Week 1: June 15 through June 19, 2015

Preparing Students for Advanced Placement® Art History: Revised
AP 592.100 Wells Gray
How long should I spend on Greek art? How many of the illustrations in the textbook do I have to cover and in how much depth? How many parts of a Greek temple do the students have to know? How much time do I allow for student interaction and group work? These are the kinds of questions that participants ask-and need to know the answers to-in any art history institute. The realities of the art history classroom will be explored in this institute, including ideas about how to encourage discussion and debate, how to use resources, the library and the Internet, and how to develop a critical vocabulary of the arts. Alongside day-to-day issues, this course will address long-range planning, including the evolving nature of future AP Art History exams, and the move to non-Western and thematic-based questions. Participants will grade and critique past AP responses and study approaches for creating new exam questions. A group excursion will be organized to a museum in Baltimore. Participants are encouraged to bring a laptop and a flash drive, as well as a lesson they have used that worked particularly well in their classroom and that they would like to share.

Preparing Students for Advanced Placement® Calculus AB
AP 506.100 Jim Bohan This course will focus in detail on the philosophy, content, and pedagogies related to creating and implementing a successful course in AP Calculus AB. The sessions will engage students in the four main areas of AP Calculus AB: functions, limits and graphs; derivatives; and integrals. The approach will be one of using actual AP Calculus AB problems to guide the discussion of content and pedagogy. In addition, the course will provide opportunities for discussion about topics such as course goals, objectives, content, resources, bibliographies, and equipment; AP exam development and grading process; syllabi, lesson plans, and assignments; how to refresh and improve existing AP courses; recent changes in AP course descriptions; strategies for teaching students at beginning or intermediate levels; vertical teaming; and use of technology in AP Calculus AB. Participants will be expected to collaborate and participate fully in the proceedings of the course and will be encouraged to create a network of support.

Preparing Students for Advanced Placement® Computer Science A
AP 518.100 Reg Hahne
This course will provide an overview of the content and structure of the AP Computer Science A curricula. Teachers will focus on object-oriented programming methodology, with emphasis on problem solving and algorithm development. Participants will explore how the development and analysis of standard algorithms and the use of fundamental data structures within the AP Computer Science framework can support their classroom instruction in preparing their students for the AP Computer Science exam. Focus also will be placed on both multiple-choice and free-response aspects of the exam. In particular, an introduction to the new case studies (Magpie, PictureLab and Elevens), related to concepts that will be tested on the 2015 and later exams, will be shared. It is advisable that participants be familiar with Java.

Preparing Students for Advanced Placement® Economics
AP 548.100 Bruce Damasio
This course is designed as an institute for current high school teachers of AP Economics, regardless of experience level: new to AP or an experienced teacher. The course will include an overview of content, course organization, selection and use of materials, test development, and a strong emphasis on methodology and teaching strategies. It will not be a week focused solely on content; time is not available to target one area versus another. Participants will focus on ways to connect content to assessments and active learning. Participants will develop lessons and materials with content specific to the AP Microeconomics and AP Macroeconomics courses. Participants are encouraged to bring class outlines, textbooks, course syllabi, and sample lessons to share and modify. Participants will be expected to collaborate and help each other learn, listen, share and succeed. In addition, participants will discuss the agenda and expectations of the College Board-topics from equity to expectations for the teacher and students.

Preparing Students for Advanced Placement® European History: Revised
AP 593.100 Pamela Wolfe
This session will help teachers design an AP European History course and prepare their students for the AP exam. Analysis of the newly designed curriculum and test will be a main focus of the course.  Participants will review the content, themes, and structure of the new AP European History curriculum and focus on effective teaching strategies and learning activities that will lead to success on the exam. Participants will analyze past AP exam questions and learn to rewrite them to reflect new course requirements.  The class will look at new multiple choice questions, short answer, DBQ and FRQ rubrics.  Review of the four major time periods and nine critical thinking skills emphasized on the AP test will occur while participants plan their own course syllabi and create test questions in line with the major themes of the course.

Preparing Students for Advanced Placement® Government and Politics: United States
AP 536.100 Maria Schmidt
This course provides teachers with an overview of the basic structure and content necessary for an AP course in Government and Politics: United States. The instructor will focus on the development of the content for each of the six units included in the course as well as the development of essential questions, course objectives, learning activities, teaching strategies, and the use of multiple resources. Emphasis will be placed on preparing students for the AP examination. An analysis of past AP examinations will be included as well as a review of the standards established for the grading of the annual exams. A major portion of the course is devoted to the development of units for an AP U.S. Government and Politics course by participants, including the resources necessary for the implementation of such a course.  This course is suitable for teachers new to AP U. S. Government and Politics as well as those experienced in the teaching of the course.  The course will include a "best practices" sharing session and participants are encouraged to bring a copy of a favorite lesson/activity they have used in, or that could be adapted to, an AP U.S. Government and Politics course.  If participants already are teaching the course, or know the textbook and/or any other books they will be using, they should bring these as well.

Preparing Students for Advanced Placement® Music Theory
AP 551.100 Robert McMahan
This course is designed for new and experienced AP Music Theory teachers. The course will provide a review of the issues of musicianship, theory, musical materials, and procedures. Participants will gain familiarity with creative teaching activities/strategies and will devise their own activities and materials for use in their classroom. With collaborative input from the instructor and others in the class, participants will develop a detailed syllabus for the course and will explore assessment tools and techniques to prepare students for the AP Music Theory exam. Participants should emerge from this course with a clear understanding of the objectives and performance each of their students should attain in the high school AP Music Theory course.

Preparing Students for Advanced Placement® Physics 1: Algebra-Based
AP 589.100 Patricia Zober
This course will engage educators in completing several goals focused on preparing them to teach the new AP Physics 1 course that debuted in the 2014/2015 school year and the subsequent exam to be given in May. The first goal involves laying the groundwork for using the Curriculum Framework which pairs core essential knowledge with the fundamental scientific reasoning skills necessary for scientific inquiry. The Curriculum Framework, paired with the Learning Objectives and the Science Practices, provides detailed information concerning what a student should know and what they are expected to do on the AP Physics 1 Exam. Other focus areas of this course include (a) preparation for the new syllabi for AP Physics 1 and (b) the inquiry laboratory experiments/questions that comprise 25% of the time to be spent in the new course. Special topics related to the revamped course -rotational motion and dynamics-will be addressed as well. Copies of the AP Physics 1 Curriculum Framework will be provided in the AP Physics Participants handbook. Copies of the Framework also may be downloaded from the College Board website prior to the course.

Preparing Students for Advanced Placement® United States History: Revised
AP 590.100 Geri Hastings
This course will provide participants with an overview of the redesigned AP U.S. History course and exam and give them the opportunity to analyze and integrate the course's three major component parts - the Thematic Learning Objectives, the Concept Outline, and the Historical Thinking Skills into their syllabi. After examining the Curriculum Framework and identifying the characteristics of, and reasons for, these three component parts, participants will begin to plan student centered lessons for some of the 27 key concepts in the Concept Outline. As they design their lessons, participants will determine the connections between the Learning Objectives, Concept Outline, and Historical Thinking Skills, connections that are assessed on every question on the new exam. Woven throughout the course will be opportunities for participants to create and take part in many high-interest, student-centered lessons that were developed to support the new course and engage students.  In addition, teachers will have the opportunity to examine the questions on the redesigned exam, describe the similarities and differences between the exam questions on the 2015 test and the exam questions on the redesigned practice tests, and actually answer some of the multiple choice, short answer, long essay, and document based questions. New scoring tools will be used to evaluate student responses from the 2015 testing to give teachers a better understanding of what students must know and be able to do to be successful in this course. Teachers will discuss audit guidelines only if there is a need for this, practice writing questions based on redesigned testing models, and evaluate available AP U.S. History resources. This course has been designed to provide both a seamless transition for experienced teachers and an in depth introduction to AP U.S. History for new teachers.