Smart Teaching and Learning: AP Calculus Reading '16

Unless you've been there, it's probably hard to imagine the excitement of arriving in Kansas City, MO (MCI) along with 900 other calculus teachers for the annual AP Calculus Reading.

The airport in KC is small and each plane that arrives is unloading more teachers excited for the week. Some are returning, while others are "acorns," or first timers. Reuniting with friends, recognizing old faces, and even eavesdropping on ebullient conversations about the past year reminds us why we're there.

There are 6 free response questions that must be read in 7 days. The work day starts at 8am and ends promptly at 5pm. There is a 15 minute morning break, an hour lunch, and another 15 minute afternoon break. Each has FREE unlimited food and drink available. AFter sitting for a couple of hours, I choose to take a sparkling water from the cooler and walk until break is over.

Question Leaders (QL) and Table Leaders (TL) arrive several days before the Readers to finalize the rubric for each question. The briefing for each question (worth 9 points) takes 90 minutes. The QLs go over every possible scenario/solution and explain how points (if any) will be distributed. I return to my pod of 16 Readers and two TLs to begin work on the first question. With my table partner, we run through the first few questions together before we begin chipping away at the 4 million questions ahead of us.

Being a Reader

reassured me that each student's paper would be read the same by every Reader.
convinced me that it's nearly impossible to read your own students' papers.
helped me understand better which concepts students might have difficulty with.
has given me an opportunity to spend 8 days with others just as passionate as I am about calculus. We talk about teaching calculus, learning calculus, trying to understand what students are trying to communicate, and even raving about the "perfect" solutions, even when we aren't "working."
has connected me on social media with calculus teachers who have become "friends."
has made me really appreciate and respect my students' discipline and motivation.
has given me more tools for teaching calculus. At any time, I can ask a question and get so many different teaching strategies and ideas.
is an opportunity and privilege.
satisfies my annual craving for BBQ.
reunites me with my PAEMST classmates - Patrick Flynn (KS) and Allysen Lovstuen (IA).

Every calculus teacher should apply to be a College Board Reader. It's hard to describe unless you've been there.