Week 3: July 6 through July 10, 2014

Preparing Students for Advanced Placement® Art History: Revised
AP 592.300 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 503.300 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® 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 or 2014 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 newly 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, 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.  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® 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 524.300 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® Environmental Science-Experienced Teachers
AP 529.300 Anne Soos
This course is recommended for teachers who have at least three years of AP Environmental Science teaching experience, or for teachers who have a significant experience teaching Environmental Science at the non-AP level but who will be teaching an AP class in the coming year.  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.  Participants will learn how to use free programs 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.  Participants will be asked to write out answers to the 2015 Free Response Questions before coming to the Institute.

Preparing Students for Advanced Placement® French Language and Culture
AP 533.300 Kately Demougeot 
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 2015 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 2016.

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® 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 geography, population, cultural patterns, the political organization of space, rural land use, industrialization, and cities. The course will focus on effective teaching strategies and learning activities to prepare for their students' success on the AP exam. Participants will begin to develop their own course outline, syllabus, and assessment tools.

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 1: 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® Psychology
AP 557.300 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.

Preparing Students for Advanced Placement® Spanish Language and Culture
AP 560.300 José M. Díaz
This workshop will introduce the participants to the AP Spanish Language and Culture Curriculum Framework that went 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 evaluating 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.

Preparing Students for Advanced Placement® Statistics
AP 566.300 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® 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 on the new exam. Woven throughout the course will be opportunities for participants to create and take part in many high-interest, student-centered lessons that were developed to support the new course and engage students.  In addition, teachers will have the opportunity to examine the questions on the redesigned exam, describe the similarities and differences between the exam questions on the 2015 test and the exam questions on the redesigned practice tests, and actually answer 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 2015 testing to give teachers a better understanding of what students must know and be able to do to be successful in this course. Teachers will discuss audit guidelines only if there is a need for this, 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.