perform well on AP exams.

How do the project-based AP courses differ from traditional AP courses?

Project-based AP courses differ from traditional AP courses in that they drive the learning process through experiential learning, such as simulations and group work, rather than relying heavily on lectures and test preparation.

What are some examples of experiential learning mentioned in the AP Gov course?

In the AP Gov course, students participate in simulations where they take on roles such as a Supreme Court Justice or someone running a political campaign.

What challenges do students face when transitioning to Project-Based Learning (PBL) in AP courses?

Students often struggle with the shift in their role from passive recipients of knowledge, who are used to lectures and textbooks, to active participants in driving their own learning through PBL.

What did the Knowledge in Action study aim to investigate?

The study aimed to understand the effects of Project-Based Learning on AP scores, how it worked for students from different income households, and whether it changed teaching practices in classrooms.

What were the study's findings regarding AP exam performance?

The study found that students who used Knowledge in Action, a project-based learning approach, outperformed those in traditional AP classes in terms of their probability of earning a qualifying score on AP exams.

How did students from lower-income households perform in the project-based learning environment compared to traditional learning?

Students from lower-income households who participated in project-based learning performed as well as or better than those in traditional learning environments, challenging the notion that underserved students require more traditional, lecture-based instruction.

What changes did teachers experience when implementing Project-Based Learning (PBL) in their classrooms?

Teachers needed to significantly change their teaching methods when implementing PBL, as it required moving away from traditional lectures and test preparation to more student-centered, experiential learning approaches.

What was the overall impact of the Knowledge in Action study on students' classroom experiences?

The study showed that students in the Knowledge in Action treatment group had a more interactive and engaging classroom experience, characterized by group work, simulations, and active participation, compared to the control group.

How does the study challenge common beliefs about teaching underserved students?

The study challenges the belief that underserved students are not ready for student-centered instruction. The results demonstrated that these students can thrive in a Project-Based Learning environment, which contradicts the notion that they need traditional, teacher-centered instruction to succeed.