Week 2
June 24 through June 28, 2013
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 Thomas Carroll
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 will develop a course syllabus based on the new curriculum standards and will work cooperatively with other teachers to share teaching strategies and activities. Participants will engage in extensive hands-on experiences with the new inquiry-based labs. Participants also will discuss 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, networking and a number of biotechnology labs will be conducted. Participants will be expected to read the new AP Biology curriculum before the workshop begins and share a "best practice" lesson during the week. All laboratory equipment and materials will be provided.
Pre-work
Syllabus
Preparing Students for Advanced Placement® Calculus AB
AP 506.200 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 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 **CLOSED**
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 are looking for 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 engaged in learning about the new AP Chemistry curriculum framework¾the big ideas and enduring understandings, learning objectives, and the science practices. Participants will be provided with extensive hands-on experiences with guided inquiry-based labs. Participants also will discuss ways to modify existing chemistry labs to fit the new Science Practice Standards. In addition to the laboratory program, inquiry strategies in the classroom also will be discussed. The new AP Chemistry exam design will be highlighted, particularly in contrast with the former exam. During the week, participants will begin to develop a course syllabus based on the new curricular requirements, and will work cooperatively with other teachers to share teaching strategies and activities. 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 approximately 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 2013 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. In addition to the deconstruction of the exam and its requirements, participants will actively engage 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 closely examine The College Board's AP English Language and Composition course objectives and development, including creating and evaluating 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® European History
AP 530.200 Pamela Wolfe
This session will help teachers design an AP European History course and prepare their students for the AP exam. Participants will review the content, themes, and structure of the AP European History curriculum and focus on effective teaching strategies and learning activities that will lead to their students' success on the exam. Participants will analyze past AP examinations, discuss rubrics and grading the free-response section, review the important aspects of each time period of the AP European History curriculum, plan their own course syllabi, and create test questions in line with the topics and themes of the course.
Preparing Students for Advanced Placement® French Language and Culture-New Teachers
AP 534.200 Rita Davis
This course is designed for teachers who are new to the AP French Language and Culture program and who want input as to how to create their new course. The course is for educators who plan to teach this course for the first time. Participants will engage in lengthy discussions of vertical alignment within a French program. 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. There will be extensive practice reviewing the rubrics and achievement level descriptors used by the AP Readers in assessing the Interpretive and Interpersonal Communication segments of the AP exam. In addition, considerable time will be devoted to reviewing and interpreting assessment performance from the June 2013 exam's student samples. Participants will receive training in creating a course syllabus that explores resources and strategies for completing the AP course audit.
Preparing Students for Advanced Placement® Physics
AP 554.200 Patricia Zober
Several goals will be addressed in this AP Physics course. The first is to prepare teachers for the current AP B Physics, APC Mechanics, and APC Electricity & Magnetism courses and their exam. This course will emphasize the AP Physics exams, their structure, and their grading; the laboratory experiences in AP B and AP C Physics; and the curriculum for each. Special topic areas of concentration will include the Conservation of Mechanical Energy, Momentum, Gravitation, Gauss¹ Law, Ampere¹s Law, Faraday¹s Law, Fluids, Optics, and Modern Physics. Secondly, the course will include exploring how the current AP B Physics Program will be replaced by Physics I and Physics II with related exams to tentatively debut in May 2015. Last, preparation for the new syllabi for Physics I and Physics II, which tentatively should be set in place during the 2013-2014 school year, will be included. Special topic areas of concentration such as Angular motion, Angular dynamics and Hydrodynamics, which are being added to the revamped Physics I and II courses, also will be explored.
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.
Preparing Students for Advanced Placement® Spanish Language and Culture-Experienced Teachers **CLOSED**
This workshop will introduce the participants to the new AP Spanish Language and Culture Curriculum Framework that will 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 evaluate 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.
Pre-Advanced Placement® Mathematics
AP 583.200 Vernon "Ted" Gott
This course will include activities and experiences in the strands that set the foundation for AP Calculus and AP Statistics. Some of the topics that will be explored include rate of change, accumulation, functions, assessments, data gathering, and probability. Participants will write activities based on published AP Calculus exam questions. Whenever possible, participants will engage in the "Rule of Four"- looking at a problem verbally, analytically, numerically, and graphically. There sometimes will be physical representations as well.
Pre-Advanced Placement® Social Studies/History
AP 587.200 Geri Hastings
This course will focus on a Pre-AP® Program in Social Studies. Pre-AP® is an approach to teaching and reinforcing the crucial academic skills to the greatest possible number of students in the middle and high school years so that these students will be prepared to participate in the Advanced Placement® Program. Pre-AP® prepares growing numbers of students, especially those traditionally underrepresented, for the challenges offered by the Advanced Placement® courses. Pre-AP® is not a prescribed set of courses or a curriculum, but rather a combination of activities, skills, and strategies that teachers will learn. Participants will spend two days learning about vertical teams, utilizing vertical teams' activities to prepare their students for future AP® courses, and planning for the construction and implementation of a vertical team in their schools. Session three will be devoted to a pre-writing workshop. Session four will be devoted to a reading and writing workshop, and session five to a visual analysis workshop. This is a hands-on workshop for participants who will be "experimenting" with all the activities that they will eventually use with their students. Participants should leave with 1) a plan to put a vertical team in place in their schools and 2) a number of strategies that can be used to have fun with their students while adding rigor to their classes.
Print
Email
Share
