The topic of summer work comes up occasionally on social media so I wanted to share mine and my thought process behind it!
First, when I started teaching AP chemistry I didn’t know any better and was just following suit with what other AP teachers at my school were doing : creating and assigning a summer work assignment that was due on the first day of school with a test planned right away. It seemed like the purpose of this was to ensure that you were getting the “right” kind of student in the class (4.5 GPA, Top 5, etc etc). I didn’t know better, but I just blindly followed that for a couple of years with some slight adjustments to support my own stress of teaching a new class.
Then, after being in AP Chemistry Facebook Groups for a couple of years, there are some teachers who have a very strong opinion against summer work - and after reading their comments - they for sure have warranted concerns against it!
The moral of that story is people should relax and enjoy their summer. That has taken me many years to realize and identifying my own attachment to my teacher identity, that yes a break from school is necessary.
However, there are some students who want to cut aside the time or get a head start on learning some chemistry. This is especially important and prevalent for me because AP chemistry ends up being a students first year chemistry course -they start as sophomores.(that is a different conversation, but my opinion is that I love having sophomores in AP chemistry because with my contacts they take the class very seriously - like there is a sense of urgency that they need to have).
So, with all of these thoughts, I think I’ve come up with a pretty flexible plan to connect and engage with all students. Students that want their summer break and students who enjoy science or thinking about science or doing work (that was me when I was in high school… I’m from New York and I used to do chemistry regents for fun at all times and sometimes I do).
So instead of making a summer assignment in which students have to do a large number of practice problems that require some prerequisite knowledge (or trying to interpret a science textbook which really needs to be taught) - I created notes and videos that go along with them; with the goal of recording the notes and attempting exercises that go along with each set of notes. They follow the first four chapters of our textbook. I think in total I’ve made somewhere around 20 to 30 short videos. This was a summer project for me about three years ago, but it happened during the pandemic so we were stuck at home anyway.
The requirement is students at least watch and record the notes and attempt the problems. Throughout the summer since I assigned summer work, I am required to be around for help. So if a student asks me for help on the summer assignment, I will be there. Often times I walk them through the answers of those exercises.
Now here is where the flexibility kicks in:
The summer work is not due the day we get back. It is due by the second Friday that we return. This gives students time to address any questions, it gives me time to review major concepts, and for students who did not complete the summer work they will spend the first two weeks working on the summer work in school. I also do not assign any homework in AP chemistry the first two weeks to give students time to review or complete the work.
In doing this, I am not gatekeeping and keeping out students who really cannot divorce their summer to complete the summer work but also for students who do want to and love to manage their time they are able to get ahead and do such. The only advantage to the summer work is having time to ease into the school year. But others don’t need to ease and thrive on the chaos.
I have been doing this for the last three years and it has been absolutely wonderful. I’ve seen nothing but success and engagement. This also really helps students identify if this class is really not for them. With all of this openness and flexibility if they still are not able to complete and do the work, they know this is not the right class for them by the second week of school and it ends up being an easy switch in either Honors chemistry class or an organic chemistry elective that I teach. (Although counselors like to block students from leaving AP classes)
At the end of the second week, I give what I call a basics quiz, which has 11 questions that covers all basic topics in chemistry to then be able to start unit one.
An even better kicker here is that students are able to see what type of questions are on the basic quiz and throughout their summer work a new addition from last year at the end of each chapter I have sample basic quiz questions for them to check their understanding before they move onto the next chapter .
I do not want the basic quiz to be a factor in a student staying in the course but rather like earning a license to be in AP chemistry. You don’t need to get 100% to get your license and you don’t need to be a “100% Master” driver to be on the road. You need to be safe and think… (I’m sure we’ve been on the road with somebody in which we questioned their ability to drive but they’re still alive to this day haha).
That’s it. I try to appeal to all students. I try to make it flexible. If a student wants to and needs to and deserves to enjoy their summer… They can and they do just fine in the fall if they start the summer work in September.
Something fun I’ve done by the end of each school year is I have my current AP students create resources and supports for future AP chemistry students. I even thought about the great idea to have my students make detailed answer keys for all of the exercises in the summer work. Sometimes a student is able to break down things better than a teacher can for understanding. My current students have done a really great job at making those answer keys. They also have been responsible for making words of encouragement and tips for success and I will be sharing that with my students soon!
If you have any other questions about this, feel free to comment here or DM me on social media.