Week 3: July 10-14, 2017
Preparing Students for Advanced Placement® Calculus BC: Revised
AP 510.300 Jim Bohan
This session will help teachers design an AP Calculus BC course and prepare their students for the AP exam. Participants will review the content, themes, and structure of the AP Calculus BC curriculum and focus on effective teaching strategies and learning activities that will lead to their students' success on the exam. Calculus BC 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. Calculus BC is an extension of Calculus AB rather than an enhancement; common topics require a similar depth of understanding. With the changes in the revised AP Calculus AB curriculum (2016-2017), 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
AP 512.300 John Hnatow Jr.
This course is designed both for new AP Chemistry teachers and also for experienced AP Chemistry teachers who have not previously participated in a 2013, 2014, 2015 or 2016 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 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, compare and 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. Participants will perform four laboratory investigations. 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® Computer Science Principles (NEW!)
AP 595.300 Reg Hahne
This session will help teachers design an AP Computer Science Principles (AP CSP) course to support the preparation of their students to take Advanced Placement Computer Science Principles (AP CSP) exam. Participants will review the content, themes, and structure of the AP CSP curriculum and focus on effective teaching strategies and learning activities that will lead to their students' exam success. AP CSP introduces students to the essential ideas of computer science with a focus on how computing can impact the world. Along with the fundamentals of computing, students will learn to analyze data, information, or knowledge represented for computational use; create technology that has a practical impact; and gain a broader understanding of how computer science impacts people and society. The major areas of study in the AP CSP course are organized around seven big ideas—Creativity, Abstraction, Data and Information, Algorithms, Programming, the Internet, and Global Impact—resulting in the creation of software. It also facilitates the creation of computational artifacts, including music, images, and visualizations. As AP CSP is a relatively new curriculum, this course will be devoted to information and strategies that help teachers to design instruction and prepare their students for the 2017 AP CSP exam.
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. Particular emphasis will be given to developing feedback mechanisms for student essays. 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 524.300 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® 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/strategy 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® Human Geography
AP 539.300 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 geographic concepts, population, migration, cultural patterns, the political organization of space, rural land use, industrialization, and urban geography. The course will focus on effective teaching strategies and learning activities to prepare for students’ success on the AP exam. Participants will begin to develop their own course outline, syllabus, and assessment tools. Scaffolding of skills for different age groups and ability level will be am additional focus of the course.
Preparing Students for Advanced Placement® Latin
AP 545.300 Donald Connor
The session will focus on the objectives, syllabus, and exam format for the AP Latin course on Caesar and Vergil. Participants will work through the curriculum guide, developing materials for presenting to students and testing them for the new exam. The course will examine the rubrics for grading and the explanations of what the different grades indicate to the colleges. There also will be discussion about certification for the course. The objective of this course is to help students make significant progress in reading, translating, and analyzing Vergil's Aeneid and Caesar's De Bello Gallico in Latin. The course will include studying Rome in terms of politics, religion, ethical and societal values and writing analytical essays about the themes found in different Latin passages. Special attention will be paid to the format of the exam, especially the emphasis on multiple-choice and "spot" questions. Participants will grade the different types of questions, create similar questions for classroom use, and develop materials and plans for the syllabus. Participants are urged to read the AP Latin Curriculum Framework at www.collegeboard.com and to bring any questions they have to class. If participants are teaching the course or know what textbooks they will be using, they are asked to bring them to the course. Any teacher of AP Latin, from the inexperienced to the very experienced, may register for this course.
Preparing Students for Advanced Placement® Physics 2: Algebra-Based
AP 594.300 Joe Mancino
This AP Physics institute is designed to help teachers build a foundation for a successful AP Physics program. We will focus on teaching the AP Physics 2 course that debuted in the 2014/2015 school year and preparing students for the exam. The first goal involves using the Curriculum Framework which pairs essential knowledge with the fundamental scientific reasoning skills necessary for scientific inquiry. The Curriculum Framework provides detailed information concerning what a student should know and what they are expected to do on the AP Physics 2 Exam. A significant amount of time will be spent considering how the new course does not just change what we teach but also changes how we teach. Other focus areas of this course include preparing a new syllabus for AP Physics 2 and organizing 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. Participants are invited to bring their laptop, tablet, or smartphone along with their best activities, lessons, or labs to share with the group.