Week 2: June 22 through June 26, 2014

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 or tablet device with them.  All laboratory equipment and other materials will be provided.        

Preparing Students for Advanced Placement® Calculus
BC
AP 509.200 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: Extended
AP 591.200 John Hnatow, Jr.
This course is designed for AP Chemistry teachers who have previously completed any 2013 or 2014 Advanced Placement Chemistry Summer Institute session. Extending learning from a prior AP Chemistry session, the focus of this course will involve Curriculum Framework activities, the new curricular requirements, and introduction of guided inquiry labs and inquiry experiences in the classroom. Additional course experiences will include reflecting/debriefing about classroom and lab activities implemented in the classroom, discussing successful strategies for teaching the new content areas, incorporating successful inquiry labs, converting traditional labs to inquiry labs, and generating "new style" questions. This session also will include analysis of test data. Time and guidance will be provided for collaboration and practice with the above topics.  Opportunities will be provided for participants to share strategies for incorporating more inquiry in both the lab and the classroom. Each teacher will brings materials to share for major content or problem areas (i.e., equilibrium, buffers, electrochemistry, IMFs), such as notes, labs, exams, formative assessments, and suggestions for refining and adopting different approaches.  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. The 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.  Participants will work with the 2015 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. 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 activities 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 provide an overview of the entire AP Environmental Science (APES) curriculum. 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 participants 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.  Students will be asked to write out answers to the 2015 Free Response Questions before the Institute begins.

Preparing Students for Advanced Placement® European History: Revised
AP 593.200 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® Physics 2: Algebra-Based
AP 594.200 Patricia Zober
This course will engage educators in completing several goals focused on preparing them to teach the new AP Physics 2 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 2 Exam. Other focus areas of this course include (a) preparation for the new syllabi for AP Physics 2 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 -pV diagrams and probability, entropy, electrical circuits with capacitors at steady state and topics in Modern Physics-will be addressed as well. Copies of the AP Physics 2 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® Spanish Language and Culture-New Teachers
AP 561.200 Rafael Moyano
This course will provide an overview of the structure and content of the thematically organized AP Spanish Language and Culture exam. Relevant materials and specific instructional techniques for teaching the curriculum will be presented, discussed, and evaluated.  Participants will develop materials for use in their own classes and will work together to clarify the expected levels of proficiencies in Interpersonal, Interpretive and Presentational Communication.  Participants also will explore techniques to transition past activities into strategies and exercises that meet the objectives of the exam. There will be extensive practice through reviewing the rubrics and achievement level descriptors that will be used by the AP Readers in assessing the Interpretive and Interpersonal Communication segments of the AP exam. The latest available rubrics, sample responses, and test changes will be reviewed. Participants are urged to read the AP Spanish Language and Culture Curriculum Framework at www.collegeboard.com and to bring questions they have to class. This course will be conducted in Spanish.

Preparing Students for Advanced Placement® Spanish Language and Culture-Experienced Teachers
AP 562.200 José M. Díaz
This workshop is intended for participants who have taught the AP Spanish Language and Culture course for three years or more.  Participants will reexamine the AP Spanish Language and Culture Curriculum Framework that went into effect in September 2013. Participants will explore the themes as well as the recommended contexts and overarching essential questions for 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. 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 should bring copies of successful activities to share.

Preparing Students for Advanced Placement® Studio Art
AP 572.200 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 with the three different Studio Art portfolio options; share best practices and techniques to understand the portfolio and help students to succeed on their 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 their favorite art materials they are comfortable working with that can easily be transported and dry quickly. 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 with all participants 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 590.200 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.  Participants will discuss the new format of the multiple-choice questions as well as the anticipated shift in exam structure for 2017. 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.