Strategies for Teaching Strategies for Teaching Free Free Response QuestionsResponse Questions

Ken KellerKen Keller

*Special thanks to Nancy Watson*Special thanks to Nancy Watson

AP Annual ConferenceAP Annual Conference

July 10, 2014July 10, 2014

Preparing Students for Preparing Students for FRQsFRQs

• Students are most Students are most intimidated by the intimidated by the dread……. FRQ!dread……. FRQ!

• Begin early in the year Begin early in the year with geographic with geographic vocabulary & application vocabulary & application of geographic concepts of geographic concepts to build their confidence.to build their confidence.

Exams are the Exams are the ENDEND of a Great APHG Yearof a Great APHG Year

• Your year long activities will prepare your students Your year long activities will prepare your students for the AP Examfor the AP Exam

• Use your daily lessons to teach analysis and Use your daily lessons to teach analysis and application (higher level thinking skills!)application (higher level thinking skills!)• Use MAPS and PHOTOS to develop analysis skills for Use MAPS and PHOTOS to develop analysis skills for

interpreting distribution maps and cultural landscapesinterpreting distribution maps and cultural landscapes• Use MODELS to develop application skills. How do they Use MODELS to develop application skills. How do they

apply today? How do they not apply today?apply today? How do they not apply today?• Help your students make connections to the APHG Help your students make connections to the APHG

themes, content, current events, and real world themes, content, current events, and real world examples.examples.

Free Response QuestionsFree Response Questions

• Start with a careful reading of the questionStart with a careful reading of the question• What does the question ask the student to do? What does the question ask the student to do?

Does it want a definition, an explanation, or an Does it want a definition, an explanation, or an analysis?analysis?• Geographic terminology is critical to understanding Geographic terminology is critical to understanding

the questionthe question• Making geographic connections to Real World Making geographic connections to Real World

Situations is importantSituations is important• Thinking critically is necessary to demonstrate Thinking critically is necessary to demonstrate

understanding by adding in outside information to understanding by adding in outside information to explain concepts, often drawing on more than one explain concepts, often drawing on more than one unitunit

Key words are Key words are KEY!KEY!

• IdentifyIdentify

• DefineDefine

• ExplainExplain

• AnalyzeAnalyze

• Identify and ExplainIdentify and Explain

• Explain and Give ___ examplesExplain and Give ___ examples

Think Think Geographically!Geographically!

What words meanWhat words mean• Identify: name (who or what) Identify: name (who or what)

• Define: state, describe, give the meaning of Define: state, describe, give the meaning of

• Describe: give an account of; tell about; give a word picture of. Describe: give an account of; tell about; give a word picture of.

• Discuss: talk over, write about; consider or examine by argument Discuss: talk over, write about; consider or examine by argument or from various points of view; debate; present the different sides or from various points of view; debate; present the different sides of. of.

• Explain: make clear or plain; make clear the causes or reasons for; Explain: make clear or plain; make clear the causes or reasons for; make known in detail; tell the meaning of. Compare: examine for make known in detail; tell the meaning of. Compare: examine for the purpose of noting similarities and differences. the purpose of noting similarities and differences.

• Contrast: examine in order to show dissimilarities or points of Contrast: examine in order to show dissimilarities or points of difference. Analyze: determine the component parts; examine difference. Analyze: determine the component parts; examine their nature and relationship. their nature and relationship.

• Assess/Evaluate: judge the value or character of something; Assess/Evaluate: judge the value or character of something; appraise’ evaluate the positive points and the negative ones: give appraise’ evaluate the positive points and the negative ones: give an opinion regarding the value of; discuss the advantages and an opinion regarding the value of; discuss the advantages and disadvantages ofdisadvantages of

If there is an image, use If there is an image, use it!it!

• Stimuli may include a picture, a diagram, a Stimuli may include a picture, a diagram, a graph, or a MAPgraph, or a MAP• Can you identify the epicenter and migration Can you identify the epicenter and migration

pattern shown on this map?pattern shown on this map?

• Practice interpreting maps with your studentsPractice interpreting maps with your students

Take away the UnknownTake away the Unknown

• Use released FRQs for practiceUse released FRQs for practice

• Start by working through an FRQ together - talk it out - look at the Start by working through an FRQ together - talk it out - look at the rubricrubric

• Have students write an FRQ in 25 minutes (eventually 2 in 50 Have students write an FRQ in 25 minutes (eventually 2 in 50 minutes)minutes)

• Let students use highlighters to score their own FRQs using the Let students use highlighters to score their own FRQs using the rubrics so they become familiar with the confines of a rubric rubrics so they become familiar with the confines of a rubric

• Have small groups brainstorm FRQs (use mixed ability groups & Have small groups brainstorm FRQs (use mixed ability groups & coach groups to give confidence)coach groups to give confidence)

APHG FRQs are Process OrientedAPHG FRQs are Process Oriented

• Answer the question in the format of the question - label the parts, but Answer the question in the format of the question - label the parts, but write in paragraphs, not bullets.write in paragraphs, not bullets.

• No fancy introductions or conclusions, just get to the point and supply No fancy introductions or conclusions, just get to the point and supply relevant content and examples to support the answerrelevant content and examples to support the answer

• Questions often address themes from across the units - encourage Questions often address themes from across the units - encourage students to think broadlystudents to think broadly

• Use geographic terminology when possible (and appropriate) and Use geographic terminology when possible (and appropriate) and include examplesinclude examples

• Additional time was added to encourage students to pre-write or outline Additional time was added to encourage students to pre-write or outline their answers before they write their final answertheir answers before they write their final answer

• Be SURE that the final answer is written on the lined pages provided Be SURE that the final answer is written on the lined pages provided and not on the prompt and/or stimulusand not on the prompt and/or stimulus

• Write LEGIBLY!!!!Write LEGIBLY!!!!

Avoid Common MistakesAvoid Common Mistakes

• Stress that the students should read the Stress that the students should read the instructions on the back of the FRQ booklet. It instructions on the back of the FRQ booklet. It will not be read to them, but there is some will not be read to them, but there is some important information thereimportant information there• Do not skip linesDo not skip lines

• Write in ink (and legibly)Write in ink (and legibly)

• A strike through voids any content below the strike A strike through voids any content below the strike through.through.

• Do not use bullets or outlines in the final answerDo not use bullets or outlines in the final answer

• Questions may be answered in any order, but Questions may be answered in any order, but should be clearly labeled at the top of each page in should be clearly labeled at the top of each page in the exam booklet.the exam booklet.