Week 1: June 16 through June 20, 2014

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® Chemistry
AP 512.100 John Hnatow, Jr.

This course is designed both for teachers who are new to AP Chemistry and also for experienced AP Chemistry teachers who have not previously participated in a 2013 4- or 5-day summer APSI. The course will provide information about the new course requirements. The focus of the course will be on areas essential to the teaching of the newly-revised AP Chemistry course.  Participants will be able to apply concrete strategies for designing and implementing an effective AP Chemistry curriculum, perform hands-on, guided inquiry-based labs, contrast the new AP Chemistry exam design with the former exam, implement strategies to effectively prepare students for the AP exam, and begin to develop or revise a syllabus to align with course requirements.  Participants will be engaged in learning about the new AP Chemistry curriculum framework, the big ideas and enduring understandings, learning objectives, and the science practices. Participants will be expected to read the new AP Chemistry Curriculum Framework before the workshop begins and share a "best practice" lesson and a website resource during the week.  This course ultimately is intended to inspire teachers to motivate their students to achieve at the highest possible levels. There will be one to two hours of homework daily.   

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 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® 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 and 2: Algebra-Based
AP 589.100 Patricia Zober

The changes from AP B Physics to AP Physics 1 and AP Physics 2 will be challenging and will require a more conceptual understanding of the basic laws of Physics. During this course, participants will explore how the revised AP Big Ideas, Essential Knowledge, and Science Practices tie into the Learning Objectives that a student must master to demonstrate their understanding of these basic concepts.  In addition to a mathematical understanding, students of Physics 1 must be able to articulate, in correct scientific terms, these concepts.  An emphasis will be placed on developing materials/labs and best practices that participants can use in their classrooms to help their students successfully complete the AP Physics 1 and 2 courses.

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 of 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, participants will have the opportunity to examine the questions on the redesigned exam, describe the similarities and differences between the exam questions on the 2014 test and the exam questions on the redesigned test, and actually provide answers for 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 pilot testing to give teachers a better understanding of what students must know and be able to do to be successful in this course. Participants also 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.