Episode 21 - Addressing Skill Gap: Ace AP Chemistry Exams | Abigail Giordano, Educator & Creator

In this episode of the SupportED Learning Podcast, Dr. Joe Sebestyen sits down with Abigail Giordano, Chemistry instructor and creator of @GiordanoAPChemistry to uncover why traditional study methods are failing AP Chemistry students—and what to do instead. With one of the lowest pass rates of any AP exam, Abigail explains why success has less to do with how much content you know and more to do with how well you can apply it.

They explore the gap between knowledge and execution, emphasizing how the AP exam measures application, analysis, and evaluation—not memorization. Abigail shares how overreliance on passive learning strategies like watching videos leads to poor performance, while focused practice on FRQs and core math skills creates measurable gains.

Designed for students, parents, and educators, this episode provides a clear framework for approaching AP Chemistry with intention and strategy. If you're tired of studying harder without seeing results, this conversation will change how you prepare.

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📲 Connect with them: @GiordanoAPChemistry
📲 Learn more about us: supportedtutoring.com, @dr_joe_ap_exams 

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Transcript

SPEAKER_02 0:00

You're listening to the Support Ed Learning Podcast, where we challenge the status quo of education and reimagine what learning should be. I'm Dr. Joe Sebastian, and in every episode we dive into critical thinking, Bloom's Taxonomy, educational innovation, and how AI is shaping the future of learning. Whether you're a teacher, parent, policymaker, or lifelong learner, you're in the right place to rethink, reshape, and revive education. AP chemistry has one of the lowest pass rates of any AP exam. So why is a YouTube channel run by a high school teacher helping thousands of students beat these odds for free? From the classroom to the college board's own platform, that's what we're unpacking today with Abigail Giordano. Welcome back to the Supported Learning Podcast. I'm Dr. Joe Sebastian. Families often ask me how to navigate the maze of college prep without wasting thousands of dollars and years of time. The answer usually involves finding the people who have figured out the rules of the game that schools aren't telling you. And that's why I'm thrilled to have Abigail here today as a guest. She is a high school AP chemistry teacher, the creator of Giordano AP Chemistry's YouTube channel that has nearly 18,000 subscribers. And she's a contributor to the College Board's own AP classroom daily videos. I think we've actually featured a couple of hers on our platform probably. And we're going to dive into why AP chemistry is one of the hardest exams to crack, what the test actually measures the most students miss, and how Abigail built a free resource that teachers across the country now use in their own classrooms. Abigail, welcome to the show. Thanks for having me. Did I miss anything on that intro that I did I do you justice there? No, you did great. I appreciate it. So I've given the highlight real out there, but I do want to hear from you. Like, you know, I guess give me this, give me the second 60-second snapshot who you are and what is the specific problem you're trying to solve for students and families.

SPEAKER_01 2:00

So um I grew up in Atlanta um and made my way up to Virginia. And I teach at, as you said, at Oakden High School. I've been there for this my 21st year. Wow, long time. Um, thank you. And I started, I got thrown into AP chemistry my only my second year of teaching, just because the the guy that had been teaching it just kind of retired unexpectedly.

SPEAKER_00 2:25

Right.

SPEAKER_01 2:26

Um, and I got thrown into it and had no idea what I was doing. Um, but I figured it out. Um so it's it's absolutely my passion. I love it. I love how challenging it is. Um, I was just telling a colleague the other day, one of the things that I get most excited about is the rare occasion that I get presented with a question that I've never seen before. Um it's it's like a puzzle. It's really fun for me. Um, but it is difficult sometimes to remember how hard the class is for students. It is, you know, we always say at Oakden, it's it's probably one of the top three or four most difficult AP courses, you know, to score well on. And so, you know, I do my very best to put myself in the position of my students and imagine how they must feel when they're reading these really complex word problems. And how do we how do we get through the weeds and how do we figure out what is it the problem is asking us to solve for and what are the steps, the the multiple steps. So I try to remember what it's like to be a student that you know doesn't have the background that I do, and I try to keep things as simple as possible and use very kind of plain English explanations for things. That's what I've found to be the most helpful.

SPEAKER_02 3:51

Sure. So you've been teaching this since year two in Fairfax County.

SPEAKER_00 3:56

That's correct.

SPEAKER_02 3:57

That's amazing. It's fun, it's funny because um just before the before we started recording, just found out you actually teach in Fairfax County. It was a small world. Yeah. I could have been your colleague. Yes, absolutely. Uh in the same school or same county system. Um, we actually had our trainings at open uh for social studies. So and that's great. I got to Fairfax my third year of teaching after like a middle school, uh middle school year in North Carolina, and then I moved up to DC. That's be it. I was in DC Charter School, inner city DC Charter School, which was nuts. And then kind of had two offers at Fairfax, and I was able to get thankfully as a high school teacher. That really did save me, but I I got it as an IV history teacher, and I had no idea what I was in for, but I loved it. It really kind of retaught me how to teach. Obviously, you know, we've built a separate platform now. I've left the classroom, as you say, but you didn't. You started, you were AP chemistry, and then there was a moment when you realized I need to build something bigger. Like, walk me through how that happened where you're like, I want to start a YouTube channel.

SPEAKER_01 5:00

Well, it's funny, it it came about for totally selfish reasons because I um used to be your very, you know, classic teacher, very much like a college professor. I lectured every class. That's that's how I did. And so when students would come to me and say, uh, I was absent last class. Can you go over what I missed? And I thought, let me just grab a spare 90 minutes that I have. Like, and so I was getting so frustrated with having to say, uh, okay, yeah, let's go through it. And it just took a long, long time. So I said, you know what? And it started out very, very crude, where I had this shaky little camera and I would film me teaching in front of a class. And you can like hear students in the background commenting and asking questions. And I that's how it got started, was purely for selfish reasons that I just was like, I don't want to stay after school for 90 minutes explaining to this kid. Um, so I would record my lessons and I would upload them and say, okay, just go watch the lesson. This is what we did. And then it just it just kind of grew from there. Um, I started still filming in front of live classes, and I would, I would edit out, you know, a lot of the student noise and background and things like that. But then when COVID hit, I just thought, you know what? I'm at home. I'm gonna take this time to really make these a little bit higher quality, a little bit more focused. And so that's where it got started, was really during COVID. And I started sticking to um, you know, college boards' outline of the different units, and um, I've just kind of tweaked them from there because you know, they make changes to the curriculum every now and again. So it it got started for totally selfish reasons, but I'm glad it's helping people.

SPEAKER_02 7:09

Well, as my wife just texted me, that my middle child has influenza B. So no. And she was just at the doctor yesterday. So we're outside the 48-hour window for Tama flu because they only checked for flu A yesterday, and my wife's like, I gotta take her back. But I was figuring it probably during COVID, it happened, right? That you're like, I need to. So, okay, gotcha. So that you saw it more out of necessity. You didn't actually just intend to create a flipped classroom, but now here we are, right? No. So let's talk about the exam itself. AP chemistry, like you said, consistently has one of the lowest pass rates. It's arguably one of the hardest classes or exams to pass. What is it about this exam that trips students up?

SPEAKER_01 7:50

Gosh. Um I I think it's twofold. Um, you know, the timing of it is is tough. And I try to train my students uh through our unit tests to get used to that timing aspect. I give my unit tests in class timed so that they are accustomed to that crunch, that that feeling, that sort of pressure feeling. But even still, even with that good training, I feel like they still it can be can be tough. Um I also think that one of the, and this is tough year-round for students. It's not just in the AP exam, in free response, in multiple choice, things can be so wordy, and you know, they'll present a question prompt and it has so much information in it. And I think it can be very difficult, as I said, to sort of navigate, to sort of get through the weeds of what is it this question is actually asking me? Is this an acid-based question? Is it equilibrium? Is it a some kind of mix of the two? And being able to, what I try to model for students more than anything is is working backwards. Like let's let's figure out what it is that the question is ultimately asking and let's work backwards. You know, okay, I'm supposed to find a pH. Okay, well, what do I really need to find the pH? I need this, and can I get that? Like it's and that's that's what I try to do so much during my daily classroom teaching is is trying to break down these word problems because that is the that is the number one thing that is the most difficult.

SPEAKER_02 9:32

You align all your content to the CED. And you know, I I refer to the alignment for parents to break it down. I'll send them a massive PDF, but like the core set of lands. Can you just break down what that is for students with for teachers or sorry, what the CED is for parents and why that's important to understand, like because of your alignment, how that helps?

SPEAKER_01 9:56

Yeah. I mean, when you look on um, you know, College Board's website for for any AP subject, they're broken down first by major units. Like, for example, AP chemistry has nine major units. And then when you open up each unit, it's broken down into subunits, and they have the titles there. And for each subunit, College Board has, you know, daily videos, and that's where I align my videos, is by each subunit. Some of them, you know, and I don't this is just for my opinion. I don't always agree with the order that College Board puts their subunits in. So I and I always make a real disclaimer about that, you know, this is the order that I feel makes the most sense. To I like to do this subunit before that one, but that's just my personal preference.

SPEAKER_02 10:50

Gotcha. And you know, the we always stress the importance of the FRQs um um in that in of the CED and the course at a glance. Like there are chemistry skills that are actually being measured on the AP exam. It's not just a content exam. After there's very little to no content on the exam, it's your application of the content, the analysis of the content, the evaluation of the content. So kind of walk through how that plays out in AP chemistry specifically, of the difference between knowing the content and actually being able to execute on the exam.

SPEAKER_01 11:23

Yeah, I mean, you know, obviously knowing the content is critical. I think having strong math skills is a major deal for for AP chemistry, being solid with your algebra, having just a good number sense. I mean, something that I've I've noticed is that mental math skills have it's kids don't have these days don't have as strong a mental math skills as they used to. And I think that that's that's important. It helps you move through multiple choice a lot faster. But you know, critical thinking, critical reading, these are all things that are critical in AP chemistry. And being able to explain yourself is another, another part of that that I notice a lot of my students are uncomfortable with because they may not have done that a lot in their 10th grade level, chem, is it'll say, it'll ask a question and then it'll say justify your answer. And to have to explain, well, how do you know that that's true is sometimes very difficult, especially when there's critical vocabulary that needs to be mentioned and you can't say it this way, you really should say it this way. You know, sometimes the graders are particular. So being able to answer the question, but also being able to back up your answer with words is is a skill that is is tricky for AP Chem students sometimes.

SPEAKER_02 12:48

And so, like, okay, a student is struggling with the AP Chem class and maybe you know wants to prepare for the exam. What it where do you what's the first thing you diagnose? Where would you start? What are the most common gaps kids have?

SPEAKER_01 12:59

What are the most common gaps? I think because most AP Chem courses in high school are taught exactly the way that I do them, which is unit by unit by unit. And I think what is overwhelming at the end of the year when we're prepping for the AP exam and then they take the exam, is tackling a problem that is on multiple, multiple major topics. Having to pull those things together, um, I find is something that students get kind of uncomfortable with and sometimes overwhelmed. So when a student comes to me and they say, okay, you know, I haven't been the greatest student, but I really want to do well on the AP exam, what I recommend is usually I recommend to my students take a practice AP exam, and there's lots available on College Board, and I have lots of old ones as well. I'll say, take one cold, you know, you haven't really reviewed much, take it cold and see where your gaps are. You know, are you weak on intermolecular forces or are you more weak on acid-base calculations? Where are your weak spots and go back and study those particular topics a little bit? Go back and look at your notes, you know, watch some videos. They don't have to be mine. You know, review however you you want, then take a second one and see how you do. Did you close some of those gaps? How are you doing? You know, is it are you seeing improvement? But ultimately, once they've done some kind of review, my feeling is the key to success is practice, practice, practice, practice. Because the more questions they can see, there just aren't that, there isn't that much variety of questions. I mean, there's only so many ways we can ask about intermolecular forces. So if you've seen an intermolecular forces question asked six different ways because you've done that much practice, you're gonna ace the exam. So practice to me, once you've reviewed a little bit, like where you truly do have you know misconceptions and gaps, practice with every moment that you have. That's the key to me.

SPEAKER_02 15:21

Well, it's something we stress a lot onto. Just like doing the work, right? Whoever does the work does the learning. And it's like so many. I I just telling is not teaching. Lectures, even though you know they're valuable, you have to start somewhere with foundational knowledge. Ultimately, your kids' success is gonna be the amount of practice that they put in, also the the amount of feedback that they get, because those FRQs, I assume, are subjective, just like writing for history. Um This episode is brought to you by Supported Tutoring, where we don't just help students get better grades, we help them become critical thinkers. Whether it's mastering AP exams, maximizing college applications, or building lifelong learning habits, our expert tutors focused on critical thinking, confidence, and real growth. Head to supportedtutoring.com to find the support your student deserves. You're you were selected by College Board, which is pretty awesome, to contribute to Aple Classroom Daily Videos. What did that experience teach you about how the exam is actually designed and what surprised you?

SPEAKER_01 16:32

Actually, I just learned from you that I was included in those daily videos.

SPEAKER_00 16:38

I didn't know that.

SPEAKER_02 16:40

Wait a minute, seriously?

SPEAKER_00 16:41

Yeah. No, I had no idea. You just clued that you just clued me in.

SPEAKER_02 16:46

You didn't know they didn't. It's like, whatever, okay, hold on. Now we got to.

SPEAKER_00 16:49

No, I didn't know.

SPEAKER_02 16:51

Jeez. We must uh screamed your YouTube.

SPEAKER_01 16:55

No, I guess so. I didn't know that. I mean, I I know that there's TikTok sites out there that have have recommended me, but no, I didn't know that College Board officially was recognizing um my videos. No, I didn't know that.

SPEAKER_02 17:09

See, but you got you have a you have video for every unit though. Every sub unit. Okay. Yes. Amazing. Oh, there's some I see some AP classroom stuff on here. Okay. Yeah, we gotta look that up. I mean, that's uh that'd be okay. Apologies. I don't know if that's Waltha, Waltha, look at that. Okay, but you do sell stuff to teachers pay teachers, right? So where does that start?

SPEAKER_01 17:34

Yes, I do.

SPEAKER_02 17:35

Why do you do that?

SPEAKER_01 17:36

That's so that started um honestly just about maybe two years ago, maybe maybe three. Um, and that honestly came because I had a number of teachers reach out to me and say, like, thank you so much for your videos. I really, you know, it's been helpful. Uh I get a lot of emails from new teachers. You know, I've I'm teaching APChem for the first time and had no idea where to start. You know, thank you for your videos. Would you mind sending me your PowerPoints, your slide decks? And, you know, the first couple of years of me doing that, I was I was, you know, generous and I thought, you know, okay, sure, you know, I'm I'm helping out a fellow educator. But then it became kind of overwhelming. And it was, I was getting, you know, emails every week, and I was like, gosh, you know, I I worked really hard on this content. Like I'd really like to be compensated for my hard work. So I just I put that up on teachers paid teachers.

SPEAKER_02 18:37

So okay. Um, so for a kid who is gonna take AP chemistry next year, what should they be doing now to set up for long-term success? Sure, sure.

SPEAKER_01 18:49

I mean, I recommend at my own school I get my current 10th grade students who are gonna be enrolling in AP Chem will ask me that very question. And I I just say to them, make sure you know your basics. Make sure that you are 100% comfortable writing formulas for ionics, covalence. You know how to write and name acids, you're comfortable with the math, you know how to do stoichiometry, how to do a limiting reactant problem. Um you know, that you know kind of some of the big topics from chem one, and you you could do them in your sleep. Um you know, some schools are allowed to give summer assignments. We we are not. I wish that we we could.

SPEAKER_02 19:37

He's not allowed to get homework anymore. No zero, no homework. Yeah, yeah, yeah. Is that kind of Fairfax policy still in place or no?

SPEAKER_00 19:44

Yeah, yeah, yeah, yeah, yeah. I'll I'll keep my comments.

SPEAKER_02 19:50

Trust me, they're not watching.

SPEAKER_01 19:55

No, but I I loved being able to give a summer assignment because I could, you know, make sure that my students were able to master the basics. So I just tell them ahead of time, hey, look, you've signed up for this, make sure that you feel 100% comfortable with those things so that when you walk in on day one, you know, you're you're prepared.

SPEAKER_02 20:16

Yeah. How about the biggest mistake students make when they're trying to prepare for the AP exam?

SPEAKER_01 20:22

Honestly, the biggest mistake that I see people make is just watching, and not even mine, but maybe it's mine. Just being a sort of passive learner, going back and oh, Miss G, I watched every single one of your videos over again. I don't know that that's really the best use of your time, or you know, you know, thanks, you know, thanks for the views, but um I don't really think that's necessarily gonna help. Just I see students feeling like they went back and they read through their notes, or that you know, they watched some other somebody else um, you know, with videos online. And and that to me, that you're just being passive. You need to be doing. And like I said, you need to be doing that practice, practice, practice, practice. It's not it's a waste of your time to just go back and watch videos on you know, on repeat. Okay.

SPEAKER_02 21:22

Yeah, and so I guess that the biggest link right there in the missing thing is the practice of them actually putting forward the effort. So, what do you do inside your class that prepares kids for that?

SPEAKER_01 21:35

Well, that's assuming that we even get days for review. So, and actually, I'm I'm dealing with that very issue right now because we've had multiple snow days. We've we've lost quite a few days, and it's always the question of do I speed up? Do I start combining subunits into one day? And I don't I don't believe in that. I I keep us going at the same pace that we would be going. But when I do get um, you know, a few days for review, and that is the most I have ever gotten, was maybe three or four. But what I typically will do first is give my students, I keep all of their tests in a folder. So every student has a folder with their name on it. And I'll pull that folder out and I'll say, okay, I want you to go back and look and where were the topics that you didn't do so great on. Okay, let's just kind of keep that in mind. And then I will, I don't necessarily spend a lot of class time doing anything up at the front of the room. It's a lot of showing them where the resources are, where our full practice exam. We make sure that they know what um, you know, what the format of the exam, what's it gonna look like. And so we we practice with that. But mostly I use class time as a time for them to sort of explore where are their gaps, where are the resources? And I don't uh, if I'm honest, I don't spend a lot of class time with them doing a ton of the their review there. I would say most of their review is done at home. I'm there as their support. What do you need from me? What can I help you with? Do you need me to explain this concept again? I'm happy to do that. So I'm a facilitator during those review days. What do you need from me? I'll help you.

SPEAKER_02 23:31

So I'm assuming, since it sounds like you're a pretty good teacher, that a lot of the the review is integrated into your instruction as well. So it's not like, all right, now I'm shutting down my class to review. It's we've been practicing this all year as well. That's right. So have you seen, like, I mean, I don't know, you know, the kids that we get into our program are very like they're they're they're really smart, they're they're really good kids, uh, but they're they're under a lot of pressure, a lot of pressure to perform on these exams. They're trying to get into top schools and BSMD programs, and chemistry is one of those big ones for the medical fields. How do you deal with that in your classroom with some of your affluent kids that are like, I have to get I have to get a top score and just maybe taking a ton of AP classes and exams too? I mean, or do you address that? Or like what just walk me through some of those situations?

SPEAKER_01 24:27

Yeah. I mean, honestly, I I I realize how important the exam is to them, but I also try to help them understand that like in the grand scheme of life, it's one test on one day and it does not, it does not define you. Right. Um but I also, you know, I also realize how important it is to them and that they do want to do well. And so I I try to encourage them when it's these really, really top flyer kids that listen, you've worked hard all year long. You have a really strong arsenal of knowledge. Like remember that and trust yourself. And I I almost encourage them to go in with a little bit of an attitude of a little cockiness, of you know, I've done really well, I'm gonna do well. Okay. And I, you know, of course I'm asked gonna encourage them to to review and do the things that they need to do. But I also want them to remember that this is this is just something small in life. I mean, I I know that they want to do well, but to just relax, you're gonna do great, you know. Chemistry is a funny one though, if I'm honest, because you know, if if you get a four or a five on the AP chem exam, typically that will opt you out of like intro to chem 101, 102 in college, right? And the next level of chemistry above that in college is organic chemistry. And going into organic chemistry as a freshman in college is pretty intimidating. And we don't always recommend that as the greatest idea. And so when a student says, you know, I'm really gunning for that five, I'll say, Yeah, absolutely, you can get that five, or you know, but just keep in mind what I what it happens a lot with chemistry is that students who get a four or a five many times end up not even using that in college because going straight to organic is it's not even a leap. Like there's not a word big enough to describe what it would be like to go from high school chemistry to organic. It's just it's massive. So some colleges have like a like an intro to chemistry advanced or something like that, where it's it's an intro level, but it's for kids that did get a four or a five. And I always encourage them if if your college has that, sign up for that. Okay. Um so it's a little dicey with, you know, do you use the credit? Do you not use the credit? It kind of depends on the kid, but there are very few students I would say that are capable enough to go directly from high school straight to organic. That's a pretty rare student, I would say.

SPEAKER_02 27:40

So obviously you teach to a massive audience, whether you know that your YouTube channels, but um, that's obviously beyond the classroom. How has that changed your entire outlook on education and what you see teachers who only see teach in person don't?

SPEAKER_01 27:54

Like just I mean, it's been really cool to see, like I I get emails pretty regularly from not just teachers, but students from around the world who say, you know, um, I just wasn't I wasn't being successful in my class, and or I, you know, I just wasn't able to understand the content from my, you know, my teacher, and I really appreciate your videos. Like it's just it just feels good that like I'm able to spread what I think is very, they're very common sense explanations, because so many times when I was going through science courses, the the professor or the teacher would explain something, and I would just say, there's gotta be like a simpler way to understand this. Like, this is such a roundabout way to explain something. And and then in specifically in chemistry, there are topics that I sometimes hear other chemistry teachers explain, and I think, gosh, there's a there's a much more plain English way to understand that. And so that's I think where my strength is is just explaining things just very straightforward, very direct, not going too overboard with you know, just too many words. I like to just keep it simple and sure, and it seems to be working out.

SPEAKER_02 29:18

Yeah, again, you you're definitely got a good following on that. So let's uh let's shift to our lighting round. Now, this section of the podcast, Abigail, is when it's just ask you questions first thing. Oh, my Alexa went off. Alexa, stop. Okay, hopefully I stopped it. Okay. Um, basically I just fire off questions, you answer first thing that comes to mind. No explanation needed unless you really want to. I break the rules.

SPEAKER_01 29:42

Got it.

SPEAKER_02 29:43

Ready?

SPEAKER_01 29:44

Ready.

SPEAKER_02 29:44

All right, most overrated AP chemistry study strategy right now.

SPEAKER_01 29:48

Watching videos. I know that's not very good for my own stuff.

SPEAKER_02 29:52

Well, you're not gonna get views that way. One thing parents overthink about their kids' AP science course.

SPEAKER_01 29:58

One thing parents overthink. The score on the AP exam is everything. It's it's not about that, it's also about the experience. Um it's their it's about their experience in learning how to study, how to become a higher ed student. It's not just about the score on the AP exam.

SPEAKER_02 30:21

One thing parents underthink.

SPEAKER_01 30:23

I think they don't appreciate some of the pressures that their their kids are under, and they're um they're taking maybe too many AP classes, and they they're not able to uh perform their best because they're overtaxed.

SPEAKER_02 30:39

If you could whisper one piece of advice to a parent of a sophomore who's about to sign up for AP chemistry, what would it be?

SPEAKER_01 30:48

It would be I'm whispering to the parent or the student. The parent.

SPEAKER_02 30:56

What are you telling a parent that's about to sign their kid up for AP chemistry next year?

SPEAKER_01 31:00

I'm gonna tell them to be patient that it's a learning curve, that their kid is maybe not gonna do so hot at first, but they figure it out, they learn.

SPEAKER_02 31:11

Okay. Best free resource for AP chemistry that most people don't know about besides your channel.

SPEAKER_01 31:17

Free resource. Honestly, I would say the practice exams on college board. That's the best.

SPEAKER_02 31:24

One book or resource every science-minded student should have.

SPEAKER_01 31:28

Ooh, okay. There's a book called, and I'm blanking on the author, but the name of the book is Napoleon's Buttons. Every science kid should read this book. It's great. Yeah, Napoleon's Buttons. Look it up.

SPEAKER_02 31:43

All right. What's the next big shift you see coming in how AP sciences are taught? Gosh.

SPEAKER_01 31:49

Well, this is kind of a boring answer, but I have a feeling that how it's tested may shift because we're going much more to like online testing. And at least my own exam right now is a hybrid exam. And I just feel like someday, somehow, they're gonna get that free response section online. I'm not looking forward to though. Maybe maybe I'll be retired by that, but I feel like that's coming.

SPEAKER_02 32:20

How many more years you got?

SPEAKER_01 32:21

Eight and a half.

SPEAKER_02 32:22

Eight and a half. Yeah. Okay. Yeah, the next big revision might be around there. All right. Well, Abigail, this has been incredibly valuable. I know parents are gonna want to check out go deeper and potentially uh check out more about what resources you have. What is the best place for them to find you?

SPEAKER_01 32:40

I would simply just go to my YouTube channel, which is at Giordano AP Chemistry. There are different playlists there. The one that is probably the you know, the one that most people want to go to is the one that's called the College Board videos.

unknown 32:56

Okay.

SPEAKER_01 32:57

I know there are still some high school teachers that are are using that are still not onto College Board's order of things. They're using a textbook, which I have those as well, but this one would be the most up to date. I'd just go to my YouTube channel.

SPEAKER_02 33:12

Giordano.

SPEAKER_01 33:14

Giordano.

SPEAKER_02 33:15

And before we wrap, what's the one thing you want parents and students to remember from this conversation?

SPEAKER_01 33:20

I want parents to remember um that there are resources out there. I'm one of them, and I'm happy to be that resource. But you know, if your child's teacher is, you know, for whatever reason, your your student and your child is just not able to learn the material from their teacher, there are places to go for help. There's lots of people who do online videos. There's lots there is help out there. Don't give up, it can be done.

SPEAKER_02 33:52

All right, Abigail, fellow Fairfax colleagues. Thank you. I appreciate you sharing everything with us today. I appreciate you coming on, spending some time away from potentially grading papers and away from your family. But for those listening, remember you don't have to play the game the way the system is set up. You can find the foundation, you can build the skills, and you get the results without the burnout. So we're gonna put all of these links for Abigail in the show notes and on our YouTube channel. Thank you so much for coming on, Abigail again. Uh, and thank you, everyone, for tuning into the Supported Learning Podcast, and we'll see you next time. Thank you. Thanks for joining us on the Supported Learning Podcast. If today's conversation inspired you, challenged you, or sparked a new perspective, be sure to subscribe and share with a fellow change maker. We'll be back soon with more voices, more insight, and more ways to elevate the future of learning together. Until then, keep learning and keep pushing the conversation forward.