1. Cambridge Teacher “Best Practices” Workshop Program
Jill Pavich, NBCT
* * *
Boca Raton Community High School

2. BELLRINGER: Leisurely “tour” the classroom stations as you enter.
Begin jotting down questions you have regarding the AICE: General Paper course.
Chat with those around you to generate and deepen your inquiries.
Continue to write questions down as the workshop progresses…answers often lead to more questions, so keep track of what you wonder, and hopefully, by the end of the session, you will learn all you need to know about AICE: GP!!

3. WORKSHOP SESSION 1: Overview
Introductions
Activating inquiry
Syllabus aims & Assessment objectives
GP Topics
“What to expect when you’re prepping”

4. Jill Pavich, Workshop Facilitator
Boca Raton High School, English Department (7 years)
AICE: General Paper, grades 9 & 10 (3 years)
Kent State University, English Education/Writing minor
Florida Atlantic University, Curriculum & Instruction/ELA
Nationally Board Certified (NBCT) in 2009
Reading Endorsed
ESOL Endorsed
I like the Pittsburgh Steelers and Yoga; and I’ll be a new mommy in just 8 weeks!

5. Boca Raton High School, AICE Accredited School
School Year:
AICE Course Offerings:
# of GP Students Tested:
BRHS Passing Rate:
Global Passing Rate: 3 97
100%
79.8% 5
214
96% 19
490
95%
80.5%
19 (A & AS)
545
TBA

6. What is AICE? What is GP? AICE:
Advanced International Certificate of Education
GP:
General Paper
Which means that the “Paper,” or essay, is about “General” topics that span the curriculum, from science and math all the way to literature and the arts.

7. The General Paper…what does it look like?
Administered in MAY/June and Oct./Nov.
WRITTEN examination, 2 ESSAYS in 2 HOURS (1 day of testing)
The exam paper is divided into three sections, with five prompt options in each for a total of 15.
Candidates must choose two questions, each from a different section.
Each essay is weighted at 50% of the final mark.
Each essay written carries up to 30 marks for Content and up to 20 marks for Use of English/ Conventions.

8. Sample Test/Mark Scheme Links:
May/June 2012 Exam
May/June 2012 Mark Scheme

9. Syllabus AIMS
promote the skills of rational thought, persuasion, analysis, interpretation and evaluation;
encourage the broad exploration and appraisal of social, cultural, economic, philosophical, scientific and technological issues;
promote maturity of thought and clarity of expression;
promote understanding and appreciation of individual, societal and cultural diversity;
encourage independent, critical reading.

10. Sample Syllabus Link: 2012 Syllabus Link:
PLEASE NOTE: This is the former syllabus for the exam just recently administered. A more updated version can be found at

11. Assessment Objectives
In the assessment, candidates should be able to demonstrate the following skills in relation to what they’ve learned in GP:
KNOWLEDGE
UNDERSTANDING
ANALYSIS
APPLICATION
COMMUNICATION
EVALUATION

12. Topic Areas and Essay Question Focus
The topics for this course span the curriculum.
The good news is…students will arrive with at least ONE area of interest or expertise, which will naturally enhance the learning environment.
The downside is…there is still much to be covered in terms of topics.
Luckily…after all of your hard work is through, the students will thank you for how much they’ve learned in this course, deeming it well worth it!

13. SECTION 1: Historical, Social, Economic, Political and Philosophical
the role of history and war; terrorism
the role of the individual in society – the family, marriage, peer pressure, social class
cultural changes – youth and drug culture
education and welfare
sport, leisure, international competition
wealth; changes in work practice
the importance and impact of tourism on a country – implications for the economy, employment
public transport, environmental concerns
aid provision
the State and its institutions; development of State, democracy post-imperialism, nationalism
minority groups, pressure groups
freedom of speech, action, thought
Judiciary
matters of conscience, faith, tolerance, equality.

14. SECTION 2: Science, Geography, Math
medical dilemmas and issues of research and ethics; concept of progress in science
drug manufacture and provision
diet, health education
old and new industries
spin-offs from space industry; weaponry
information and communications technology; the Internet
environmental concerns; renewable energy resources; climate change
migration; population dynamics
feeding the global population; farming techniques for the twenty-first century
public transport and travel
the uses and applications of mathematics in everyday life.

15. SECTION 3: Literature , Language, Arts and Crafts
literature, biography, diary, science fiction
language – heritage, tradition, dialect
the global media – tv, radio, satellite; influence and controls; effects on lifestyle, culture and habits
cultural dilution and diversification; advertising; role models
censorship; privacy; the right to know; freedom of the press, etc. uses and abuses
traditional arts and crafts; creativity; national heritage/preservation; effects of tourism
architecture; painting; fashion; photography; sculpture; music; heritage, etc.

16. Cambridge VS. Pavich: CAMBRIDGE: PAVICH:
The GP exam is “not primarily a test of general knowledge” and “teachers [need not] cover all topic areas when teaching the course, as candidates should be able to draw upon knowledge and understanding gained when studying other subjects.”
THE KEY WORD HERE IS “SHOULD”…
PAVICH:
In my experiences teaching both freshmen and sophomore GP, here’s what I’ve noticed…

17. High School Curriculum:
9th Grade:
10th Grade:
No history class
General science
Restrictions on coursework (STEM)
Limited exposure to AP and certain electives
AP World History or AICE: International
AP or AICE Biology
Students more apt to take more AP as they mature
Less limits on electives

18. The Fact of the Matter is…
We really do have our work cut out for us if we want our students to walk IN to the exam with a smile and also come OUT with a smile…
This course is not for the faint of heart (students and teachers included!)
This course is not your average English class, which can scare students…
Teachers are somewhat expected to be the “jack of all trades,” which can be intimidating!
BUT NOT TO WORRY…WE’VE GOT ANSWERS FOR YOU AS YOU BEGIN YOUR AWESOME GP JOURNEY!!!

19. What To Expect While You’re Prepping
FOOD FOR THOUGHT…
Anticipate the “snags” while you navigate the curriculum and steer the student population…

20. Any Burning Questions So Far?
ME!
Through the blog:
Through the school district:

21. WORKSHOP SESSION 2: Curriculum Discussion
Types of assessment questions-identifying & Interpreting

22. “You gotta go there to know there.”
Essay Simulation
“You gotta go there to know there.”
–Zora Neale Hurston
The best way to know the curriculum is to experience it for yourself! As soon as you receive your “exam,” read the directions on the front and begin:
Select the 2 essay prompts you would pick if this were a real test situation.
Take about 5-7 minutes to jot a few ideas you’d explore as support for each.

23. Talk to Me: Are you smarter than a high schooler?
Did you pick essay prompts from different sections?
Did you notice the different essay styles contained on the exam? Did this play a role in your selection of prompts?
What prompts did you avoid? Why?
What prompts enticed you? Why?
What support ideas did you come up with as you brainstormed? Share them!

24. Prompt Identification
There are three basic types of essay tasks that the GP assesses. Look at the Sample Test; carefully consider each prompt.
Discussing your thoughts with a partner, determine whether the prompt is:
EXPOSITORY,
PERSUASIVE, or
DISCURSIVE
Underline any key words that help you to arrive at your answer.
Write your answer in the left-hand margin of the test next to the prompt.

25. Essay Styles EXPOSITORY PERSUASIVE GOAL:
to provide information; to objectively EXPLAIN, define, clarify or interpret…
UNIQUENESSES:
doesn’t require an argument! Just tell it like it is!
PERSUASIVE
to take a specific stance on an issue in order to CONVINCE the reader to adopt your way of thinking; to anticipate opposing viewpoints and refute via counter-argument
biased! Takes ONE side and defends that side ONLY!! Never supports the opposition, not even for a minute.

26. Essay Styles Con’t
The third style of essay is, perhaps, brand new to you…
DISCURSIVE (most advanced…pros and cons, oh my!)
GOAL:
asks you to consider BOTH sides of a single issue, objectively analyzing each before arriving at any kind of value judgment.
Basic Layout:
Begin with a neutral introduction, provide evidence for the case, provide evidence against the case, conclude by either adopting one side of the argument or maintaining a neutral (middle-of-the- road) standpoint.

27. Prompt Identification: Section 1
How far do you agree that an [sic] hereditary monarch as Head of State is preferable to an elected president?
“History repeats itself.” To what extent do you agree?
Should every country have the right to possess weapons of war?
“No man is an island.” Discuss.
Should women be more prominent in public life in your country?

28. KEY: Prompt Identification: Section 1
How far do you agree that an [sic] hereditary monarch as Head of State is preferable to an elected president? (Discursive)
“History repeats itself.” To what extent do you agree? (Discursive)
Should every country have the right to possess weapons of war? (Persuasive)
“No man is an island.” Discuss. (Discursive)
Should women be more prominent in public life in your country? (Persuasive)

29. Prompt Identification: Section 2
‘Human beings should look forward to the next century with pessimism, not optimism.’ Discuss.
Assess the ability of technology to ensure human happiness in the present society.
Account for the ever-increasing popularity of numbers and word puzzles.
Consider the problem of noise in society and ways to reduce it.
Consider the case for and against stem cell research.

30. KEY: Prompt Identification: Section 2
‘Human beings should look forward to the next century with pessimism, not optimism.’ Discuss. (Discursive)
Assess the ability of technology to ensure human happiness in the present society. (Discursive)
Account for the ever-increasing popularity of numbers and word puzzles. (Expository)
Consider the problem of noise in society and ways to reduce it. (Expository)
Consider the case for and against stem cell research. (Discursive)

31. Prompt Identification: Section 3
“A book has one purpose: to entertain.” Evaluate this statement.
What music appeals to you and why?
Is it important to preserve old buildings or to encourage new forms of architecture?
Explain the popularity of designer labels.
Consider the artistic and social value of cartoons and/or animated films.

32. KEY: Prompt Identification: Section 3
“A book has one purpose: to entertain.” Evaluate this statement. (Discursive)
What music appeals to you and why? (Expository)
Is it important to preserve old buildings or to encourage new forms of architecture? (Persuasive)
Explain the popularity of designer labels. (Expository)
Consider the artistic and social value of cartoons and/or animated films. (Discursive)

33. PROMPT TASKS…a Guide to Success
We will discuss much when it comes to decoding prompts, but here are your GOLDEN RULES when determining the style of your essay:
GOLDEN RULE #1…
Once a Discursive, always a Discursive.
GOLDEN RULE #2…
Persuasive is fine, but add to refine!
GOLDEN RULE #3…
It might be expository, but don’t get freaked if you feel like the force is with you…(every time we put the pen to paper we are arguing-ish!)

34. Prompt Interpretation
Students learn to decode the style of the essay pretty easily, but the hard part of prompt selection often lies in interpreting what it wants you to talk about.
Interpret the following prompt:
How successfully is crime being tackled in your society?

35. Prompt Interpretation
Political crime, social crime, environmental crime, white-collar crime, cyber-crime, etc.
How successfully is crime tackled in your society?
Discursive Style required
Handled, Halted, Minimized
“Your” involves YOU! You may discuss your AMERICAN society, OR if you indicate that you consider yourself a member of GLOBAL society or MODERN society, for example, you can broaden your coverage.

36. Broad Term? Get Your Hands Dirty!
Politics/Gov’t
Science/Tech.
Environment
Social/Cultural
CRIME
Media, Entertainment

37. Prompt Interpretation: Freedoms and Limitations
Take a second look at the test…identify valuable TRIGGER WORDS by indicating which words open up or set limits on the prompt itself.
WIDE-OPEN INTERPRETATION:
Should teenagers be more actively involved in politics?
Teens in America? China? Cuba? Canada?
Politics regarding the elections? Human rights? Education? The environment?
LIMITS SET:
Consider the case for and against stem cell research.
Very specific…you may only talk about stem cell research, no other kind of scientific innovation.
Other words that tend to limit: always, only, alone, certain, most, etc.
Adjectives that suggest/emphasize: powerful, meaningless

38. Prompt Picking: Terms to Consider Closely
How far do you agree that an [sic] hereditary monarch as Head of State is preferable to an elected president?
“History repeats itself.” To what extent do you agree?
Should every country have the right to possess weapons of war?
“No man is an island.” Discuss.
Should women be more prominent in public life in your country? 
‘Human beings should look forward to the next century with pessimism, not optimism.’ Discuss.
Assess the ability of technology to ensure human happiness in the present society.
Account for the ever-increasing popularity of numbers and word puzzles.
Consider the problem of noise in society and ways to reduce it.
Consider the case for and against stem cell research.  
“A book has one purpose: to entertain.” Evaluate this statement.
What music appeals to you and why?
Is it important to preserve old buildings or to encourage new forms of architecture?
Explain the popularity of designer labels.
Consider the artistic and social value of cartoons and/or animated films.

39. Hand-picked Prompts: What We Can Learn From This List…
“Scary” prompts exist. Look the monster in the face and move on.
(# 1, 9, 14)
Many terms are broader than students realize…use the Hand Approach to open up options!
(# 2, 4)
Upgrades enhance.
(# 3)
Attempt to anticipate ‘hot buttons’ and classic debates, and research them.
(# 5, 10)

40. Hand-picked Prompts: What We Can Learn From This List…
Pop culture beware! Fluff zone ahead…
(# 7, 12, 14, 15)
We sure can’t teach it all (or we’d be slaves to fashion, apparently!)
(# 14, 8)
Old vs. New…a Cambridge favorite
(# 13)
Watch out for multi-tasking…read carefully and answer all aspects of the question!
(# 15, 7)

41. Seeing Double: Prompt Recycling
Want to know a TOP SECRET bit of information?
What does that mean? Observe:
__________________________________________
Technology is more of a curse than a blessing in the workplace. Do you agree?
Discuss the view that the Internet can be more harmful than helpful.
Are mobile phones more of a nuisance than a benefit?
The AICE: GP Exam RECYCLES prompts!! (How ‘green’ of them…!)
How does this impact you? STUDENTS can RECYCLE Content!!!!

42. Other Considerations When Decoding Prompts:
How important are local artists, such as painters, writers and musicians in your society?
Consider adverts you know well and suggest reasons for their impact.
Can child labour ever be justified? (favourite, criticise)
Evaluate the characteristics that make the people of your country unique as a nation.
Do economic sanctions serve any useful purpose? (globalization, modernization, privatization, outsourcing, etc.)
‘Knowledge is power.’ Discuss.

43. WORKSHOP SESSION 3: Past Examinations
CIE Resources + Teacher support website
Rubric & Scoring Basics
June 2011: Exam, Mark Scheme, examiner’s reports
Comment trends

44. SCORING
The AICE: General Paper exam grades students on two aspects of the final product essay:
CONTENT (30 points)
CONVENTIONS (20 points)……………………..2 ESSAYS = 100pts max
So do their facts need to be accurate? YES!!!
Do they need to cross all t’s and dot all i’s? YES!!!!
BAND 1 = BEST
BAND 5 = WORST
View the RUBRICS for a quick understanding of the scoring process.

45. Sample Lesson: STUDENT SIMULATION
PREPARING TO WRITE a discursive ESSAY…

46. (+)
(-) B A
LOGICAL POINT / THEME
 primary example
* details
 secondary example
LOGICAL POINT / THEME
 primary example
* details
 secondary example
PROMPT A B
LOGICAL POINT / THEME
 primary example
* details
 secondary example
LOGICAL POINT / THEME
 primary example
* details
 secondary example

47. Assess society’s record on human rights.

48. Assess society’s record on human rights.
Discursive prompt
Good or bad…
Assess society’s record on human rights.
Civil rights/liberties
Women’s rights
Gay rights
Equality: race/culture
Labor rights
Children’s rights

49. (-)
(+)

50. Assess society’s record regarding human rights.
(+)
(-) A B
RIGHTS IN THE U.S.
 Women’s Rights
1920’s Suffragette Movement
 Habeus Corpus/Fair Trial Rights
“innocent until proven guilty”;
“protection against cruel and unusual punishment”;
“Miranda Rights”
RIGHTS IN THE U.S.
 Gay Rights
“Don’t Ask, Don’t Tell” Policy;
Proposition 8
 Religious Rights
Mosque-building in NYC
Assess society’s record regarding human rights. A B
RIGHTS ABROAD
 Labor Rights
Honda Factory Strike;
Child Labor policies
 Democratic Rights
Botswana—new dem. gov’t;
Afghanistan—efforts to instill democratic values
RIGHTS ABROAD
 Women’s Rights
Iraq-wearing the abaya as trad’l garb;
China’s one-child policy
 Children’s Rights
Child soldiers in:
- Somalia
- Sierra Leone

51. Use the Hand Approach to help you…
Generating Ideas
But how do I find ideas??
Think GP RELEVANCE…!!!
State, national, international
Past history, current events
Consider all academic categories
Use the Hand Approach to help you…

52. GOVERNMENT and POLITICS
INDEX:
GOVERNMENT and POLITICS
THUMB:
SCIENCE and TECHNOLOGY
MIDDLE:
ENVIRONMENT
RING:
SOCIAL RELATIONSHIPS
PROMPT
PINKY:
MEDIA, SPORTS and ENTERTAINMENT
CREDITS:
Teaching the General Paper: Strategies That Work, By Teachers, For Teachers
National Institute of Education, Nanyang Technological University
Edited by Caroline Ho, Peter Teo, Tay May Yin (2006)

53. “History repeats itself.” Discuss.

54. “History repeats itself.” Discuss.
GOV’T:
Repeats—economic slump: the Great Depression and the 2008 Recession.
Doesn’t—terrorist invasion ie. 9/11 heightened awareness and security precautions
ENVIRON.:
Repeats—effects of oil spills on ecosystem i.e. Exxon Valdez and Deepwater Horizon
Doesn’t—epidemics and pandemics no longer as drastic i.e. Bubonic Plague vs. Swine Flu
SCI/TECH:
Repeats—nuclear threats with USSR then and Iran now are similar
Doesn’t—innovative military technology i.e. drones of today replace kamikazi missions of old
SOCIAL:
Repeats—religious unrest in ie. Irish Catholics then similar to Muslim Americans now
Doesn’t—women’s rights i.e. suffragette movement; political leadership
ENTERTAINMENT:
Repeats—violence in sports ie. Political riots during Yugoslavic war then and terrorist threats at recent World Cup (Uganda) now
Doesn’t—reality t.v. phenomenon in 21st century
“History repeats itself.” Discuss.

55. Now You Try It:
Writing the discursive essay requires one to think BEYOND one’s own personal world. Look at the prompt below:
“The truth should always be told, whatever the cost.” Discuss.
As an AICE writer, students must elevate their discussion of this topic beyond the personal realm…
TASK: Bring “GP Relevance” to the essay by applying the Hand Approach to this prompt.

56. THUMB: Science and Technology
Medical field
TELL THE TRUTH…
Hippocratic Oath
VS.
WITHHOLD THE TRUTH…
Placebo Effect

57. INDEX: Government and Politics
TELL THE TRUTH…
Obama’s “open door” policy
VS.
WITHHOLD THE TRUTH…
FDR, who hid his polio to
avoid appearing “weak” to
the public eye

58. MIDDLE: Environment TELL THE TRUTH… Al Gore’s, An Inconvenient Truth
VS.
WITHHOLD THE TRUTH…
Resource-rich areas that
reveal such truths/
discoveries may be taken
advantage of as a result

59. RING: Social Relationships
TELL THE TRUTH…
AIDS patients
VS.
WITHHOLD THE TRUTH…
“Don’t Ask, Don’t Tell” Policy
(note: recently abolished…)

60. PINKY: Media, Sports and Entertainment
TELL THE TRUTH…
Libel/Slander
VS.
WITHHOLD THE TRUTH…
Gambling for sport and
the “poker face”

61. And we know how to generate ideas (that are “GP relevant”)…
Discuss prompt identification and interpretation with students before writing. Then ask them: WHAT DID WE LEARN?
Now we know what the question is asking us (by breaking down the prompt)
And we know how to generate ideas (that are “GP relevant”)…
NEXT STEP?
We will learn how to actually put this direction and these ideas into an essay!!! Get ready to rock, GP-style!

62. Visit my BLOG for GP Teacher SUPPORT!!!
The Global Pen:
me: