IOAPA for Middle School – Advice From Current Mentors

A recent question on the Belin-Blank Center’s email listserv for gifted education teachers sparked a conversation about various success stories and best practices from experienced IOAPA mentors. With their consent, I have gathered that advice into a blog post so more teachers can benefit from their experiences.

Importance of Frequent Face-to-Face Connection
Several mentors indicated the necessity of face-to-face interaction with students to monitor performance and promote progress. Deann Scearce (Mount Vernon Middle School) indicated that her 7th and 8th grade students are scheduled into her classroom every other day for their IOAPA class. IOAPA requires courses to be scheduled as part of students’ regular school day, and recommends that the mentor be available during scheduled work time. Kelley Grothus (Madrid Middle School) schedules her students for 1.5 hours each day (including lunch). She says, “Sometimes we sit together to go through the material or just so they can talk through their quiz prep and have someone listen to them. Through lunch, I make them the teacher and have them explain what they are learning to me.” Marcia Powell (Oelwein Middle School) uses her mentoring time to “have a conversation if [students] are lagging and to encourage them or reward them with smiles, high-fives, or something else.”

In addition, Kelley noted the benefit of developing an online learning community. IOAPA permits schools to register up to 6 students per course, and Kelley uses that to her advantage by offering specific courses each semester (i.e., creative writing one semester, and psychology the next). She reported that “this allows that kids to work together & discuss rather than learn in isolation.” Similarly, Marcia recommends that students “enroll in groups of two or three so they can bounce ideas off of one another.” These opportunities for collaboration with peers, as well as the mentoring component included in the IOAPA model, establish a platform for success in online learning.

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Benefits of the Online Curriculum
Our mentors appreciate the benefits of these self-contained online classes. Michelle Kavars (Lewis Central Middle School) touted the fact that “there is no real need to ‘teach’ lessons as there are videos, exercises, self-checks, and quizzes along the way.” Each course is a little different, and includes different instructional modalities specifically designed to address the course content; however, this mix of videos, readings, assignments, and quizzes is common, and content expertise is not necessary for IOAPA mentors as all the necessary content for our middle school courses is taught by the online instructor. Kelley attested that “the content is well-organized, sequenced, & managed for you, allowing me to expose the students to a variety of content that matches their strengths and interests.”

Significance of Purposeful Planning
IOAPA allows schools to make courses available to students based on their unique needs and interests, when doing so in person would be resource-prohibitive. However, as many of our mentors reported, purposeful planning is key to success in online learning. Kelley strives to give her students “an authentic & personal connection to the online content.” Our other mentors indicated similar efforts to overcome skepticism often associated with online learning through intentionally establishing ways to connect with students.

This planning is also essential when determining what IOAPA courses to make available to students. Taking advantage of courses offered in person, even if at another grade level, is valuable; according to Kelley, “when there is an in-person expert to teach [students], we utilize that.” IOAPA prohibits schools from using our online courses to help with scheduling conflicts; schools are only permitted to offer those courses that are not already available to students through the school. In the case of middle school courses, if transportation or other issues prevent students from accessing an appropriately challenging course within their district, IOAPA courses may be used to address those needs. For example, if an 8th grade student requires geometry, but the course is only available at the high school level, they would be permitted to enroll in the IOAPA Geometry course. We would still recommend prioritizing in-person classes if it is feasible to do so.

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When offering IOAPA middle school courses, one of the most frequent conversations you’ll have with parents and administrators will concern credit. It will be essential to discuss with middle school and high school administrators how credit will be assigned for IOAPA middle school classes, which are high school level courses offered out-of-level to younger-than-typical students. You can see our previous blog post on this issue. Deann’s school follows a unique credit policy: Students review their final grade and decide if they want to receive high school credit – with the grade they earned going on their high school transcript and affecting their high school GPA.

Finally, planning cannot end with the current school year. Marcia indicated the importance of considering each student’s course progression through high school, and considering alternative courses that could supplement learning in a content area (i.e., offering online computer science or statistics to a math-talented student, in addition to challenging math curriculum), especially if sufficiently advanced courses in the content area are likely to be unavailable later in the student’s academic career.

Conclusion
Overall, our mentors express satisfaction with the IOAPA program, and we know that this program would not be successful without the tireless work they put in each day to support students. If you’re interested in making these classes available to your students, visit belinblank.org/ioapa. Contact ioapa@belinblank.org with questions, and stay tuned to the blog for more advice from students and mentors this summer.

Register for the AP Teacher Training Institute Soon

With summer just around the corner, now is the time to plan your summer professional development. With so many online and on-campus professional development opportunities available at the Belin-Blank Center, you have many options from which to choose!

If your goal this summer is to expand AP opportunities for students in your schools, consider attending the AP Teacher Training Institute (APTTI) on the University of Iowa campus from June 26-29, 2018. With workshops in Calculus AB, Chemistry, English Language & Composition, English Literature & Composition, Physics, U.S. Government & Politics, and U.S. History, there’s sure to be a subject of interest to you and your students.

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The goals of APTTI are to provide the necessary skills and knowledge to implement an AP course in your school. New and experienced teachers alike can benefit from the training provided by our fantastic consultants. AP U.S. Government & Politics teachers should especially consider attending an AP Summer Institute like APTTI this summer, with the upcoming redesign of the course rolling out in 2018-2019. Seats are still available in our AP U.S. Government workshop, but they’re filling up quickly, so register soon!

If you have questions about APTTI, visit belinblank.org/aptti or email aptti@belinblank.org. We can’t wait to see you on the UI campus this summer!

Last-Minute AP Exam Tips

With just over a week until AP Exams begin, high school students across the country are frantically completing their coursework and preparing for the big day. In this blog post, we’ll share a few tips to aid in last-minute studying, as well as some reminders for Exam Day.

Study Tips
A quick internet search of terms including “AP exam,” “study,” “review,” and “tips” yields millions of results. Below are some of the most common tips from AP experts.

  • Use practice questions and exams. The types of questions on the AP Exam may be unfamiliar to you, and knowing the material is not necessarily enough to earn a high score on the exam. The College Board offers practice questions on their website, including actual questions from previous years’ exams, and many test prep books and websites have developed their own practice questions.
    • In addition to using these materials to test your knowledge and familiarity with content and question types, you can set up a “mock exam” experience with timing, breaks, etc. so you’re more comfortable on Exam Day.
  • Review the Course Description document for details about the exam and the evaluation rubric. Each AP Course has its own Course Description; for example, see the AP English Language Course Description. Each Course Description can be accessed from the relevant subject’s Course page. This document also contains additional practice questions!
    • The Exam description within this document can also help you focus your studying — it’s not important that you know every single fact you learned in class; instead, you’ll want to master the topics that are emphasized on the exam. Especially in the Free Response section, exam readers will be looking for synthesis of big concepts rather than just regurgitation of facts.
  • Study selectively. At this point, you definitely don’t have time to review every single topic covered over the course of the year. However, I bet there are topics you feel pretty confident about, as well as areas in which you struggle. For your last-minute studying, focus primarily on those areas of weakness. See this US News article for more tips.

Exam Day Reminders
Just like the ACT or SAT, AP Exams are strictly monitored and there are important rules of which to be aware.

  • Know what you can (and cannot) bring into the exam. Carefully review these lists to make sure you are following the rules. Also check out the calculator policy for relevant courses (including most math and science courses).
  • Review the Bulletin for AP Students and ParentsBefore you can take the AP Exam, you’ll be asked to sign your answer sheet indicating agreement and compliance with the policies and procedures outlined therein. It also gives you an idea of what to expect when you arrive for your exam.
  • Eat a good breakfast! Most exams take two to three hours, and they require mental and physical endurance. Prepare yourself the best way possible by fueling your body and mind.
  • Answer all the multiple-choice questions. You won’t be penalized for incorrect answers, so it is to your benefit to take a guess if you’re not sure on a question. By answering, you give yourself a chance to get it right — usually a one-in-four or better!

You have worked hard over the past year, and now’s your chance to demonstrate what you’ve learned and possibly earn some college credit in the process. Simply taking the AP Exam is a great experience, and if you take advantage of these tips you’ll set yourself up for success!

Message from the Director: How Did We Get From 1988 to 2018? Phase III (1998-2003)

The inspirational view of the UI campus from my sixth floor office window lends itself to reflecting on the past while concentrating on the important events scheduled over the next two months.

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Back in spring 1998, we would have been ensconced in preparations for Invent Iowa, one of the Center’s major spring events.

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Young Iowans are still inventing and this year’s convention featured innovations from students across the state.

Then, we were also making preparations for our very first Advisory Board Meeting.

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Now, we are focused on the Center’s 30th anniversary, which we will celebrate during the 2018 Annual Advisory Board Meeting.  (We will have more about commemorating 30 years over the next couple of newsletter messages.)

In 1998, we hosted our 4th Wallace Research Symposium; today, we are counting down the days to the 2018 Symposium at the end of this month.  The 2018 Wallace Symposium honors the legacy of Julian C. Stanley, founder of the Talent Search Model and promises to be an amazing opportunity for all who will be able to participate.  Thanks to an agreement with the University of Iowa’s Division of Continuing Education, we will be video-taping all of the plenary sessions so that we can create a course that will be available to current and future educators.

Other highlights of our Phase III time period included welcoming the first class of our early entrance-to-university program, now the Bucksbaum Early Entrance Academy, along with the development and launch of the Iowa Online Advanced Placement Academy (IOAPA).

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Then, and now, Professional Development is at the core of our programming.  Having grown from just a few courses focused on teacher training in the very early days, to a full-blown professional development program that includes the State of Iowa Talented and Gifted Endorsement and coursework available online, makes our programming accessible around the world.

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The summer of 2003 would be the last summer that we conducted professional development programming or student programming outside of the Blank Honors Center.  Indeed, the year 2003 culminated with a ribbon-cutting ceremony in the late fall and we moved in to our new home in January 2004.

Our industrious summer program participants created a mural for the protective wall at the Blank Honors Center building site.

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We presented a photo of the mural to Myron Blank, one of our founders, at the ribbon-cutting ceremony.

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Stay tuned for Phase IV in June!

Professional Learning Online

The Belin-Blank Center, in partnership with departments in the University of Iowa College of Education, offers a variety of online classes this summer.  While we would love to have you join us on campus for our Chautauqua course series, we know that many of those advocating for gifted/talented students benefit from the flexible online format.  Each of the online classes is offered for one semester hour of credit and are three weeks in length.  You can learn how to develop creativity in every learner, facilitate research projects, enhance your understanding of differentiation at the secondary level, and more!

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If you will be joining us on campus for the Advanced Placement Teacher Training Institute, we offer your choice of two hours of academic credit; the Center provides a 50% tuition scholarship for those who take advantage of the graduate credit.

To see a full list of our summer course offerings, please click here: https://www2.education.uiowa.edu/belinblank/educators/courses/schedule.aspx.

To get registered for classes please follow the steps listed here: https://www2.education.uiowa.edu/belinblank/educators/courses/registration.aspx

We look forward to working with you as you pursue your TAG Endorsement through the University of Iowa!

Professional Learning Opportunity to Better Understand Gifted Learners

Chautauqua was an adult education movement in the United States from the late 1800s to the early 1900s.  A Native American (Iroquois) word, it may be hard to pronounce, but it’s the right name for the six face-to-face classes designed to help educators better understand the nature/needs of gifted learners, and how to meet those needs.

The Belin-Blank Center, in partnership with the University of Iowa College of Education, provides online classes throughout the year.  During the summer, in addition to online courses, we want to offer gifted education advocates an opportunity to enjoy the Blank Honors Center building, to meet the Center’s staff, and to learn from each other.

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Chautauqua I, July 9 – 14, including class on Saturday, includes these one-semester-hour classes:

Chautauqua II, July 16 – 21, including class on Saturday, includes these one-semester-hour classes:

Participants may enroll in any of the six classes—or in all of the six!  Those who enroll at the graduate level for all three workshops in either week, or both weeks, receive an automatic tuition scholarship from the Belin-Blank Center for one of the three classes (i.e., three workshops for the cost of two; six for the cost of four).  Each week, on Friday, the Belin-Blank Center hosts a lunch for Chautauqua participants, giving them a chance to interact with some of the same scholars whose work they’ve been reading during classes.

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All of the classes fulfill requirements for the State of Iowa Talented and Gifted Endorsement, and each week includes one semester hour from each of three of the required strands; each class, part of a hybrid endorsement program, does require some online work as well as the participation in the two days on campus.  Those seeking endorsement need to complete a total of 12 semester hours, with classes from each strand, and at least one practicum hour.  Teachers can complete practicum during any semester.

More information about the Belin-Blank Chautauqua can be found here:  https://www2.education.uiowa.edu/belinblank/educators/chautauqua/.  Those who are new to the classes can learn more about registering as a University of Iowa Division of Continuing Education student here:  https://www2.education.uiowa.edu/belinblank/educators/courses/registration.aspx.

We look forward to having you join us this summer for Chautauqua!

Congratulations, JSHS Student Researchers!

Last month, students from across the state of Iowa attended the Iowa Regional Junior Science and Humanities Symposium (JSHS), hosted by the Belin-Blank Center at the Marriott Hotel in Coralville, Iowa.

JSHS is a collaborative effort with the research arm of the Department of Defense and is designed to challenge, engage, and publically recognize high school students conducting scientific research in science, technology, engineering, or mathematics (STEM).  JSHS aims to prepare and support students to contribute as future scientists and engineers – conducting STEM research on behalf of, or directly for, the Department of Defense, the Federal research laboratories, or for the greater good in advancing the nation’s scientific and technological progress.

Students completed an original research project and submitted a research paper to the regional competition. The authors of the top 18 papers were invited to compete for scholarships and recognition by presenting their results before a panel of judges and an audience of their peers.  Students also toured various labs and facilities at the University of Iowa to hear about cutting edge research, potential career paths, and student opportunities.

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After an intensive day of presentations, the judges had the difficult task of selecting five finalists based on their research papers and presentations:

1st place: Megan Ertl (Beckman Catholic High School) – “Quantification of Muscle Accelerations to Interpret Individual Fatigue as an Industrial Application

2nd place: Cheryl Blackmer (Ballard  High School) – “Development of a LAMP Assay for the Detection of Powassan Virus”

3rd place: Pranav Chhaliyil (Maharishi School of the Age of Enlightenment) –  “Metagenomics Analysis of Bedtime Oral Cleaning by the Novel GIFT Method, Shows a Reduction in Dental-Damaging Bacteria”

4th place: Aaron Wills (Central Lee High School) – “Engineered Environmental Containment: “Using Lemna minor L. to Reduce Nitrate Levels in Aquatic Environments”

5th place: Brianna Cole (Valley High School) – “Cumulative Effects of Recurrent Amygdala Kindled Seizures on Respiratory Function”

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Additional presenters, who were winners by virtue of having their papers accepted, included Allison Brasch (Waterloo West High School), Mason Burlage (Beckman Catholic High School), Ava Depping (Madrid High School), Serenity Haynes (Central Lee High School), Sean Kluesner (Beckman Catholic High School), Pearl Krieger Coble (Winfield-Mt. Union High School), Kayla Livesay (Van Buren High School), Kathryn McCarthy (Sioux City East High School), Evylin Merydith (Keokuk High School), Tyler Montgomery (Kennedy High School), Elizabeth Smith (Waterloo West High School), Laura Stowater (Algona High School), Shelby Westhoff (Beckman Catholic High School).

The top five finalists will attend an expense-paid trip to the JSHS National Symposium next month in Hunt Valley, MD to present their research and compete for additional prizes.

To see all the fun we had, including tours of the IIHR – Hydroscience & Engineering, Iowa Flood Center, and Additive Manufacturing-Integrated Product Realization Laboratory (AMPRL) in the University of Iowa Department of Mechanical & Industrial Engineering, check out our full photo album! Congratulations to all, and good luck at Nationals!