Curriculum Planning & AP Course Design Flashcards
7 cards from real AP practice questions. Tap to flip, then mark Knew It or Still Learning — missed cards come back until you master them.
Read the first 7 Curriculum Planning & AP Course Design flashcards as text
Which characteristic most distinguishes an AP course syllabus from a standard high school course syllabus during the audit review process?
Answer: Explicit connections between instructional activities and the College Board's AP learning objectives and enduring understandings
AP audit reviewers specifically look for evidence that instruction is mapped to the CED's learning objectives and enduring understandings, not just general course content.
What does 'curricular requirement' mean in the context of the AP Course Audit?
Answer: A mandatory element that must appear in an approved AP syllabus
Curricular requirements are non-negotiable elements the College Board mandates must be evidenced in the AP syllabus for it to be approved.
An AP teacher integrates primary source documents into weekly instruction. Which AP course framework concept does this most directly support?
Answer: Development of disciplinary literacy and evidence-based reasoning skills
Primary sources develop disciplinary reading and analysis skills central to AP courses like AP History, AP English, and AP Government.
When differentiating within an AP course without lowering rigor, which approach is most appropriate?
Answer: Providing varied scaffolds and supports while maintaining the same high-level learning objectives for all students
Differentiation in AP means varying the support structures while keeping the cognitive demand and learning objectives consistent for all learners.
Which scheduling model is generally LEAST conducive to AP course rigor and depth?
Answer: Semester block where the AP course ends before the May exam date
Semester blocks that end before the AP exam date leave students without ongoing instruction during the critical review period and may compress content coverage too severely.
A teacher designing an AP course wants to address 'transfer goals.' What do transfer goals represent?
Answer: Skills students should apply independently in new contexts beyond the classroom
Transfer goals define the long-term, independent applications of knowledge and skills students should be able to perform in novel contexts—the ultimate aim of AP instruction.
Which best describes the role of 'big ideas' in an AP course framework?
Answer: They are broad, organizing concepts that link together the course's enduring understandings and learning objectives
Big Ideas are the conceptual anchors of AP courses that connect and give meaning to all the specific content and skills students learn throughout the year.