July 7 through July 11, 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 with them. All laboratory equipment and other materials will be provided
Preparing Students for Advanced Placement® Chemistry: Extended
AP 591.300 John Hnatow, Jr.
This course is designed for AP Chemistry teachers who have previously participated in any 4- or 5-day APSI during the summer of 2013. This will be a follow-up course to any 2013 course that focused on Curriculum Framework activities, explored the new curricular requirements, and introduced the experiences of guided inquiry labs and inquiry in the classroom. Completion of any 2013 Advanced Placement Chemistry Summer Institute is a prerequisite for this course. The focus of this course includes a reflection and debriefing of classroom and lab experiences after teaching the new course for one year, successful strategies for teaching the new content areas, incorporating successful inquiry labs, converting traditional to inquiry labs, and generating "new style" questions. A 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 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 521.300 Kevin Howard
This course will focus on the development of an AP English Language course that is based on the analysis of nonfiction texts, with a special focus on argumentation. The course will begin with an overview of the structure, content, and scoring of the AP English Language and Composition exam. Participants will discuss the impact of the various essay and multiple-choice questions on existing curriculum. Other topics include an introduction to rhetorical analysis by examining speeches, memoirs, scientific writing, journalism, essays, documentary films, and visual rhetoric, broadly defined to include advertising, multimedia, and public art. Attention will be given to book-length nonfiction texts as the core of the course. Participants will explore and share practical teaching strategies, including approaches that support the equity agenda of the College Board.
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-Experienced Teachers
AP 529.100 Anne Soos
This course is recommended for teachers who have at least three years of AP Environmental Science teaching experience. Participants will be sharing best practices as they engage in a variety of laboratory and field investigations. Possible field trips will be to either the Baltimore waste-to-energy or the sewage treatment plant, as well as to a local park to collect macroinvertebrates. Participants will learn how to use a free program to create their own screencasts if they would like to try to "flip" their classes, and each participant will record a short screencast and demonstrate it to the class. Participants also will explore inquiry-based labs and modify a lab they currently use to be more inquiry based. Participants will be asked to work cooperatively in small groups to write one original Free Response Question and grading rubric and will participate in a mock grading activity. Participants should bring electronic copies of their favorite experiments and a list of favorite web sites to class. Participants also should be sure to bring shoes with closed toes, 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 530.300 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
AP 533.300 Rita Davis
This course will provide an overview of the structure and content of the thematically-organized AP French 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. Drawing from the Curriculum Framework, participants will learn how to develop activities and assessments that present language in cultural context, appropriately building students' proficiencies in the modes of communication as defined in the Standard for Foreign Language Learning in the 21st Century. In addition participants will explore techniques to transition past activities into strategies and exercises that meet the objectives of the new 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. In addition, considerable time will be devoted to reviewing and interpreting assessment performance from the June 2014 exam's student samples. Assistance in creating a course syllabus that includes resources and strategies for completing the AP Course Audit will be available for those who need to complete their syllabi by January 2015.
Preparing Students for Advanced Placement® Government and Politics: United States
AP 536.300 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® Physics 1 and 2: Algebra-Based
AP 589.300 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® Statistics
AP 566.100 Jim Bohan
This course will focus in detail on the philosophy, content, and pedagogies related to creating and implementing a successful course in AP Statistics. The sessions will engage participants in the four main areas of AP Statistics: exploring data, sampling and experimentation, anticipating patterns, and statistical inference. The approach will be one of using actual AP Statistics' problems to guide discussion of content and pedagogy. In addition, the course will provide opportunities for discussion about 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 Statistics.
Preparing Students for Advanced Placement® Studio Art
AP 572.300 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. 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. Participants will complete the course with a flash drive of all the handouts and generated materials. There will be homework each night culminating in an exhibit of participant artwork. Please bring cameras to document the process and the exhibit.
Preparing Students for Advanced Placement® United States History: Revised
AP 590.300 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.
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.
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 and meeting Common Core standards. 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.