July 01-04: APSI (Toronto) ENG.Lit and Comp

 AP English Lit and Comp Summer Institute

(Presented by collegeboard)

Dr. Brandon Abrdon, Ap Consultant

Sr. Lectuer WKU (2026)

"Emphasis on -NO CURRICULUM-"

-->Teachers are placed in a learning community to build supports and learning resources to meet the needs and remove barriers of the students in the classroom.

-->introductions

-->Emphasis on removing "cold-calling"

-->Talks of pedgagoy to come

Day 1-Goal: 

-Course Foundations

-Exam

-Introduction to Support Materials

-Reading and Advanced Literacy

-MC Questions

-Starting with Literary Analysis

1) AP Lit  Comp. vs. AP Lang Comp.

Ap Lit (Fiction; Non-Fiction (narrative); Prose and Poetry (Oveall understanding that there is a study of "story")

-->in AP Lit exam, Critical interpertation, expecting students to be able to read and understand/discuss theme and meaning.

-->The two courses are almost identical

-->Ap Lit (Exam is 3 hours) vs. AP Lang (3 hrs and 15 min)

-->AP Lang focuses on the use  and analysis of Rhetorical Language and Format; use of sources and defending the choice of source selection

in both exams, 

MCQ's are 45%

FRQ's are 55%

-->NO OFFICIAL LIST OF AP BOOKS

---->"Books People Read" Better name for the AP Lit and Comp Course

----->but you need to have a range, as the exam is ANYTHING from the 1600's to today

------------->Students need some experience with older texts, but the expectation of that knowledge on the exam

---->No chaucer, no beowulf (There won't be translation of texts on the exam because they cannot decide which is the better translation)

Part 1: Course Foundations

https://docs.google.com/document/d/1g3ehP-iPv2TgMeeysWY3RSFgiDOOD7iBf2HNu5atJ_M/edit?usp=sharing 

Interesting, think about the fact that the ovearching approach to literature in this course,

New Critical: No prior knowledge of a particular text needed; other than a reading of their choice for another section of the test

Activity 1: Mining Essential Knowledge and Key Words

-->take a look at the skills essential skills learned, from the framework document.

Identify the keywords from the framework that are most important to the ideas being introduced by the essentials (the singular words only)

For example, category 6 "Figurative language"

What does the group notice about the words that have stuck out the most?

For example, "something I didn't notice before is that theme doesn't appear in the skills"; "Something I notice is that the term ambiguity is identified as something to learn and acknowledge in studies through the course - in regard to a text."

Next, identify the verbs used in the skill decriptions (Higher order thinking skills), how many times (create a tally), do they appear?

For example, "explain" and "identify" occur 4 times through the document  section (category 6)

Activity 2: Write a MCQ section of the exam

Activity 3: Mock Assessing and Evaluating

-->These are not really essays, they are really well-structured responses

--> Usually if the student is not in possession of a thesis, their Row B can still collect points, but will likely not be higher than 3 points.

-->Row B, we are not grading their grammar or spelling in Row B, give them the benefit of the doubt, however it is important to remember that the grammar and spelling need to actually impede the communication in the case where the Row B criteria is not a level 3 or 4.

-->Sophistication in Row C (not even really considered when assessment and evaluation occur if students are in Level 3 or 2).

--> It is okay that the during the writing the  student might not come up with the thesis until varying parts or points of the actual essay.

Acitvity 4: Scoring Essay Samples 

PROMPT Info for Sample Scoring:

2019 AP® ENGLISH LITERATURE AND COMPOSITION FREE-RESPONSE QUESTIONS

GO ON TO THE NEXT PAGE.

Question 2

(Suggested time—40 minutes. This question counts as one-third of the total essay section score.)

Carefully read the following excerpt from William Dean Howells’ novel The Rise of Silas Lapham (1885). Then, in a well-constructed essay, analyze how the author portrays the complex experience of two sisters, Penelope and Irene, within their family and society. You may wish to consider such literary elements as style, tone, and selection of detail.

Sample C

[1] From an exercept of his The Rise of Silas Lapham, William Dean Howell portrays sisters Penelope and Irene as dependent on their family yet independent from society through selection of detail, words focused on self-reliance, and a significant shift in tone in order to challenge why we feel the need to constantly seek the acceptance and adoration of others but also warn against the dangers of living an overly sheltered life.

[2] Howell has a careful selection of detail to show how these sisters are different from other girls of that time period. In fact, the excerpt opens with “They were not girls who...” which implies that these sisters deviated from the societal norm. The younger sister Irene “dressed herself very stylish, and spent hours on her toilet every day”, which was not so others could see and admire her, but simply for her own contentment because the Laphams “lived richly to themselves.” Howell shows how in theory there is nothing particularly destructive about the mindset that family can rely on each other and live for each other. In account of the elder daughter, Howell shows how she “went to many church lectures on a vast variety of secular subjects” and “[made] fun of nearly everything,” her wit deterred potential suitors, differentiating her from the marriage-obsessed girls of her day. Through highlighting the sisters' odd social behavior but apparent contentment and peace, Howell criticizes how most girls and families are obsessed with impressing others and climbing up the social ladder.

[3] Howell also uses words like “self-guided,” “self-improvement,” and “mutual affection” to highlight the strong, but isolated bonds that the Lapham family shares. The Laphams are implied to be not of great social status because “a great gulf divided” them from wealthier families; however, the Laphams “had no skill or courage to make themselves noticed”, but more specifically, “The elder

daughter did not care for society apparently.” They are described as “lurk[ing] helplessly... looking on and not knowing how to put themselves forward” in social settings which could be of detriment to the daughters when they want to get married of course a liberal perspective would claim there is no need for the daughters to get married, but as social norms of the day define, it is pure ignorance that the Laphams sheltered their daughters so much from social interaction. Here, Howell warns against overreliance of family and groups for support because once you’re in, you may find it hard to get out.

[4] Howell finally shifts his tone from objective and observant to critical of this excessive sheltering from societal values and mannerisms from line 58 and onwards. Irene attracts the attention of one young man, but is completely at a loss on how to act for “so wholly had she depended on her mother and sister for her opinions”: “she began for the first time to form ideas, which she has not derived from her family.” Howell illustrates the importance in thinking for yourself, for although her family’s noncomformity suited them, Irene was only conforming to her family’s beliefs.

[5] With almost contrasting and ironic messages, Howell calls for his readers to seek a balance of conformity to social norms and individualism, all the while discerning yourself what fraction of each should guide your actions and thoughts.

Score for Sample C: 5/6 Points (A1 – B4 – C0)

Sample GG

[1] People develop understanding of the world and of life in several different ways, depending on who they spend time with and how they spend their time. America has often emphasized learning values from ones family but always making sure to spend time in society to truly cultivate your personality and identity. In his novel “The Rise of Silas Lapham” William Dean Howell portrays an example and experience of two sisters, Penelope and Irene, who [illegible] their main affection and family bond are sheltered from society’s attitudes. The social world and the world of the family sit in opposition. The tension between familial intimacy and the inaccessibility of society organize their experience. Howell utilizes descriptors of and imagery of the sisters family life, the metaphor of a flower to describe the younger daughter, and contrasts the younger daughter experience with the young man at Baie St. Joan with her experience at home.

[2] Howells utilizes imagery of the Lapham family life to portray the insular and idealistic nature of family. For example, Howells describes the coordination of the girls and the mother as “[taking] long naps every day, and [sitting] hours together minutely discussing what they saw out of the window.” This description set up the image of 3 well dressed, sequestered women who slept for long periods of time and simply stared out the window talking about [illegible] things. His description of them spending “hours” together and taking “long naps” makes them look unusually bonded and surprises the reader, given that in the late 1800s there was a lot occurring in society and work to be done. Rather than actively engaging with what was outside the Laphams stared out the window and wanted in it, including passivity and the lack of readiness to engage with the world around them. Looking through a window is symbolic of the Laphams looking out at the world/life that they could not access or understand.

[3] Furthermore, Howells utilizes the metaphor of vegetable and flower to convey the sisters' natural state and contrast it with the artificially organized social world around them. Howells describes the younger sister as “having an innocence almost vegetable” and as eventually “bloom[ing] and glow[ing] with the unconsciousness of a flower.” Through this Howells conveys the importance of engaging with society and actively contributing to it and learning from it; he also lends support to the natural human state, represented by the family. Howells comparing the same girl to a glowing but unconscious flower. The girls beauty was evident but meant little because she had no one to admire her or desire her beauty. Despite her happiness with her family, this shows how her beauty and personality were wasted by her constantly being in the house and with her sibling and family.

[4] Finally Howell utilized the details of the younger daughters interactions to portray the contrast between her home life and the experience she would have interacting with society. The girl’s entire perspective of people and her entire mindset was entirely based off two people, showing truly how narrow minded the girl must be and the extent of her narrative. The girls are unable to exist in the world around them or understand its rules. Her interaction with the boy in Baie St. John shows this clearly.

Sample GG: 5/6 Points (A1 – B3 – C1)

Sample P

[1] Society’s point of view always has a tendency to shape who people are. In the novel The Rise of Silas Lapham, by William Dean Howell, two sisters of different nature both view societal point of view as foreign. Howells uses a plethora of literary devices such as style, tone, and selection of detail when portraying the sisters’ conflicted experience due to society’s influence. Howell shows that the sisters are isolated from the world outside the home and unable to communicate with the people they meet.

[2] Even though the sisters are different they are both isolated, just in different ways. Irene spends lots of time trying to look good. This can be inferred as the passage says, “Irene dressed herself very stylishly...” (line 7). The style used here can best be described as flashy or appealing in appearance due to the adjective “stylishly”. The passage also reads, “...spent hours on her toilet every day.” (lines 7-8).

When oneself usually spends hours in the bathroom, it is predicted that their physical appearance is of large importance to that person. Penelope on the other hand is the opposite, with her style being much more simpler. This is seen as the passage reads, “Her sister has a simpler taste...might even have slighted dress.” (lines 8-10). Even though Irene spends a lot of time on her appearance and Penelope doesn’t know how, it ultimately doesn’t matter. No one will see either sister because they are unable to enter society: “the Laphams had no skill or courage to make themselves noticed.”

[3] The Lapham family differs from the other families when it comes to society as well. The passage says, “where they witnessed the spectacle which such resorts present throughout New England...humbly glad of the presence of any sort of young man...” (lines 32-36). The tone throughout this quote is best described as very picturesque and royal. “Humbly glad of the presence of any sort of young man...”, this shows that the family cares about what others think about them. But really, they don’t know what to do with society because their family keeps society out: “The very strength of their mutual affection was a barrier to worldly knowledge; they dressed for one another; they equipped their house for their own satisfaction; they lived richly to themselves, not because they were selfish, but because they did not know how to do otherwise.” The tone here is best seen as humble.

[4] Because the sisters live in their own world, they have no choice but to live within it, cut off from other people. When one of the sisters meets a boy, she can’t really understand what he’s saying because she’s never seen the world through her own eyes: She took account of everything he did and said, pondering it, and trying to make out exactly what he meant, to the inflection of a syllable, the slightest movement or gesture. In this way she began for the first time to form ideas which she had not derived from her family, and they were none the less her own because they were often mistaken." Because she lives in the world of family, she can’t understand. 

[5] When describing the sisters experience, Howells uses devices such as style, tone, and selection of detail. Irene and Penelope, two sisters with different interest both find pleasing society as unimportant. Societal point of view usually has a tendency of building the way an individual is, but in the case of Irene and Penelope, this does not apply.

Sample P: 4/6 Points (A1 – B3 – C0)

Sample RR

[1] The two sisters, Penelope and Irene, from William Dean Howell’s The Rise of Silas Lapham,have very similar upbringings, yet differ from one another immensely. The author uses selection of detail along with symbolism to convey the differences and similarities between the sister’s life experiences.

[2] Both Penelope and Irene are described as girls who had not “abandoned themselves to needle work,” meaning they were both young girls; stereotypically, older women took to needle work as a pass-time. However, the three year difference between the girls may have made all of the difference in their intelect, as well as their futures. The author includes details on how the two girls dress. Irene spends much of her time shopping for new clothing while Penelope does not see the point in dressing so fancy and prefered a simpler style. The author’s choice to include these details on their personal styles serves a purpose – it shows that Penelope has developed the same values as her parents. The two were so secluded during their childhoods, Penelope does not see the point in dressing nice to only impress her mother and sister.

[3] It almost seems as if Irene was from re-living the boring, seclusive life of her parents before it was too late. Irene refers to her life before meeting a new man as “detached,” saying she “depended on her mother and sister for her opinions.” It’s almost as of if Irene did not meet this man, in three years she would no longer care about the standards of society, just like her sister.

[4] The family is also projected to be a very shallow simplistic family by the author. At one point, maybe before Penelope closed her mind to the possibility of being intelectual, she spent a period of time going to church services to “find herself.” However, it is included that when she came home, she would speak of the lectures “with a comic account for them, and that made more matter of talk for the whole family.” The author most likely included this detail to show that at one point, Penelope was intelectually curious, like Irene is today. However, her family’s lack of intelegence rubbed off on her before she found a way out like Irene did. At one point, it is even mentioned that “Irene complained that [Penelope] scared away the men they were aquainted with.”

[5] The Lapham family is portrayed as an uneducated, unexperienced family with an extremely surface level life through selection of detail. The author includes details that may seem random, such as their vacation preferences, daily habits, and style choices to show how elementary the minds of most of the family members are. Penelope and Irene are only 3 years apart, yet Irene’s attractive features allowed her to escape the simple minded family before it was too late. Penelope, who stayed with her parents for just 3 years longer, has almost completely detached herself from society. Society’ standards of beauty allowed Irene to live an intelectual life, yet left Penelope in the boring house she grew up in, watching people pass by the window for entertainment and huffing her days away.

Sample RR: 3/6 Points (A1 – B2 – C0)

Sample TT

[1] This excerpt from The Rise of Stilas Lapham discusses the lavish yet helpless lives of sister Irene

and Penelope in a satirical way in an attempt to explain the seemingly selfish lives of Laphams “because

they did not know how to do otherwise”. Author William Dean Howells highlights the clueless and

unaware sisters through detailed examples and a satirical tone.

[2] The many satire-based observations in the excerpts prompt the reader to take pity on the

family, especially the Lapham sisters in their interactions with each other and with society. This is

exemplified in lines 38-40 when both Irene and Penelope are so focused on each other that they are

completely unaware of how to be confident with others, especially with men. Their affection for each

other outweighs their affection for anyone outside of their family, which distracts the sisters from

focusing on the rest of the world.

[3] The sisters’ deceivingly self-absorbed nature is simply a manifestation of their contentedness

and complacency in every aspect of their lives. This is shown in Howell’s details about private dance

lessons and European travel, which the girls did not care about because they did not know about it. This

captures the very essence of blissful ignorance, and the role ignorance plays in determining the

happiness and success of an individual.

Sample TT: 3/6 Points (A1 – B2 – C0)

Sample B

[1] In the excerpt from the novel The Rise of Silas Lapham, written by William Dean Howells, it

shows how different the two sisters are. Irene and the eldest daughter have two completely different

views on life and it is described through style, tone, and selection of detail.

[2] There is a certain style of writting the author is using. Throughout the excerpt, the eldest

daughter’s name is not presented anywhere. She is only mentioned as the eldest. The style is also

througout the first paragraph, making it seem as if the two sisters are complete opposites and have

nothing in common.

[3] The tone of the excerpt is very “upbeat and happy”. It is also very informative about sister

Irene in the final paragraph. The tone isn’t competetive, but it is comparing the two sisters. For example

Irene likes to be stylish when the eldest doesn’t really care. The tone is also very “soft” meaning that

there really isn’t any darker than that, It’s just normal.

[4]The selection to detail in the excerpt seems to rely on Irene the most. Although she is the

youngest, she tried to seem much more mature. For example, it states, “Irene complained that she

scared away the young men whom they got acquainted with...” (paragraph 1) to recieve the attention of

boys. The author gave more detail with Irene, and since he did that, we now realize that Irene and her

sister aren’t really the same.

[5] This excerpt portrayed the experiences of the two sisters with style, tone, and the selection of

detail. Although the excerpt was mostly about Irene, readers still understood how the two sisters has

two different views on life.

Score for Sample EE: 1/6 Points (A0 – B1 – C0)

Sample EE

[1] From the beginning of the excerpt from “The Rise of Silas Lapham”, William Dean Howell depicts the way of lives of two sisters: Penelope and Irene.

[2] “They were not girls who embroidered or abandoned themselves to needle-work” (line 1-2) exhibits the contrast of the stereotype of girl with following the girls of with “abundant leisure” (line 3). According to description of first paragraph, the two sisters obssess with shopping. For example, “Irene spent her abundant...far beyond her capacity to wear.” (lines 2-7) Moreover, “They all three took long naps... they saw out of the window.” (line 10-12) showes they have free life and without worrisome. Above description is abundant evidence of their normal life in the family.

[3] On the contrary, they are ignorant in the aspect of European travel. For instance, “they did not know... how to attract it in the sophisticated city fashion.” (line 22-29) It is obivious evidence of their lack of knowledge of outside world.

[4] At next, they coincidently go to New England; but they had gone abount the mountain...humbly glad of the presence of any sort of young man.” (line 30-36) the girls from outside are totally extinctive. They are more attractive, manipulate, and elegant. “They lurked helpless” contrast with life in their family.

[5] In the end, the girls who “she could make fun of nearly everything” (lines 17-18) becomes “she had scarcely lived a detached, ...almost her sensation.” Their personality change with big contrast.

Score for Sample U: 1/6 Points (A1 – B0 – C0)

Sample U

[1] In William Dean Howell’s novel, “The Rise of Silas Lapham, two sisters Penelope and Irene did not care for the views of society but for themselves. Through the use of a self-satfiicd and detail we gain insight to the sisters experience within their family and society.

[2] In the beginning of the passage we see how the girls act within society

Day 2: 

Activity 1: Write of the day

I feel like number 15, fella sitting near the top comfortable. The character is confident but not on top.

Yesterday (Day 1) was full of new information presented in ways that reminisce with me from previous professional learning experiences. I feel coming back today, confident that under the instruction of Brandon and in the presence of my colleagues, I will be sucessful again. I feel I won't necessarily be on the top of the tree for the simple reason that I need to improve the knowledge depth of text and vocabulary that I carry with me as I complete the training.

Row C Conversation

Row C "Sophistication" is an overlooked challenge. It can be taught, it is rare to see point for Row C, a student can score the point in Row C if their Row B is 3 (BUT only if it is well written, even though the analysis is uneven, the consistency of 1 of the four pieces of criteria, throughout the essay, is still eligible).

The overall exam score (approx. 3), can be ahcieve if the Avg on the essay is 4 and the student scores 55% on the MCQ (31/55).

"Students pine for the sophistication point"

Level 3 on the exam, means that you can understand the text; (figurative thinker, can analyze)

Level 4 talk about multiple parts of the text (comparing and contrasting various portions of the text); Abstract thinker, can generate ideas confidently.

Level 5, students can create a metaphor to create their own point/enforce the importance of their argument; thinking about big ideas and reflecting on big ideas that demonstrate course knowledge and concept understanding.

Row C Conversation: "Consistency"

Students question how they can get 3 or 4 in Row B, but in some cases score 1 in Row C. Why can a student with Row B 4/4 get a 0/1 on Row C but then a student with a Row B (3/4) get a 0/1.

Are they demonstrating clearly throughout the essay, the ideas they are saying in their thesis on a regular basis. Referring back to Thesis Statements.

In very technical situations, the instructor can say that there may be a lack of consistency and appreciation for evidence that is not introduced or formatted through the essay.

 One piece of advice, write the essay or thesis in front of the students. 

Part 4: Reading and Literacy

Activty 2: Story of an Hour

Notes available: 

https://docs.google.com/document/d/1hQ1bvQ4Vd1lftlbufa9g61yJGXgPxnnnkEmgjHJUPU/edit?usp=sharing 

Activity 3: Poetry

From the 2026 selection of prompt and student samples.

*Poetry and Prose rubric for essay are identical*

Poetry Selection, "The Landlady"

1C sample is 1/1; 3/4; 0/1

Sample E

Sample E Scoring: 

Sample EE

Sample EE Scoring: 1/1; 3/4 (barely); 0/1

Sample T

Sample T Scoring: 5/6 Points (A1 – B4 – C0)

Sample OO

Sample OO Scoring:

Activity 4:

Lena Coackley

-->Narration Category 4, (4c) 

Identifyand describe details, diction, or syntax in a text that reveal a narrator’s or speaker’s perspective.

Key Questions

How might a change in tone toward a particular subject over the course of a text indicate a narrator’s or speaker’s change?

Sample Instructional Activity

As students read “Theme for English B,” ask them to identify the diction, imagery, details, connotative and figurative language, and syntactical elements that contribute to the speaker’s tone throughout the poem, noting these aspects on a graphic organizer. Then have groups discuss the relationship of these tones to the speaker’s perspective and what information from the poem contributes to the reader’s understanding of the speaker’s perspective.

Prepared Submission:

Text: "Mirror Image"

Author: Lena Coakley

Year: 1967

online edition URL: 

https://englishwithperez.weebly.com/uploads/2/2/6/1/22610372/mirror_image_lena_coakley.pdf 

Day 3: Instructional Strategies

After reading "Cherry Coke and Pulao Rice" identify the learning skills that would be learned and taught in the classroom (of your choice)

Narration: (4C)

The narrator's first hand experience introduces the reader to the circumstances and details that create meaaning of the short fiction.

Poetry

"Introduction to Poetry"

by Billy Collins

Questions: What have we trained students to do?

Metaphor Examined: "Or walk inside the poems roomand feel the walls for a light switch."

-->Stark connection or allusion to Emily Dickinson (both Dickinson and Collins are Massechustes)

-->Encouraging students to take their time with a piece to feel their way through it versus thinking their way through it.

'What is tree about a tree?'

-->helping students understand  the premise of the metaphor by cold-hard examination of the metaphor itself.

-->The ideas that we have through our experience surpasses and should not be taken for granted while we introduce the text/a text/a poem to students

-->What How and Why? In a paragraph that seeks to explain the meaning of a metaphor (as an example)

Activity 2:

Reading through the Poem "Mother to Son" by Langston Hughs, determine if it were presented as a paragraph of prose, how would you reconstruct it?

Task-->present students with a poem that calls upon them to look at a prose or poetry presented as a prose and construct it into poetry.

Representational Poetry Task

Pauline E. Johnson "The Wolf" 

(see resource link below)

https://drive.google.com/drive/folders/11BweDD3AR5GXmMre1IgnLQmSi-p3MfUW?usp=sharing 

Day 4-

Dramas/plays

Activity 1: Watch a couple clips of the drama, "Raisins in the Sun".

Visual awareness demonstrated through verbal discussions comparing and contrasting the way that tone is differentiated between the various players of the part.

Activity 2: Dramatic Situation

Introduce a plot diagram with a middle axis as "0" neutral (tone), below the mid-axis, negative tones/emotions; and above the mid-axis, positive tones/emotions.

Apply characters from within a text, this will observe how the story impacts the characters tone.

Teaching "Longer Prose/Works"

-->The key is the organization of the unit, having less in class reading

(3 formal paper writings, 3-5 pages)

-->Prompts are similar/the same as the AP exam FRQ's

(SO MANY informal writings)

-->comments are supposed to improve student work NOT justify the grade

--->Put the mark and offer to students, if they would like a comment to explain their grade, they need to come to the teacher, sit with the teacher and write down the feedback provided by the teacher so that the students demonstrate that they understand the comments. If the student cannot articulate the comment, is it really worth your time writing it down?

-->Students are given the opportunities to revise the work.

ICE Monograph: Understanding and Cultivating Authentic Community (Required)

Instructor: Nicole Royer, Dan Trainor, and Maria Kish

Choose one of the ICE Monographs and complete the activity.

Read "Understanding and Cultivating Authentic Community"

“A genuine community always holds the rights and needs of the individual in a creative tension with the rights and needs of the communal whole. In holding that tension in ways that give life, the recognition that ‘we are all in this together’ is balanced by the appreciation that we are not all the same. Note the word appreciation. In genuine community, we don’t just ‘tolerate’ differences. We actively affirm and appreciate them for the richness and depth of understanding they provide.”

Review the following questions as you reflect and choose three questions, select on a format (i.e., narrative, poster, video, PowerPoint, etc.) for sharing your collective responses. Post your responses and respond to one other candidate post.

How does this quote resonate with you as a Catholic School Leader?

In your own school community who are the individuals most at risk of not being a member of your authentic community?

What are some immediate actions to address this situation and these members?

As the Catholic Leader, how can you address balancing the ‘tension’ while addressing ‘appreciation’ and ‘tolerance’?

Use an equity lens to explore any issues related to the recognition and removal or barriers inherent in the school/system.

How can this quote help to move you toward a more inclusive school for all learners and narrow the gap that exists in schools with various populations of students who have traditionally been underserved?

After reading the entire monograph, what actions might you consider with your school team?

With whom might you share this monograph and why?

OR

Read "An Effective Communicator"

“Being able to see themselves in their learning and make connections to their background, culture and Catholic worldview, students learn how to be effective communicators “in a culture where communication is increasingly commercialized”

Reflecting on this quote, the SEA AQ course content and the monograph, comment on how leaders in Catholic schools use Effective Communication to enrich the lives of students to be persons of dignity and freedom, created in the image and likeness of God.

Communicating effectively also requires listening - we need to know where our students, their families, our colleagues and what their concerns, questions, and ideas are. The relationship with all these parties is one of respect, trust, care and integrity (Ethical Standards). As leaders, comment on how our communication, whether listening, speaking, writing, or communicating electronically must always reflect the Gospel ideal of love of God and neighbour.

OR

Read "A Reflective, Creative and Holistic Thinker"Reflect on the quote from the ICE monograph and the students with special needs in your school community, respond to three of the questions below.

“To make the world a better place to live, holistic, creative and reflective thinkers are needed to contribute thinking and ideas that impact lifestyles positively and create a common home where all humanity thrives.”

Reflecting on this quote, the SEA AQ course content and the monograph, respond to the following questions.

As a leader, how do I devote additional effort to creating high expectations among staff for the achievement of students who have traditionally struggled to be successful at school or who have been traditionally underserved?

In my position as a classroom leader (currently) I open discussions with my colleagues who I need to align with and ask them, at the beginning of summatives and units, where they see the end goal of this class. These sorts of collaborative conversations occur regularly between teachers, not necessarily always in a manner that inspires action as it is a part of the "water-cooler" conversation, but the idea being that in some cases it is applied to inspire changes/understandings to the current/relevant classroom materials/experiences of students.

I make sure that my collaborations are accountable, wherein a staff member may say, well, "Multiple-Choice based tests are just easier.", I ensure that we document these conversations and that it is stated with clarity that we have clearly deduce that this is the best way forward in a summative assessment. In other cases where it is not so much, accountability for the selection of summative formats, but the content itself, the discussion begins with, "What has been done in the past?" and evolves into, "Well based on the student profiles I had them submit from Week 1's introduction materials, this is the reading level gap in my class."

In both situations, that call for qualitative street-level data, where the teacher is conducting collaborative inquiries into their student's abilities in the subject/classroom (to some degree), the results end in the decision of classroom content which ultimately sets the standards for the classroom. In this sentiment, ENG1/2L some teachers may suggest steering away from novel-study based units and others believe that a novel-study is a healthy challenge produced for the students by the teacher (as well as for the teacher). 

How do I encourage staff to assume responsibility for achieving the school’s vision and goals for ALL students?

After viewing the Monograph, I think back to experiences and previous learning where in I was watching Through the Eyes of the Learner: From Student Work to Teacher Practice (2014), two schools developed a PLC in which the teachers are setting goals to develop and strengthen their roles as teachers in this subject specific area which will foster success as students transition to each coming grade thereafter their own. This video is important because it explains the "how" of making a PLC effective not only as a leader in a department or school but as an individual teacher building rapport, development and grit in their own teaching/teacher as a learner challenges.

As an in-class observer from my time in the position of Vice-Principal at HBIC, within the PLC, or maybe even of the  English department in particular, the co-learner is one who is developing their own abilities through observation and discussion based on learned material. As a leader of the PLC or school itself, a co-learner is one that does as previously mentioned but further facilitates the manner of which this learning is used thereafter as well. This is a good point for leaders to incorporate success stories among the staff to share something positive about their team and faculty members. After consideration of comfort levels and rapport, it is important to understand that leaders (whether they are department heads, or principals), do need to practice sensitivity (personal leadership resources) in regards to their feedback. Sensitivity to the reception and dealing of feedback can strengthen as well as hinder a team or teacher's confidence if not developed in a healthy manner in the beginning stages.

Thinking about how professional learning is something that is most effective when it is engrained into the school culture, I spent some time observing the ideas of Kelly Rizzo. A school culture reflects the overall attitude that is taken to the community and its members, in the video "Establishing a School Culture" by "Professional Learning Supports", our speaker Kelly Rizzo speaks to the idea of building a sustainable circle of experts to systematically help develop a strong sense of existence and development within the school community itself. To extend on the idea of a rich school culture, Rizzo also focuses on the inclusion of parents as a form of educational input/output for students after school. These ideas are echoed in Chapter 2 of Culturally Responsive Leadership (Khalifa, 2018) in which the principal undergoing the ability to demonstrate how epistemologies can be included into the school and its framework as a part of what makes it an effective school, teachers can develop from the model, confidence and direction.

References:

[Professional Learning Supports]. (2017, January 11). Ken Leithwood: Principal as Co-Learner and Enabler [Video]. Vimeo. https://vimeo.com/88174131

[Professional Learning Supports]. (2017, January 11). Michael Fullan - Leader as Learner [Video]. Vimeo. https://vimeo.com/118495104

[Professional Learning Supports]. (2017, January 11). Through the Eye of the Learner [Video]. Vimeo. https://vimeo.com/91624205

Ontario (2014). Principals as Co-learners: Supporting the Promise of Collaborative Inquiry. Capacity Buillding Series K-12, (38). https://doi.org/1913 8490

Ontario (2013). Dynamic Learning. Capacity Buillding Series K-12, (33). https://doi.org/1913 8490

Feedback:

IBEC: Professional Learning_Module 8-Technology Integration Frameworks and Planning

Discussion Post:

 According to the IB, Digital citizenship is "a set of values that provides a framework for online action and behaviour".

1. Skim through the resource Teaching Digital Citizen’s in Today’s World, paying special attention to the Five Core Dispositions of Digital Citizens, the example of a Thinking Routine in Action and the Six Topics.

2. Identify a Digital Dilemma (that relates to one of the 6 topics) that students face in your classroom (or in their lives). You can use an example that you have experienced with students or you can use one of the dilemma’s in the Digital Dilemma classroom tool.

3. Choose a Thinking Routine that would allow students to reflect on the dilemma you’ve chosen and explain how you would use this Thinking Routine in your classroom or give a short description of a lesson you could create to teach an aspect of Digital Citizenship related to your chosen dilemma (you can use Common Sense Education’s Everything You Need to Teach Digital Citizenship lesson plans for inspiration).

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he resource Teaching Digital Citizens in Today’s World outlines five core dispositions for digital citizens: being inclusive, informed, engaged, balanced, and alert. A Thinking Routine example, “I Used to Think… Now I Think…,” encourages reflection on evolving perspectives. The six topics addressed are: Media Balance & Well-Being, Privacy & Security, Digital Footprint & Identity, Relationships & Communication, Cyberbullying & Hate Speech, and News & Media Literacy.

A common digital dilemma students face is related to Digital Footprint & Identity—specifically, the pressure to curate a “perfect” online persona on social media, which can lead to anxiety and distorted self-image.

I would use the Thinking Routine “Circle of Viewpoints” to explore this dilemma. In a short lesson, students would take on different perspectives (e.g., a student posting, a future college admissions officer, a peer viewing the post) to examine the implications of maintaining a digital identity. This would help them understand how their online presence can be interpreted in diverse and sometimes unintended ways.

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Resource Review:

AID 1 and AID 2

AID 1 (agency, information, design) and AID 2 (advocacy, insight, divergence) are frameworks specifically designed for schools in the IB community. Both these “lenses” are designed to examine the curriculum and the learning environment, and to evaluate the efficacy of multiple technologies used in learning. Their acronyms are a reminder of their central purpose: to aid and extend learning, teaching and leadership.

AID 1 has technology integration frameworks to guide schools new to using multiple technologies; AID 2 is for schools that have experience and seek to deepen their practice.

The AID lenses can be used for the following purposes and act as:

• cycles to plan using technology in the curriculum, especially unit planning

• drivers of general thinking, discussion or PD around technology

• principles to evaluate the effectiveness of any technologies used across the school community

• anything else a school thinks of as part of planning, designing, learning, teaching and leading.

AID 1 and AID 2 emphasize the importance of putting learning first when incorporating technologies. They support approaches to learning (ATL) approaches to teaching (ATT) and the IB learner profile across the school’s curriculum and culture. Like ATL, ATT and the learner profile, the AID frameworks link subject areas, topics and other curriculum elements together. They also give direction on how to design learning environments successfully using multiple technologies. In this way, AID 1 and AID 2 not only support the inquiry cycle, they are versions of the inquiry cycle when considering and using multiple technologies.

AID 1: Agency, information, design

Agency enhances what learners and teachers can do and be as technology extends their abilities. Agency can be seen:

• as inclusive of technology-related skills and concepts that concern academic honesty, digital participation and internet safety, which helps users to establish themselves safely and responsibly online

• in the roles that learners and teachers can adopt in order to learn about how technology affects a discipline or subject, such as “being” a scientist, writer, artist, politically active citizen, caring person—or any other way of being that technology can aid or extend

Information aids searching for, analysing and manipulating information. It also represents the resources that teachers and learners can use to enhance their understanding of the world. Responsible use of data, searching online libraries or developing the content for infographics are examples of using information effectively.

Design ideates and creates the products or outcomes of successful technology use.

• Design thinking is included here, as are any processes that help learners and teachers create with technology.

• Design, as a subject area, can become part of a technology literacy approach in IB schools.

• Design environments, such as makerspaces and robotics rooms, can be incorporated into the curriculum to connect “real-world” experiences with conceptual learning.

Initial inquiry: AID 1 chart

AID 1 helps schools to shape their approaches to technology integration. The principles of AID 1 can be used with the assumption that technology complements learning and teaching. AID 1 is also recommended for schools that follow more prescriptive curriculums.

View full table

	Agency (ways of being)	Information (ways of knowing)	Design (ways of doing)
Definition	The will, ability and responsibility to use multiple technologies.	The will, ability and responsibility to comprehend, use and reuse many forms of information and data.	The will, ability and responsibility to plan, execute and distribute ideas, processes or content.
Examples	Academic integrity Digital citizenship Responsible content creation and online communication Other actions that establish who you are and how you represent yourself with technologies	Data collection Analysis and visualization Searching for, and drawing, information from many types of sources Other actions associated with how you find and understand with technologies	Design thinking Programming Product development Prototyping Gamification Other actions associated with planning, creating or building with technologies

Table 4 AID 1 chart

AID 2: Advocacy, insight, divergence

Advocacy includes using agency to drive innovative practices in learning, teaching and leadership. When learners and teachers are more aware of their agency in relation to their tools, they begin to advocate for their ideas through, with and against ranges and classes of technologies.

Insight transforms data and information into actions and systems, and is routinely used as part of understanding the world. It moves beyond understanding information and towards creating it. Insight is used in two ways in schools.

• Using data and information to inform learning, teaching and decision-making

• Understanding the deeper, conceptual understandings of data and information that further inform their pursuit of learning

Divergence actively seeks to push thinking and designing in new directions based on insight. Once design thinking and processes are well understood, re-thinking and re-examining the ways technologies are used become common in the school’s practice.

Further inquiry: AID 2 chart

The guidelines in AID 2 give learners and teachers with mature understandings of technology integration a “next step” to consider as part of their development. AID 2 is likely to challenge existing learning and teaching; it is, therefore, recommended for those schools considering how to redesign learning and teaching as a whole, and who want to do so with technologies in mind.

View full table

	Advocacy (extending being)	Insight (extending knowing)	Divergence (doing differently)
Definition	The will, ability and responsibility to use multiple technologies for collective ideals and pedagogical approaches.	The will, ability and responsibility to achieve systemic understanding by the use and reuse of many forms of information and data.	The will, ability and responsibility to rethink, execute, share or reject ideas, processes or content.
Examples	Academic contribution with integrity Digital influencing Digital-footprint control Remixing and redesigning content Partnerships with technology providers Any other actions that establish that you use technologies to extend to the wider community who you are, who you work with and what you believe	Data collection methodologies Analysis and visualization Drawing and triangulating information from many types of sources Media literacy and “tech savviness” Other actions associated with how you analyse and rethink with technologies	Systems thinking Programming Product design and development Prototyping Process design Agent-based gamification Other actions associated with strategizing, designing or establishing with technologies that which cannot be done without them

Table 5 AID 2 chart

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Reflective Practice    1. Read the sections IB-designed technology frameworks for teachers and leaders and Other technology integration frameworks in the IB’s Learning, Teaching and Leading with Technologies guide.   2. Choose one of the frameworks (you can search for many of the frameworks on the Internet, most have independent websites with additional information) and explain how each component of the framework can be implemented in one of the following situations:   for discussions within the school community about technology integration as part of curriculum design and planning for professional development for evaluating new technologies   For example:  -You could choose to explore the TTS framework to help you integrate technology when designing and planning a unit of inquiry on air and flight. -You could choose to explore how the AID framework would help school staff plan a more effective way to integrate technology throughout the school. -You could use the APP framework as a tool for professional development that allows you to become aware of technology and practice using them in order to eventually be able to discern their most effective uses.  -You could choose the RAT framework to evaluate whether a new technology is simply a replacement for traditional pedagogical practices, whether it has the potential to amplify those practices or if there is a possibility of transforming the content, learning and teaching in the classroom. *This response should consist of no less than 250 words and no more than 500 words and can be in table or diagram format. -------------------------------------------------------- Based on the AID 1 framework (Agency, Information, Design) and its intended use in IB contexts, here’s how each component could be implemented for professional development: AID 1 for Professional Development (Framed around building teacher capacity to integrate multiple technologies in teaching and learning) Component Definition How It Can Be Implemented in Professional Development (PD) Agency (ways of being) The will, ability and responsibility to use multiple technologies effectively and ethically. - PD Focus: Build teacher confidence and self-efficacy in using tech tools responsibly. - Examples: - Workshops on digital citizenship, academic integrity, and managing student data. - Encourage reflective practice through teacher blogs, ePortfolios, or online communities (e.g., Microsoft Teams, Google Sites). - Role-play exercises: Teachers “be” a journalist, scientist, or activist using technology authentically in that discipline. Information (ways of knowing) The ability to access, evaluate, and utilize various sources and types of information. - PD Focus: Teach educators how to evaluate and curate quality digital content. - Examples: - Sessions on advanced Google search strategies, digital libraries (like JSTOR or Britannica School), and citation tools (e.g., Zotero, EasyBib). - Use data literacy tasks: Analyzing student performance using spreadsheets or dashboard tools. - Co-create infographics or multimedia presentations from online data using tools like Canva, Piktochart, or Lucidchart. Design (ways of doing) The ability to ideate, create, and distribute content or solutions using technology. - PD Focus: Empower teachers to create meaningful tech-rich learning experiences. - Examples: - Introduction to design thinking in lesson planning (e.g., empathy maps, prototyping tasks). - Makerspace tours and practice sessions with tools like Arduino, Tinkercad, or coding apps. - Use tools like Scratch, Book Creator, or Adobe Express to build student-centered projects that combine creativity and conceptual learning. Summary In professional development, AID 1 helps schools: Build agency by developing tech-related values and confidence among teachers. Deepen information literacy to support inquiry and critical thinking. Empower design thinking to support real-world, interdisciplinary, and innovative learning environments. This framework works especially well for schools new to tech integration or those that follow structured curricular frameworks but wish to innovate within that structure. ------------------------------------------------------- Resources https://resources.ibo.org/ib/works/edu_11162-417664?lang=en&root=1.6.2.8.5 https://resources.ibo.org/ib/works/edu_11162-417664?lang=en&root=1.6.2.6.5

When Taking the IBEC Courses Online

 When taking the course "Assessment and Evaluation" among the 4 other courses out of the IBEC playlist, consider some key things that most may not recognize as yes, many people take 1 course at a time. However if you are on a tight timeline and interested in making the summer a productive one, this is worth considering in order to make sure that you are getting appropriate thought put into how we are expected to be participating in the course.

1. Your time commitments

Identify whether you really have hours each week to be online posting/reading and writing for at least 2 hours each week

2. Your availability to meet online with classmates

It is not common, but as you go through the first course, "Teaching and Learning" there will be an online presentation that needs to be completed at the end of the course. Thereafter, the "Assessment and Evaluation", "Professional Learning" and "Professional Learning Communities"  important to remember that you have at least 1-2 projects that would require about 4 hours of work each where you would try to coordinate with colleagues to complete the passive projects (No live presentations-2025).

3. Your professional timeline

Keep in mind, that if you are working witha company that offers subsidary, you can expect that there may be a delay between when you need to report your costs versus when the completion certificates are released, not by much, but usually there is at most a 2 week delay-keep in mind if you started in June and complete in august.

Building your portfolio with IB themese and knowledge points emphasized is important to keep in mind even at the beginning of the learning, the work you do in Curriculum Processes, as well as Teaching and Learning with regards to lesson planning and Unit Planning, go a long way in the end (Professional Learning), these can take shape through a strong Linkedin Profile, a Blog (like my own) or even a digital product like my One Notebook Unit Plan (Demo)

Overall, University of Windsor has been great, the IBEC program there is interesting enough, but the work pressures and time constraints placed on teachers/students enrolled in the IBEC program, really needs to be evaluated to some degree. This may be an isolated case, I may just be "doing this to myself", as I am someone who puts a lot on my own plate, but at the same degree, we introduce ourselves at the beginning of the course, I don't believe I made it sound like I am just sitting at home waiting for the next module to come about.

I really hope that in the future individuals taking this course through this provider will not be impacted by such treatment.

Thank you,

C. Bono

IBEC-Professional Learning Communities: Collaborative Inquiry (Final Project)

 Googe Documnet (Planning Process)

https://docs.google.com/document/d/1_qtC_VUmu6N6zZa_Q_KZth8jty_PJ1Kyque9Mvm43-4/edit?usp=sharing 

Google Slides (Final Product)

https://docs.google.com/presentation/d/1AnPTs5F4gIncY33R1Qevc9I4ACTwyfT5Lur8NuzJ3rc/edit?usp=sharing 

Overall Feedback

Carmelo, Razan and Radhika,

Thank you for submitting your well-researched and articulated collaborative project.  I appreciate not only your professionalism throughout, but but that you were intentional about looking through the posts and the trajectory of this course  to help inform your design of this project. You have all been personable and reflective in nature, this is a welcome addition to the project.

From the start, I could feel the ethos of the IB pedagogy and your intention to weave the knowledge of the IB as a pillar of your presentation. This is a great start, and I appreciate the attention and care given to the requirements and intent of the project as an assignment.

You have offered further research that supports your claims and offered solutions. These are from both IBO and non-IBO sources that offer opportunities for rich discussion and critical considerations. I also appreciate that your team has offered applications of solutions to contextual obstacles. 

You have drawn clear and distinct attention to the IB and the connections to PLCs in the IB from a school-wide perspective. The specific technologies solutions are a nice approach to the challenges you have noted.

Excellent work, team!