Week 2: June 27 - July 1, 2016

Preparing Students for Advanced Placement® Biology
AP 503.200 Erol Altug
This course is designed for teachers who are new to teaching AP Biology as well as 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: the new curriculum framework (the four "Big Ideas" and the seven "Science Practices"), the new inquiry-based lab approach, and the new exam. 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. Each participant briefly will share a "best practice" idea during the week. Participants should bring a laptop computer or tablet device with them. All laboratory equipment and other materials will be provided. Participants new to AP Biology, who are taking this course for graduate credit at Goucher College, will develop a course syllabus based on the new curriculum standards. (Teachers who already have successfully submitted an AP Bio audit syllabus for the new program will develop a unit based upon the new curriculum).

Preparing Students for Advanced Placement® Calculus AB: Revised
AP 507.200 Jim Bohan
This session will help teachers design an AP Calculus AB course and prepare their students for 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 be devoted to information and strategies that help teachers prepare their students to perform well on the redesigned examination.

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, 2014, or 2015 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 bring 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 an 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 with particular attention paid to rhetorical analysis and argumentation. Participants will work with the 2016 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 various types of texts (i.e., memoirs, speeches, documentaries, commercials, political cartoons, editorials, graphs, charts, biographies, film clips, social media, scientific writing) on which to base AP-level writing prompts and associated assignments as well as selecting close reading texts and creating related activities, including 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 and 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® Environmental Science
AP 527.200 Anne Soos
This course is designed for new AP Environmental Science teachers and also for experienced AP Environmental Science teachers who have not recently participated in a summer APSI. 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 performed by participants. The major goal 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, and, for new teachers, preparing a course syllabus or outline that correlates to the APES course description. Experienced teachers will be asked to write and share possible FRQ's or MC questions. Participants are urged to bring electronic materials/favorite web sites because 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 with Internet access, pencils, a ruler, and a three-ring binder for hard copies of handouts. Students will be expected to have read and answered the 2016 Free Response Questions before the Institute begins.

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 and audio-visual resources to share in class. Please contact the instructor prior to the session if you have any questions or concerns.