What’s Ahead for the AP Program: Discussing and Prioritizing Potential Changes→

Trevor Packer, Senior Vice President for AP and Instruction at the College Board, back in August 2023:

"The research does seem clear that incorporating projects can be a more expansive way to measure learning..."

Long perceived as a benchmark of excellence in high school education, the AP's pivot towards project-based learning (PBL) represents a deeper understanding of what constitutes effective learning. PBL is not just an alternative teaching method; it's an approach that can provide a more nuanced and comprehensive assessment of a student's abilities and understanding.

The shift to PBL acknowledges that learning transcends the traditional boundaries of rote memorization and regurgitation of facts. It's about applying knowledge in real-world scenarios, problem-solving, and innovation. This approach aligns well with current educational research, which underscores the importance of experiential learning in developing critical thinking, collaboration, and adaptive skills.

However, Packer maintains the need to balance between new and old methodologies. He states:

"Keeping part of the score based on something that is proctored and timed is valuable to us. But we don’t have to base all of it on that."

His point emphasizes the continued relevance of traditional assessments. Timed, proctored exams have their place in measuring certain types of knowledge and skills, particularly under pressure. I can’t argue that, but the blend of project-based assessments with traditional exams offers a more holistic approach to evaluating student achievement. A more hybrid assessment ensures that students are not only adept at theoretical knowledge but also proficient in practical application and problem-solving.

In essence, the AP's move towards incorporating more PBL into its curriculum reflects a broader shift in educational philosophy. It's an acknowledgment that the ways we measure learning need to be as diverse and multifaceted as the learners themselves. By adapting to include more project-based assessments, the AP Program is not only maintaining its high standards but also evolving to meet the diverse needs and talents of students in a complex, rapidly changing world.

AI in Schools: More Than Just a Fad→

Hadi Parvoti, CEO of code.org, on the future outlook of curriculum and instruction in a world where Artificial Intelligence and Large Language Models like ChatGPT are commonplace:

"In five years I'm quite confident that our school system will recognize not only that these tools are here to stay but that teaching kids how to be amazing problem solvers, critical thinkers, and collaborators using these digital tools is going to be a key part and reason for education."

Just as calculators revolutionized how we teach math—enabling us to go beyond basic arithmetic to explore higher-level concepts—AI is set to expand the horizons of what's possible in the classroom. It's not about sidelining teachers or making students overly reliant on technology. It's about leveraging these tools to enhance the educational experience.

What Parvoti is talking about is a shift from a knowledge-based model to a skills-based model. One where we're not ditching the classics; we're giving them a 21st-century update so that we can equip students with the skills they need to navigate a world where digital literacy isn't optional; it's essential.

Aligning Classroom Practices with Community Aspirations for Deeper Learning

Yesterday, I shared the BCPS Graduate Profile video, describing what the Bay City community collectively wants for graduates. Today, I want to share its companion video describing our Deeper Learning initiative, where theory becomes part of our teaching practice.

By aligning instruction with the skills and values our community holds dear, we create a more cohesive and effective educational experience. This isn't just about ticking boxes on a standard assessment; it's about synchronizing our educational goals with real-world needs and expectations. When every stakeholder, from teachers and administrators to parents and community leaders, is on the same page, that's when we see transformative growth in our students.

Transforming Middle School with Essential Outcomes at Handy Middle School

As a teacher, I had my first encounter with the New Tech Network in the spring of 2010 at Bloomington New Tech in Indiana. It was there, under the leadership of Alan Veach, that I was introduced to project-based learning and the intentional teaching of essential skills. I was fortunate enough to later serve as principal for two New Tech high schools and am now working with my district team and a talented group of school leaders and teachers to bring this innovative approach to Handy Middle School.

This video highlights the exciting work happening at Handy Middle School as they implement the New Tech Network's essential learning outcomes. These outcomes, which include agency, collaboration, knowledge and thinking, and written & oral communication, go beyond traditional content standards and equip students with the skills they need to succeed in the future.