AP CSP Professional Learning Community (PLC)

All right. And so we've got access to our shared notes resource. And for any of you who are new to our professional learning community, our goal here is to foster a collaborative environment where you educators share ideas and resources, discuss assessments and test prep strategies, explore effect effective teaching methodologies, and refine pacing plans. all with the goal of improving student outcomes on the APCSP exam and in the curriculum and just really support each other in delivering high quality instruction mostly focused around tools and curriculum. Now feel free, you know, if you have other outside resources. We're not going to say no, no, no. all resources welcome here in our professional learning community. And I'm assuming that all of you are codes users, but if you're not, I encourage you to sign up for a free teacher account. [snorts] Our APCSP curriculum is totally free. Teachers can sign up for accounts and then create courses for APCSP and sections to roster students to and our student accounts are also free.
So today we will do some introductions just check in get ourselves feeling really collaborative and then Chauffen and Jamie have selected three topics for us to discuss and collaborate on today. So those are vocabulary and academic language which is something that I am really really passionate about. I never taught computer science. I taught French and I taught English as a new language. but obviously then I am very very enthusiastic and passionate about vocabulary and academic language. So so excited to hear what you all bring in that realm to the CSP course. We'll also talk about the F FRQ reading and writing strategies and developing an understanding of kind of the basic skills that students need to be successful in the CSP course.
I did mention that this is a collaborative space where we do encourage and and expect you to come off mute, share your ideas, share your resources in that notes document. So please ask questions, please answer questions, please share resources and join our conversation. So I think Chauffe and Jamie, we've got one 2 3 4 5 six tonight. So I think we'll just stay in one room and not do breakout rooms.
unless we, you know, get a few more folks in. So, since we're all going to stay here together, then what I'm going to do is type a list in the chat and I am going to ask you all to give us your name. Tell us how long you've taught APCSP.
Also, what was the most relaxing and fulfilling nonAPCSP thing you did over winter break? Now, I know you are all very dedicated teachers, but you do deserve rest and relaxation. So, I want you to pick something that was restorative and relaxing to talk about before we dive into CSP here today. So, here in the chat, I will put a list of names and that's the order we're going to speak in this evening.
of course once we get to our questions, if you like just want to take a pass, you're here to listen. that's fine. so just let us know.
and here is our order. So Jamie, you've already introduced yourself. but what was the most relaxing and fulfilling nonAPCSP thing you did over winter break?

That's very limited. Didn't seem like summer. I pretty much most of the things that I did was stay at stay at home. So I go to the beach and play pickle ball and that was kind of the most relaxing things I did. I hadn't got to play pickle ball in quite a while so I played just about every day.

Nice. Yes. Jamie lives in a climate where that can happen. [laughter]

It's like arctic temperatures here and it's 30 degrees and we're all freezing but that's not really cold.

Yeah. I was going to say, James, you have a I have a word with you about arctic temperatures. I'm coming to you all from Indianapolis, Indiana tonight where I believe it is 5 degrees right now. So, [laughter]

Fed, what did you what did you do? NonAPCSP.

Well, I love gardening. I think I mentioned before. So, greenhouse not this year not robot robust but have some plants in it. So, have a cer in it. have a green scanning unit in it. It has, you know, and also I have a flowers inside the house. My husband bought some flowers from Costco. So, I had a good time to mess around with those and I tried to grow some roots from my old plants. So, I had a great time to to do this non CSP or CSA. [laughter]

Oh, I love that. I'm a big gardener, too. So, I'd love hearing your your updates because you are also in a warmer place than I am. I'm not doing anything right now. [laughter]

All right, Mark, welcome.

Hi, Mark Groman. teaching up in the Colorado Springs area. this is my third year actually teach CSP, but I taught a lot of the computer science courses in between, including IB stuff. And most relaxing thing, I've been getting back into chess in December and January here in the the Colorado Springs Chess Circuit.

Nice. Welcome and thank you for sharing, Karen.

Yes, I am Karen Logan and I am in Richmond, Virginia, so we're at 20°. school has been closed for the week because of the snowstorm, which the snow wasn't bad. It was the ice. And so anyway, you don't want to hear my story. but in Virginia, when we get snow and ice, we get crazy. And [laughter] so, but I still have been able to use Door Dash because there are some adventurous people out there that doesn't mind sliding into my subdivision, and I'm all right with that. Let's see here. how long? This is my first year actually. You know, Code High School is my primer. I love Code High School. I have used them for other courses that I've taught in the computer science world and this is my first year doing APCSP and so I have been going along with code high school but I do supplement it with code.org and I also use something called Albert and then of course I go into the AP board and have my kids go there. So, I've been integrating a lot. Oh, Khan Academy because they kind of break down the units because I'm trying to give them as much information, but then I do a lot of practicing tests, practicing tests, practicing questions, questions, questions. you know, anyway, most relaxing and fulfilling. I am proud. I turned 68 this year. I love it. Let me tell you, life doesn't happen until you turn 60. I would tell you my whole story, but let me tell you something. Life is good. My youngest child is 42. My oldest child will be 50. She's the only one with a granddaughter, my baby, my cupcake. This year, she graduated and she went off to Duke. She's in North Carolina. I'm in Virginia. So, my most relaxing thing was just cuddling up, talking to her, asking how things are going. We did pedicures, manicures. I love my grandbaby. So anyway, enough about me.

Oh, thank you so much, Karen. It's so nice to meet you, and you are bringing the joy and the smiles to my face tonight.

Yes,

James. Welcome. Good to see you again.

Hey, my name's James in Indiana, so it's very cold. this is my first year teaching CSP, but I've had computer science, including code HS, for a couple of years. And I hate to be boring. I was trying to think of something far in another subject, but actually the most interesting thing I've done recently is I found a new programming language I really like called Gleam. G L E A M. And I've been doing some stuff with that on my own. It's it's like the best error messages you've ever seen in your life. If you get something wrong, it's going to tell you, hey, here's what you meant. Here's why. Here's what you look up. And it's so great. So, I love that.

Well, thank you for sharing. I'll have to see if any of my colleagues have heard of this.

Thomas, welcome. Good to see you.

Hello. Good to see you. yeah, Thomas from central part of New Jersey. I would say central part of New Jersey. Cold here, too. been teaching CSP for 7 years. I used code HS right from the get-go seven years ago. I looked at some other things along the way. Amazon Future Engineer, some other things. Code HS I found to be the the best option. browserbased free version, videos and everything that just work really great. Excuse [clears throat] me. The only thing I I supplement with is I do a lot of stuff from AP classroom. actually in the CSA course, I use AP classroom a lot. CSP course, not that much. And I also have a book called five steps to a five on the AP exam. I kind of like that book, so I use that some as well. and and that's about it. I find it curious some people mentioning how many different resources they use and although my kids are generally good generally good students and and generally do the work I really have to stay on top of them just to keep up with their code work. I feel if I give them even more stuff to do it would benefit them but I don't know if I would get them to get it all done. So, you know, I push as hard as I can and then at some point it's like if I push any harder, I might just not get anything. So, you know, I don't want to, you know, so I don't want to have like diminishing returns where they they get overwhelmed and then they don't do anything. So, I I push them as hard as I think I could push them.

And what was your nonAPCSP relaxing winter break?

[laughter]

non CSP relaxing winter break was college board decided to revamp the whole CSA course. So every note that I had, every coding exercise I had and everything I I can't really use anymore. So I I relaxed on the couch with my laptop writing Java code. That was my relaxing Christmas break.

All right. Well, if if that's relaxing to you, I'm gonna let you have it. [laughter] up next is Elizabeth.

Okay. I'm Liz Jones. This is my third year teaching principles. I taught Python before that, third year teaching AP though. I also teach APCSA and last year was my first year with that. I learned all the material and now they changed. I was very sad. relaxing. I had extremely busy winter break. I don't know if I relaxed too much. I think I veged on the couch some with my dog.

We'll take it. Welcome and thank you. And Mr. Raman, I'm going to ask you to say your first name for me.

I know it is a difficult word to pronounce. My name is Mahabu Brahman. Mahaboo Brahman. So, yes. I'm not teaching APCSP but I have been teaching intro to coding and web design since last year. So I am second year teacher for middle school level. Oh sorry high high school level. I used to teach it was over 20 years ago and then I had all different careers including banking, real estate, technology all those things and I always wanted to come back to teaching. So I just started teaching in Iowa since last year and non AP CSP. I'm completely non-APCSP but winter break I went to Hawaii and I have an Akita I have an Akita. She is awesome 111 lb baby and she controls the whole household and allows me to stay in her home.

So, is she enjoying some winter weather in Iowa?

Yeah, she loves winter weather. Always wanted to go under the snow.

Awesome. Well, welcome to our PLC. I'm glad you're here. So, thank you. Our first question is around vocabulary and this one came to us from Jamie. So Jamie, how do you approach teaching CS vocabulary? What assignments and projects are best at promoting students use of academic language?

I feel like the vocabulary is such a huge component to the APCSP exam, especially a lot of my students are brand new to computer science. there's just not a there's not necessarily a hierarchy of them coming through. So, I really focus on the vocabulary because when when you get to performance task and you're telling them they got to have a selection statement and they got to have iteration and they got to have these parts inside a function, they're they're very much that can lose them very fast and so vocabulary is very important. There was also one of the chief readers had mentioned a couple years back that he was there they were just surprised by how many students didn't get an answer that was asking about to about a call and how many students didn't know what a call was and so I feel like that vocabulary is not something they're used to not something that they use a lot and if they're not experienced with it they're they just it confuses them they don't even know how to answer it they may know what you're talking about if you ask them what it is and explain it but and they won't know the word by what it mean what what it means by the word. So I kind of go a little bit more back to my ele elementary roots and I I put up word walls. We do flashc cards with the vocabulary. I got quizzes that just focus on the quiz. This is some things that I just kind of re reuse the vocabulary over and over and come back and retach. and then I also one of the annoying things that I do is just don't let them not talk in vocabulary. So that I need them to talk to me in the vocabulary as well. If they start if they talk about their if statement and that things that's okay, but I'll also throw in there like and your if statement is what kind of statement and just kind of question it back so that I can get that vocabulary in. So at half probably halfway once my Python boot camp is done, we pretty much I I require them like a foreign language class. We have to speak the language and I I make them use the language to speak. They got to be able to say what it is and we focus on that's annoying to them. But it's also like if you don't know what this is called, it's going to affect you on the test. So, so I I usually give them a sheet that's just a that I was going to paste in here just a list of vocabulary that is by I put that in the chat. I'll put it in the the U share doc too, the notepad. But that's just kind of a list of a sorry I was doing two things at once multitasking. but that's kind of just a list by the big ideas of vocabulary and just kind of some of the ones that I make sure I focus on that really they really can can get to. But I feel like the word walls are so huge. Just putting those words up on the wall and having some examples really helps them start seeing it on a day-to-day basis. But that's why I put it in there because I was it's really important to me and what I'm teaching. So I was wanting to hear what other people said too.

for me I I really I teach waps through the daily practice. I think it work going to help my students as well. Thank you Jimmy for sharing that. So I have embedded the words through the activities we do daily for example teach parameters functions function calls and Stephanie can you move to next slice I have put a slice there shows what I'm doing so for example if you look at this this is the one of the mock creat task we do in class. So once they finish up, so I ask them to label the parts I call body parts for each of the each of the P each part of the PPR. So they pick it in their own Mac PPR and then they would use the vocabularies in our create task rubric. The scoring guide if you flip over has all those key vocabs for for the kids I mean to reference to understand to learn. So this is the one that I use for them to for them to use it to label every single words vocabulary in the in the scoring guide to link to their PPR. So this you know initially can be hard but eventually they connect and then start from there we use it in the written response. We basically ask them to pick the words from this slides and then use it in your see where you can use it and then the written response they really really has helped them. So if you look at the parameter a lot of kids do not understand the differences between the parameter and then the arguments and then then they now they see oh the parameter when you define a procedure you see the parameter in inside in the function name inside the parenthesis and when you call the function you provide real data that holds the that parameter holds the arguments. So it's it's like a it's very hard for them to understand this the the differences between the two also procedure procedure call you'll be surprised how many kids do not understand it and then you know through this process and then through their own way of write about it give their own definition based on their understanding of the arguments the parameter the function function call really have helped them dive deep to you know really help them develop some level of understanding. If you if we look at college board the chief reader report this essential word pop out to me is understanding. If there's no understanding their written response will not be there. So this is the piece and if you you're scoring through the the the chief re chief reader report when analyze compare the low performing written response or PPR with high performing PPR or written response you can tell the words come up is understanding it's not knowing is understand is much deeper. So we really have to go through this word understand vocabulary is really fundamental is the first layer our kids has to get and I also ask the kids to do can you click next example Stephanie. so this is you know different kids has a different ways to learn right this kid just use one slides to label all the keywords it's almost cover all but it's it's some some left out so this help this this type of learning I mean the kids with this type of learning visual learners right they see it oh this is this is a parameter this is argument I actually made a poster and then hung on the wall and the kids really get you know really make good connection with what they they do and what is the expectation of the CRE test especially the high performing PPR it's it's a good it's a good way to teach vocab and also develop a deeper understanding of the crate Awesome. Mark, what would you like to say? Also, I did want to remind you all that I am putting links while Jamie and Chauffen are talking and copying and pasting things out of the chat also. So feel free to edit this shared doc and I will also put chopens to links in this document also. And can I go back for a second? Can you go back to the the second slides? I I want to mention one thing. If you notice the this slides has purpose and functionality. And this is the t this is the piece the concept our kids need to master but lot of kids still get confused. Purpose is the why the reason they develop the app. Lot of kids talk about functionality. We really have to train our kids to to see it. I gave them three sentence rule. I said well you know it's hard when we write our essays. We we have to identify the problem right problem statements and then then I said give me three sentences to describe the problems you try to solve with your computational application. So they once they stated three the identified the problem they most likely going to connect the reason why they develop this app and the functionality is what they do right so it's it's it's really important this two I said well everyone I need to master this one this is the easy point for you to get so that's why they put this two here so that's another I I think important vocab they should know.

Yeah, I I like this activity for students for sure. All right, so I'll kick it back to Mark. You put some stuff in the chat. You want to speak to any of that?

Well, let's see if I can think of anything really good. I've really gone with a lot of customization of the CS essentials for Python course and which the CS principles for Python. It uses much of the same content. and I've liked the paid version to be able to clone the products and be able to adjust the the the examples and the autograders and to give a little bit more details on how I want them to have the code done. And over time, I've made that pretty much my own. And you'll find the same stuff in the course. And I really do also like with with code HS the for for CS principles per se the all of the multiple choice practice that you can find to prepare for the certification I have the students do those and I break that out over a number of days for the AP exam per se.

Awesome. So yeah, you did mention you kind of cram vocab before the exam and and so that seems like it's a focus for for you then in the year.

Yes. Yes. My early on my big goal is to get them ready for Python. And now with PLCW, it's a little bit different because the first year at this new this new school district I was using code HS for both the essentials and the CS principles and it would have been u redundant for a student to take CS principles this year after having the other course. So I've had to do things a little bit differently to differentiate. but yes, I think a lot of the stuff I'm going to do this year is going to be the same. Great. Karen, how are you approaching vocab and academic language in CSP? Well, you know, my biggest challenge is and and I'm don't know if y'all again with this being my first year, I did go to a summer class that AP board offered. So, my district paid for me to do that. It was just more of a I think it was a 4-day class and he just crammed everything from his perspective as the teacher which I didn't know anything so hey it worked for me and gave us tools and information when I broke down the structure vocabulary is important but it wasn't important as I thought it was sitting here now on January 29th. [snorts] So what I thought in my head was with APCSP, first of all, I'm a secondary teacher and I'm a virtual teacher. So my biggest thing with them is is that how many of y'all in this class know Python? So I had in my mind to get them to understand Python, which really helped out with what the code high school AP because the first units were really talking about the structure of Python, right? Then my next piece was, and maybe this was vocabulary, but not as good as Jamie. I got that Jamie's handout, but not as good as Jamie. because again, I have a 36 week class. So my kids know we start in August. They're not going to take the exam until May 26, May something, maybe the second or third week in May. actually, I got to sync that up in my head because of the way our graduation date is. I have 12th graders or did I mention that I have secondary and so I have ninth through 12th grade. Okay, good. So some of my 12th graders don't have any computer science but yet they put them in an AP class. Why? Why me? All right, so let me focus this. So then I broke down the categories. So we started out with understanding internet. So maybe I did do vocabulary on internet but then everything that went under internet, right? And then the next one was data. And so we're learning everything about data. And the third topic before we went on winter break was programming and algorithms. And so I've gone through those three topics. Now I'm at the end of January, guys. So now I'm putting them into what Miss Jacobson talked about and Jamie, which is getting them involved in the PPRs, trying to decide the program, and then understanding what goes with the program. I mean, I I don't know if I'm right or wrong. I'm just feeling the pieces that are on my checklist on what they want. And then even out of a class of 25, I probably only have 15 that cares about taking the AP exam. And the other 10 doesn't care about taking the AP exam. They just want to pass the course. So then my 15 understands they're going to have more work than my 10. My, you know what I'm saying? The ones that's taking the AP exam is going to have to work to make sure that they pass the AP exam, which means I have to give them that my top-of-the-line kids on everything. self selfarters. And so I don't worry about giving them too much. I say, "Huh, go in here, try this, whether I grade them or not. If you want to be successful, here's what you got to do." And then my other students who are my slow kids who's still back here anyway. So I'm just pushing them along to make sure that you know you don't have to worry about taking exam and I want you to increase your knowledge. I want you to take this as a learner.

Okay, let me stop talking.

No. Yeah, that's great. So it sounds like something like this would be really useful for your kids who are going to sit for the exam. So, yeah,

I'll make sure I get a link to this in our shared doc also.

Please, please, please. Okay.

Yes, absolutely. All right, James.

All right. well, just like Karen said, I do have some seniors who are in there as their first programming class. And so it's kind of strange to have

half of my students have gone through me two or three times and they're doing this as a capstone and then I've got some who just wanted to take every AP class. But I don't know. I always see that they come to me first period and they're always doing their math homework. they're doing their AP calculus and so I I try to show the correspondence between and like okay well they have functions and they have composition and they have sometimes the same vocabulary and sometimes slightly different but I try to connect it to that and whenever I show examples I I basically chose four vocab words that are like the only four I've used the whole year which is like sequence selection iteration and abstraction. So, the kids have heard me say those four every single day. And as for the others, maybe I do need to hit them a little more and say, "Hey, you know what it means when they say call, right?" but yeah, what I've done mostly is to is to try to connect it to the to the math and the other stuff that they do because I have a lot of kids who are just AP everything and thinking about all of it, especially when they come to me first period and they're trying to do their homework before they go down the hall.

Always a struggle. Could you give me those four words again, please? I was typing while you were talking and missed one. sequence, selection, iteration. Those three go together. And then the other one that we always have excuses to talk about is abstraction.

Awesome.

I love the tie-ins, the interdisciplinary tie-ins also.

All right, Thomas, how do you approach vocabulary? I try and whenever I teach like a like a standard teacher standing in front of the room and going over some of the code HS assignments, I try and point out all the different terms like we were talking like Chauffe was mentioning argument and parameter and try and drill that home as to the differences. So I try and point those things out. and some Quizlets and some some note sheets that I put in Google Classroom and also making sure CodeHS is pretty good with the lesson quizzes and end of unit quizzes by asking some vocabulary things like you know why do we use functions or what is a function stuff like that and so I make sure that we go over those and also on the unit test that I don't just give coding questions I give vocabulary questions to make sure that they're, you know, preparing for that as well, not just the coding.

Thank you. Elizabeth, how are you working in vocabulary? so we work it in daily and then quizzes and tests and all that. But right now what I'm doing is I'm having the kids do things like I need a screenshot of a code doing iteration selection and sequencing and then you explain it. So, I found they're the old FRQs from CSP from before they did switch to the FRQs during the in the timed writing and I found those in AP classroom and I'm using them still cuz the kids are actually saying that they're learning a lot more from doing that of going, okay, you're going to go find the selection and they're in the big ideas in AP classroom. I give them to them based off of the topic and they go, "Okay, I need to go find my variables and explain my variables

and here's where I created my variable. Here's where I'm using my variables and then explaining what the code does and they're because they're writing about it. They're actually using those v those technical terms and they're picking it up a lot faster. And I assign two or three for homework for the week. And if anybody has questions, we go over it in class or they email me or they stop by and it's helping a lot and it's helping their writing.

Great. Yeah, it sounds like you're setting them up for success on that create task and and it sounds a lot like Chopen's exercise here. So yeah, that's awesome. All right, then my boob. Okay. So really I am not contributing in this part right now because this is completely different course [clears throat] we we are talking about. I I do use definitely vocabulary and if most of the times I use the code HS planning vocabularies I I do use those in my web design class as well as coding class but I think this is the class since AP class and they are focusing on that that test taking issues. So, I'm not just being part of this community, but I am still listening.

Okay. Well, thank you for for clarifying for us and and we're glad you're here and soak it all up. We we've got some excellent teachers here. So,

thank you.

All right, then we will circle back and start a new round on reading and writing strategies. So, looking for ideas along how you help your students develop their understanding of questions and how you help your students develop their technical writing skills. So, I'll kick it over to Jamie.

I think Chopan's got a lot that kind of the the traditional things. So, I'll kind of hit on just a couple things that I might do a little bit differently than than maybe some other people. I like to other than just giving them a question and have them response and grading off off the rubric, I like to use answers that my students have used in the past and pull in lots of those of good ones and bad ones and give them the rubric and let them grade those those questions. So, they get to kind of play the teacher instead of and the the actual like they get to play the reader themselves. And by doing that, I like to think that everything anything that you can kind of teach and teach to somebody else, you learn it a lot better than just just learning it for somebody else. So, I like for them to kind of play the role of the grader and see what they think is good and what is bad. And then I've also kind of plugged in and been playing with AI. So, I I'll put in the question and use some example code from from what they have and let them answer. And then we'll let a AI answer and [clears throat] kind of compare the two between what is AI pulling that's good, what is AI doing that's bad, and kind of let them judge and compare theelves to to AI. What I found is that the AI sometimes will hit upon some things that they're missing and they'll get to see how why it's pulling and and adding that in and we can talk about why did it add this part or or why did it not. they get to kind of judge and look at the AI compared to theirs and judge and say this was totally off or no that was a really good comment and really think about why did the the AI include that based off the instruction and things. So, so that's me kind of playing with AI and maybe some different takes on this that than other but Chop Finn's gonna have something really good for you too here. [laughter]

I love your idea Jimmy. Okay. So, I this is the hard part, right? So, we get into teaching course skills. We know the course skills hit two parts. One is create performance test, region PPR and region responses. And then another part is MCQ. So, we're going to touch the surface because I don't think we have enough time. I'm going to just go very quickly. Stephanie, could you please go down to the next slides? So last time when we met we I I mentioned to the two TW 2025 written response samples that's released by college board. I don't know if you guys have access to it but as you know I have it. So if you look at those go can you Stephanie can you go go to the second one the the Okay. So the the really this the objective for this one I give it to you guys. You guys can go take a look at this. I use this a lot. So basically you understand the requirement of video PPR and written response question one that's the first step and then then the PPR is really the base for the kids to learn extra 25 points. we have 30 points for for create test. The the program requirement is five points and in the PPR u is based for and is the base for the kids to possibly earn the 25 points. So this is very very important and we should be able to provide constructive feedback to students video creation PPR and WR1 the question one and then then create a lesson plan. So this is Stephanie can you move forward? This is the piece I am going to you know when when I have the workshop in the February 6 we're going to use it but I put part of it here. So this is the strategy I use to to to help the kids to read spend like a so in AP exam we have three written response questions four actually the fir three right so the purpose and function that's easy one the other three is very very hard for the kids if you if they if they were not trained so what I asked them the first two steps do list the verbs and then list the steps. So try to develop the understanding of the question. What is the question is asking you to do. A lot of kids just get on just see one word. Oh I know procedure. Oh I know the list manage complexity. Just start typing without looking into the whole setup. The question when it is really misleading it's technical writing is hard. The kids really have to wholly understand fully understand the question is asking for list the verb is identify or explain. Explain. You have to give a reason example. Identify. You can't you have to give example. You don't have to go deeper than just tell the name to identify. It's it's it's very very important. We teach the verb and ask them to write the steps. That's like what I need to what what how do I answer this question? First I link to the code which part of code I want to link to and what vocabulary I need to use and then what list I need to use in my in my written response. So it's very very important this you you have about 25 minutes for each question and you can you need to really spend 10 minutes to really truly understand what is being asked and then then you're going to do the step three four and five then you stop typing start typing for for CSP exam the practors are not required to give the kids the practice paper the the the scratch paper as your student to ask for it. Ask them to list the verbs and the steps and then ask them to scratch out and type out. This is the strategy I used I used daily with my kids when they do some re short written response. They have to go through this step. They cannot jump to writing right away. They have to share with me what are the steps you're going to take to answer this question. So this is what I do. I call leap protocol. I mean you guys can use it and then can you go to the next next one Stephanie? So this is the this is the scoring guide. You guys can share with it with your kids. But this one if you don't have a parameter your PPR still earn the point. But when I teach my kids I ask them you are required to have PPR the parameter. So this is this piece. Next one. Stephanie. So the v you you guys can take a look at it. All the sample have abcd f all the symbols there right you can take a look at the first two are perfect and then gradually you're going to see losing point no parameters no this and that in general the video all earn the point only the video only one video I see didn't earn the point is the video just le let's run right doesn't show just have things the ping pong jump around the table doesn't typing anything that doesn't earn the So if you look at this, you can tell the A the sample A and the sample B is perfect. So you know how to model your students. So the the purpose of this I I literally know every one of it. And then this is set one part the the PPR and then question one and you can go through this and if you have questions you can ask. But this is a really good example you can share with your students. ask your student to give a score like a what Jimmy does. Okay. So go to the Stephanie I don't have time to talk about each of it. Can you go to the second part of it? You guys can ask questions but go go this is the question the design purpose in what I asked my what what I taught my students what I said to my students is that this is the question everyone should earn the point. It's a very easy one. So purpose and a function train them to be able to tell what is the purpose how to explain purpose how to how to tell apart from purpose to the functionality. Now, next one. can you go to the the samples? This one earned the point. You can tell the kids talk about the purp, this one talk about output and how the output connect with the functionality of this this app and go in very deep. If they just typing randomly, they will not hit all the parts. If they don't if they don't have parts in it, they get a zero for it. Doesn't matter you write one I mean you don't have it's a binary score either you get you get it or not so this is this so now can you go to the did I share a second one Stephanie I don't think I have time to go through all this go to the second part the the second link not this one get out of this one I I know you all going to take a look at this and then Do I have a second link? I think I have a second link there in the in the previous one. This is a set one question set one question two. The question two is where you talk about the the algo algo development the air testing and then abstraction I mean manage complexity either function either procedure abstraction or data abstraction. So we really this is hit hard on the create test. This is a really see whether or not your kids understanding all the vocabularies not just memorize it really know what is in it really can talk about it and really can based on the code to write about it as evidence writing. They have to write when they write the code write their written response they have to refer to the line of a code in their writing. This is the heart. And Stephanie, can you click the link? The link shows the PPR. This PPR is different from the first one. So this one I link I share the wrong one. go to the second one. Go to the second link. Go move it down a little bit more. H this is the this one is good. Stephanie, I'm so sorry. This one is good. So if you look at this one, this is sample C. You see this this written this PPR go down a little bit more. You have a name. You have the procedure name with three parameters and then procedure call. Go up. Go down a little bit. Go up a little bit Stephanie. So it's hidden. So it's procedure call is function. Oh, okay. So hold on for a second. Go up a little bit. Go up a little bit. Yeah. You see the function call here graph with arguments provided here. So this one earn the point just first two one and two is good go to the list and then it's use list you cannot give empty list because you cannot explain what data stored in the list. That's the first segment of the the list the part one of the list has to have a list data in it. If it does not you need to show append right. So next one go down more and then then this manage complexity you can use random or you can use the list you and then have index in it and then that gonna make the cuts. Okay. If you only have your loop you only have one elements you cannot I mean can process one elements you will not earn the point. So this is this piece and then then the written response if you look at go down a little bit more Stephanie. So each of the PPR have the symbol written response and then the symbol response written response this one doesn't earn the point they have the A and B I'll earn the full credit and then then the others I'll partial credit. I don't have time to to explain to you guys. this is a really good valuable document to me and then then really help me be a you know can provide constructive feedback to my students. I can tell oh you did this wrong can you improve this. So if we know it we give feedback to our kids our kids going to improve. So this is this piece and then then Stephanie can you go out for go to the main PowerPoint the power? Yes. Go down more. One more. I'm just almost done. Go. That's it. Okay. So can you click this one? This we just talk about the course skill. How course skill get access in the credit test. If you open up this one, you can quickly go through Stephanie just hit the slides show. We're gonna quickly go through take one second. So this one shows course how course skill get as get in I mean how how this course skill being assessed in MCQ. So why we we go through this because we need to know what the qu how the question set up how the question get asked and then we know which skill we need to prepare for our kids. Then in in the all the course skills among all the course skills two three four the algo development and then then abstraction air code analysis those three need are continuous support provide provide those practice in different scenario so that the kids going to master this three this three is very hard and testing is very very are. So and then then they you know they identify or explain the output of program code is hard. The f the 2B 2A algo with you develop program solution with algo and without algo with program code or without program code that is hard for the kids too. That's that's when you see the u you know recipe like I'll go and the steps the kids will get lost. So you're going to have the kids act out in the classroom find try to understand those try to understand how to read those. so this is the one that I use a lot. I hope that you you're gonna go through this each you if you click it you can tell what is the skill being assessed how to connect this two pieces and this going to help you to better prepare your kids to be successful in the multiple choice part of the questions and if we don't mark this one the kids still going to be fine for multiple choice but if you really want to move your kids to next level this going to be the one make the differences

yes we always rely on chauffe to bring us all the details of the exam and all the the great resources to kind of work back from the big picture of the museum of the exam to our daily teaching and all the practice we can do with our students. So I will make sure that all these are linked in our shared document. but we are out of time. So thank you so much all for joining us for our conversation this evening and probably next time we'll be talking test prep. I need to check with Jamie and Chopen, but I'm hoping we can aim for the middle of April. Talk in depth about reviewing for the exam and preparation that your students can do for the exam.