Week 2

June 23 through June 27, 2014

Preparing Students for Advanced Placement® Art History

AP 500.200 John Nici

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® Biology
AP 503.200 Erol Altug

This course is designed for teachers who are new to AP Biology and experienced teachers who are looking for information about the new course requirements.  This course will focus on three areas essential to the teaching of the newly-revised AP Biology course:  1) The new curriculum framework (the four "Big Ideas" and the seven "Science Practices"), 2) The new inquiry-based lab approach, and 3) The new exam. During the week, participants new to AP Biology will work on developing a course syllabus based on the new curriculum standards (teachers who have already successfully submitted an audit for the new program will develop a unit based around the new curriculum). Participants will engage in extensive hands-on experiences with the new inquiry-based labs and will explore ways to modify existing labs to fit the new AP Biology Science Practice Standards.  The new exam design, particularly in contrast with the former exam, will be highlighted.  Other topics for the week include the audit process, textbooks, and resources.  Participants will be expected to read the new AP Biology curriculum before the workshop begins and briefly share a "best practice" lesson during the week.   Participants should bring a laptop computer with them.  All laboratory equipment and other materials will be provided.

Preparing Students for Advanced Placement® Calculus BC

AP 509.300 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 BC. The sessions will engage participants in the four main areas of AP Calculus BC: Function, Limits and Graphs; Derivatives; Integrals; and Polynomial Approximations and Series. The approach will use actual AP Calculus BC problems to guide the discussion of content and pedagogy. In addition, the course will provide opportunities for discussion on 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 Calculus BC. 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 512.200 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® English Language and Composition

AP 521.200 Barbara Murphy

This session will address the primary goals of the AP Language and Composition course, providing an introduction to and in-depth examination of the curriculum and exam. Participants will work with the 2014 essay questions: text + rubric + samples. Time will be allotted for individual rating of essays, plus small and large group discussions about the rating of samples. Also, participants will take a close look at the multiple-choice section of the exam. This deconstruction of the exam and its requirements will lead participants to an examination of the goals of the AP English Language and Composition course, its objectives and development.  There will be numerous activities that demand active engagement in the process of choosing texts (i.e., memoirs, speeches, documentaries, commercials, political cartoons, editorials, graphs, charts, biographies, scientific writing) on which to base AP-level writing prompts and associated assignments as well as selecting close reading texts and creating multiple choice and discussion  questions based on those readings. Working as individuals and in small groups, participants will construct classroom activities to introduce, develop and reinforce AP-level skills and create essay prompts with rubrics/objective questions based on prose texts. These will be presented and evaluated by the entire group. Participants also will be given the opportunity to closely examine, develop and evaluate syllabi. There also will be ample time to share best practices. Participants can expect both class work and homework as part of their rigorous and productive experience.

Preparing Students for Advanced Placement® English Literature and Composition

AP 524.200 Frazier O'Leary

This course will combine the examination of methodology and content with sharing ideas, developing strategies, and reviewing samples from the 2013 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® Environmental Science-New Teachers

AP 528.200 Anne Soos

This intensive one-week course will overview an entire year of AP Environmental Science (APES). Each day, important concepts will be discussed and related specifically to APES free-response questions, and laboratories associated with these concepts will be presented. The major goal of the course is to expose students to both content and hands-on activities important to teaching a successful APES course. Homework for participants will consist of working up lab data, writing responses to FRQs, and preparing a course syllabus or outline that correlates to the APES course description. Participants are urged to bring electronic materials/favorite web sites to share as some class time will be reserved for sharing and question/answer sessions.  Participants should bring a copy of their school calendar for the coming year, clothing that would allow visiting a garbage incinerator (shoes with closed toes are required!), items for doing water-testing (shoes that can get wet or a pair of boots), a scientific calculator of some type, a laptop computer or iPad, pencils, a ruler, and a three-ring binder for hard copies of handouts.

Preparing Students for Advanced Placement® Human Geography
AP 539.100 Pamela Wolfe

This course will provide an overview of the AP Human Geography curriculum and help participants design their own course. Participants will review lesson plans, resources, and websites for teaching each of the major course topics, including geography, population, cultural patterns, the political organization of space, rural land use, industrialization, and cities. The course will focus on effective teaching strategies and learning activities to prepare for their students' success on the AP exam. Participants will begin to develop their own course outline, syllabus, and assessment tools.

Preparing Students for Advanced Placement® Physics 1 and 2: Algebra-Based
AP 589.200 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® Psychology
AP 557.200 Alan Feldman

This course will focus on the teaching of psychology as a science, including an intensive review of the content of the AP Psychology examination and released multiple-choice and essay questions. Additional topics will include teaching strategies and resources, using and designing a rubric to write and score essay questions, test-taking techniques, demonstrations for teaching psychology, and important experiments and studies in psychology. Approximately 200 of the most important terms for the AP Psychology course will be reviewed, as well as the 80 psychologists with whom students need to be familiar for the AP Psychology test. Teaching Introductory Psychology: Survival Tips from the Experts, edited by Robert Sternberg, will be discussed in detail. Participants are urged, but not required, to bring a few of their favorite lesson plans to share in class.  Participants are urged, but not required, to bring a few of their favorite lesson plans and audio-visual resources to share in class. Please contact the instructor prior to the session if you have any questions or concerns.

Preparing Students for Advanced Placement® Spanish Language and Culture
AP 560.200 José M. Díaz

This workshop will introduce the participants to the new AP Spanish Language and Culture Curriculum Framework that went go 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. Rubrics and students samples will be used for participants to become familiar with the scoring of the free response sections of the exam. The course also will address issues of curriculum and of Pre-AP* courses. Some time will be devoted to evaluating the sample syllabus to deliver the new course. Participants will engage in a discussion of textbooks, websites, and resources available for the AP* course. They also will 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® Spanish Literature and Culture
AP 563.100 Rafael Moyano

In this course, participants will engage in a professional exchange of ideas surrounding the revised AP Spanish Literature and Culture course. Participants will examine components of the AP Curriculum Framework including learning objectives, descriptions of expected student performance, the reading list, literary terms, and themes and essential questions. Participants should be familiar with all of these texts prior to the course. For an accurate list, participants should access the College Board website at www.collegeboard.com. Participants will discuss models of instructional design for the course that use themes and essential questions to make comparisons across literary periods and genres. Participants will review various authentic audio texts and artistic representations related to course content. They also will examine sample questions for multiple choice and free response sections of the exam. Participants are encouraged to bring their own texts or anthologies containing the majority of these works. This course will be conducted in Spanish.

Preparing Students for Advanced Placement® United States History: Revised
AP 590.200 Robert Handy

This course, through lecture, discussion, and group activities, introduces the structure and content necessary for an effective Advanced Placement U.S. History course within the guidelines of the new curriculum. It will analyze the component parts of the AP exam and suggest appropriate test-taking as well as testing strategies and ways to teach the course. Participants will learn how to review the analytical writing skills needed to address the document-based question and the free-response essay. Participants will grade and rank essays from previous AP exams using the criteria developed for the new U.S. History test. In addition, participants will review resources that enable a teacher to bring the best techniques and approaches to the AP U.S. History classroom.  In addition, assistance will be provided in the development of the new course syllabus required by The College Board.

Preparing Students for Advanced Placement® World History
AP 578.200 Ane Lintvedt

This course will engage participants in designing or refining an AP World History course that prepares their students for the AP exam. Participants will review the content, themes, key concepts, periodization and structure of the AP World History curriculum and focus on effective teaching strategies and learning activities that will lead to success on the exam. Also, participants will plan their own course syllabi; understand items required for the audit; and create test questions in alignment with the curriculum and the exam. An analysis of past AP exams will be included, as well as discussion of rubrics and the scoring of the free-response section of the examination.  This analysis will lead to discussion of how to prepare students to write the three essays and respond to multiple-choice questions that conform to the new course description and exam specs. Participants will discuss key historical skills such as the use of scholarly journal articles and document assessment, and how one's course and assessments can be adapted to emphasize them. Experienced teachers are asked to share at least one "Best Practices" lesson with colleagues and come ready to share particular areas of success and concern as well as questions about how their own courses and how students fared on the AP World History exam.