# Campfire Session — AP Exam Review

Tips, tricks, and teacher stories about how Flint's AI can be used to help students prep for AP exams.

Lulu Gao, Head of Teacher Experience at Flint | [LinkedIn](https://www.linkedin.com/in/lulugaodesign/)

When it comes to AP exam review, students and teachers rarely find enough helpful, accessible, and differentiated practice. Flint can be leveraged as a powerful AI tool to provide students with new methods and materials to prepare them for exam season.

This session included a demo of Flint's options for review and teachers' shareout about their own experiences. Topics covered included:

1. Creating activities in Flint for students
2. Student-created activities
3. Using chats to generate materials for students
4. Encouraging students to practice on their own through chats

Slides from the presentation can be found [here](https://docs.google.com/presentation/d/1rWODLA5P7rcaPEaae5NRSTyH92hn_bTpvqyBvu_YXjE/edit?usp=sharing).

### Introduction • 00:00
- Lulu Gao introduces the session topic and agenda.

### Ice-breaking news • 01:07
- An article about AP courses and AI is discussed. The focus is on making AP courses more valuable to students.
- Lara Cross shares her perspective on the importance of process in education. The conversation highlights the need to rethink curriculum in the context of AI.
- Lulu Gao emphasizes the necessity of content for effective learning. A recommendation to read the interview about AP courses is made.

### Review activities (Written MCQ practice example) • 05:40
- Demonstrations of review activities in Flint are presented. Activities are described as customizable experiences for students.
- The dynamic nature of activities is highlighted. Activities can adapt based on student responses during practice.
- A problem-solving practice activity is initiated. The process of creating a multiple-choice practice for AP Chemistry students is demonstrated.
- The feature request for preloading AP content into Flint is questioned. The Flint product direction for schools to add their own content is mentioned.
- The capability of Flint to create listening activities for assessments is explored. The option to generate questions or use specific inputs is clarified.

### Review activities (Interpersonal speaking example) • 16:46
- Flint is utilized to simulate an oral AP Spanish exam. The activity created includes both speaking and reading components.
- A request is made to adjust the activity for speaking and listening only.
- Students are provided with multiple topic options for practice.
- Feedback is given to students after their responses. Teachers can access transcriptions of student interactions with Flint.
- Summarized tips and tricks for creating, previewing, and editing activities is shared.

### Student-created activities in Flint • 22:36
- A discussion occurs about student activity creation. The importance of using templates for AP exam preparation is emphasized.
- Jonathan Ohayon raises a question about how students know when to end an interaction with Flint. Suggestions including guidelines on the number of questions asked, the amount of time passed, and students' self-assessed confidence in the material are shared.
- Lulu Gao explains Flint's approach to managing conversation continuity. Options for saving and reusing previous sessions are provided.

### Flint Chats for Teachers vs Students • 27:22
- Flint generates worksheets for AP US History. Three worksheets are created at different difficulty levels with answer keys included.
- Students can request practice problems through Flint. The chatbot generates specific math problems and coding snippets for students.
- Flint supports multiple languages for student interactions. The chatbot can respond in the language initiated by the user.
- Concerns about the AI's helpfulness are expressed. The need for concise feedback from the AI is emphasized. A suggestion is made to limit the length of the AI's responses. The conflict between AI's design and educational needs is acknowledged.

### Teacher shareout #1 (Lara) • 39:26
- A reverse tutoring method is introduced. Students take on roles to enhance learning. Template can be found [here](https://app.flintk12.com/templates/reverse-tutor-t-8713c7).
- The effectiveness of using two Personas for the AI is highlighted. One Persona acts as a student while the other serves as a fact checker.
- Test anxiety among students is discussed. Reports generated by Flint provide insights into student challenges.

### Teacher shareout #2 (David) • 47:24
- David Sainsily discusses using Flint for AP Spanish. Specific scenarios for AP exam preparation are shared. Student engagement with Flint is positively noted.
- Students appreciate AI's understanding of mistakes. Flexibility allows practice from home anytime.
- Teachers value the sanctioned use of Flint's tools. The platform's guardrails ensure compliance and support.

### Conclusion • 54:56
- [Upcoming sessions](https://lu.ma/flint-teachers) will focus on social studies and instructional design. [A Facebook group](https://www.facebook.com/groups/flintk12) is available for ongoing teacher discussions.