Week 1: June 19-23, 2017

Preparing Students for Advanced Placement® Art History: Revised
AP 592.100 John Nici
The demands of the new curriculum are rigorous for both the student and the teacher. This course will address new ways to approach the material that makes it easier for the teacher to present art history without overwhelming the student in a sea of facts and contexts. We will delve deeply into areas of non-Western art, concentrating on how to teach these cultures in a way that helps student understanding. 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 to see examples of relevant works that are locally available. 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. Teachers will be given the necessary basics to begin the course with confidence in the fall.

Preparing Students for Advanced Placement® Calculus AB: Revised
AP 507.100 Gail Kaplan
This session will help teachers to effectively teach an AP Calculus AB course and prepare their students for success on the AP exam. Participants will review the content, themes, and structure of the AP Calculus AB curriculum and focus on effective teaching strategies and learning activities that will lead to their students' success on the exam. Calculus AB is primarily concerned with developing the students' understanding of the concepts of calculus and providing experience with its methods and applications. The course emphasizes a multi-representational approach to calculus, with concepts, results, and problems being expressed graphically, numerically, analytically, and verbally. Through the use of the unifying themes of derivatives, integrals, limits, approximation, and applications and modeling, the course becomes a cohesive whole. With the upcoming changes (2016-2017) in the revised AP Calculus AB curriculum, this course will provide information and strategies that help teachers prepare their students to perform well on the redesigned examination.

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 (AP CSA) 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 CSA framework can support their classroom instruction in preparing their students for the AP CSA exam. Focus also will be placed on both multiple-choice and free-response aspects of the exam. In particular, case studies Magpie, PictureLab, and Elevens, related to concepts tested on the 2016 exam, 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® English Language and Composition
AP 521.100 Patricia Maida
This course will guide teachers in developing syllabi and strategies in critical thinking and writing. The course will be interactive through the sharing of ideas and building of argument units, using a variety of sources from non-fiction, fiction, poetry, and graphic arts. Study of the AP Language and Composition examination will include College Board materials to provide greater understanding of the content and scoring of the multiple-choice section. Synthesis, analysis, and individual argument essay samples will give participants the opportunity to assess writing skills and discuss techniques that can be used to produce quality essays.

Preparing Students for Advanced Placement® English Literature and Composition
AP 524.100 Richard Vogel
This course will combine the examination of methodology and content with sharing ideas, developing strategies, and reviewing samples from the 2016 AP exam. Hands-on strategies can be introduced immediately into participants' own courses. Participants can expect interactive sessions where they learn and practice the basics that are essential in implementing a successful AP English Literature course with their students. This course uses College Board-developed materials, as well as other resources and guest speakers, to expand the participants' knowledge base and to provide a framework for teachers in developing a curriculum.

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/strategy 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  their students should attain in the high school AP Music Theory course.

Preparing Students for Advanced Placement® Physics 1: Algebra-Based
AP 589.100 Thomas Hoch
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 making an individualized plan for the year.  This plan will lay the groundwork for using the Curriculum Framework, which pairs core essential knowledge with the fundamental scientific reasoning skills necessary for scientific inquiry. The second goal involves developing and practicing techniques that are consistent with the implications of the physics educational research, which guided the development of this course. The third goal is designing and practicing the laboratory work that is in line with the inquiry laboratory experiments/questions that comprise 25 percent of the time to be spent in the new course. The fourth goal is to spend some time with the special topics related to the revamped course. At the completion of the week, you should have a very good idea of what you should be doing on a daily basis to best prepare your students for the exam in May. 

Preparing Students for Advanced Placement® Spanish Language and Culture
AP 560.100 José M. Díaz
This workshop is designed to provide the participants with an overview of the new AP Spanish Language and Culture Curriculum Framework that went into effect September 2013. Participants will examine the themes as well as the recommended contexts and overarching essential questions for exploring each theme in the new Framework. The institute will also address issues of curriculum and of Pre-AP* courses. Some time will be devoted to evaluate the sample syllabus to deliver the course. Participants will engage in a discussion of textbooks, websites, and resources available for the course. Rubrics and student samples will be used to familiarize participants  with the scoring of the free response sections of the exam. They will also develop a final project according to the needs of their students during the week, in consultation with the instructor. Participants are encouraged to bring copies of successful activities to share.

Preparing Students for Advanced Placement® Statistics
AP 566.100 Jim Bohan
This course will focus in detail on the philosophy, content, and pedagogies related to creating and implementing a successful course in AP Statistics. The sessions will engage participants in the four main areas of AP Statistics: exploring data, sampling and experimentation, anticipating patterns, and statistical inference. The approach will be one of using actual AP Statistics' problems to guide discussion of content and pedagogy. In addition, the course will provide opportunities for discussion about topics such as AP course goals, objectives, content, resources, bibliographies, and equipment; AP exam development and grading processes; 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 Statistics.

Preparing Students for Advanced Placement® Studio Art
AP 572.100 Joann Winkler
This course provides an overview of the content of the AP Studio Art portfolios in Drawing, Two-Dimensional Design, and Three-Dimensional Design. Specific course goals and objectives include: engage with ideas and techniques (Vertical Team Concept) to build a strong program in art; explore the three sections of the portfolio and the three different Studio Art portfolio options; share best practices and techniques to understand the portfolio and help students to succeed on the AP exam; explore available websites and how to integrate the authentic material into daily teaching; and allow time and opportunity for collegial interaction and exchange of successful strategies; and prepare (if needed) the new syllabus for the College Board audit. We also will focus on the Reading process and mock Readings using the rubric for the 2015 Reading, sketchbook strategies, the College Board materials, PowerPoint files from the 2015 Reading that clarify the differences/distinctions of each portfolio, as well as individual studio activities. Development of thematic approaches in the creation of a mini-concentration will be explored along with studio practices and course curricula developed from the participant's concentration. A variety of course structures will be considered, and issues in drawing, 2D and 3D design, color, sculpture, and painting will be addressed in depth. Participants will work toward a course outline for their own AP Program courses and will, through simulated grading of sample portfolios, become familiar with grading standards and procedures. Attention also will be given to the preparation of artwork as well as the digital submission of the portfolio. All participants are asked to bring  art materials they are comfortable working with that dry quickly and that can easily be transported. Due to time constraints, materials need to be considered prior to participant's arrival. All participants will be asked to complete an artist statement and encouraged to create a PowerPoint presentation to be shared through the use of jump drives.  Please bring a camera to document the process and the exhibit.

Preparing Students for Advanced Placement® United States History: Revised
AP 590.100 Geri Hastings
This course will provide participants with an overview of the second iteration of the redesigned AP U.S. History course and exam and offer an opportunity to analyze and integrate into their syllabi the course's three major components: Thematic Learning Objectives, Concept Outline, and Historical Thinking Skills. After examining the Curriculum Framework and identifying the characteristics of, and reasons for, these three components, participants will begin to plan student-centered lessons for some of the 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 high-interest, student-centered lessons that were developed to support the new course and engage students. In addition, there will be a strong focus on argumentative writing, especially for the Long Essays and Document Based Questions. The new scoring tools will be used to evaluate student responses from the 2016 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, 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.