June 19-23, 2017
Preparing Students for Advanced Placement® Art History: Revised
AP 592.100 John Nici
This program is designed to prepare the teacher for the rigors of the gauntlet known as the Advanced Placement Art History course and exam. The instructor will emphasize the creation of a logical curriculum to meet the needs of students as well as to allow for a teacher’s self-expression in the classroom. The course will emphasize both lecturing and non-lecturing techniques and provide creative examples of both strategies. Discussion will also center on the exam itself, and how different teaching techniques address different aspects of the exam. Participants will be encouraged to create their own lessons during the workshop, and leave the course with a fully self-designed curriculum in place, and a series of sample lessons from each period. There will be a special focus on the Course Redesign, and a thorough exploration of some of the more obscure works now on the art history image list. There will also be a museum visit.
Preparing Students for Advanced Placement® Calculus AB: Revised
AP 507.100 Gail Kaplan
This session will help teachers to effectively teach an AP Calculus AB course and prepare their students for success on 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 provide information and strategies that help teachers prepare their students to perform well on the redesigned examination.
Preparing Students for Advanced Placement® Computer Science A
AP 518.100 Reg Hahne
This course will provide an overview of the content and structure of the AP Computer Science A (AP CSA) curricula. Teachers will focus on object-oriented programming methodology, with emphasis on problem solving and algorithm development. Participants will explore how the development and analysis of standard algorithms and the use of fundamental data structures within the AP CSA framework can support their classroom instruction in preparing their students for the AP CSA exam. Focus also will be placed on both multiple-choice and free-response aspects of the exam. In particular, case studies Magpie, PictureLab and Elevens and their implementation, will be shared. It is advisable that participants be familiar with Java.
Preparing Students for Advanced Placement® Economics
AP 548.100 Bruce Damasio
This course is designed as an institute for current high school teachers of AP Economics, regardless of experience level: new to AP or an experienced teacher. The course will include an overview of content, course organization, selection and use of materials, test development, and a strong emphasis on methodology and teaching strategies. It will not be a week focused solely on content; time is not available to target one area versus another. Participants will focus on ways to connect content to assessments and active learning. Participants will develop lessons and materials with content specific to the AP Microeconomics and AP Macroeconomics courses. Participants are encouraged to bring class outlines, textbooks, course syllabi, and sample lessons to share and modify. Participants will be expected to collaborate and help each other learn, listen, share and succeed. In addition, participants will discuss the agenda and expectations of the College Board—topics from equity to expectations for the teacher and students.
Preparing Students for Advanced Placement® English Language and Composition
AP 521.100 Bryan Borah
This week-long study for teachers of the AP English Language and Composition class will address concepts for both new and experienced instructors. Topics include: Close Reading Skills for 20th century and Pre 20th century nonfiction; utilizing the novel with a focus on language and composition skills; evaluating and reinforcing student essay planning and writing; journaling exercises measuring students’ reading; preparing questions which apply to the reading and comprehension portion of the exam; diagnostics that aide participants’ curricular decisions. Participants will receive tested materials for the classroom and participate in lesson construction.
Preparing Students for Advanced Placement® European History: Revised
AP 593.100 Pamela Wolfe
This session will help teachers design an AP European History course and prepare their students for the revised AP exam. Analysis of the newly designed curriculum and test will be a main focus of the course. Participants will review the content, themes, and structure of the new AP European History curriculum and focus on effective teaching strategies and learning activities that will lead to success on the exam. Participants will analyze past AP exam questions and learn to rewrite them to reflect new course requirements. The class will look at new multiple choice questions, short answer, DBQ and LEQ rubrics. Review of the four major time periods and nine critical thinking skills emphasized on the AP test will occur while participants plan their own course syllabi and create test questions in line with the major themes of the course. Scaffolding skills and content for differing age groups and ability levels will be addressed along with the needed scale, depth and breadth of the course.
Preparing Students for Advanced Placement® French Language and Culture
AP 533.100 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 2017 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 2018.
Preparing Students for Advanced Placement® Government and Politics: United States
AP 536.100 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. Transitioning to the proposed course revisions and exam format will also be included. 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® Music Theory
AP 551.100 Robert McMahan
This course is designed for both new and experienced AP Music Theory teachers. It will provide 1) an extensive review of first-year college-level written, analytical, sight singing, and ear training skills, using AP Music Theory released materials and other sources, both new and old; and 2) in-class discussion as well as application of both recent and long standing teaching techniques and issues in all these areas. Participants are encouraged (though not required) to bring along favorite textbooks, teaching techniques they have either used in their classrooms or found helpful to them in their student days, and any other materials or ideas they feel would lend themselves well to class discussion and presentation. Particularly crucial outcomes of the course include, but are not limited to, the development of model syllabi designed to satisfy both College Board requirements and the special conditions of each participant’s school and a clear understanding of the objectives and performance levels their students must attain to succeed in their high school AP Music Theory course and exam. Novices who have not been involved with music theory in their teaching career up to this time should not feel nervous about returning to this challenging and multi-faceted subject, for all review activities take place in class and in a convivial, non-threatening setting in which all work together in a cooperative and cheerful spirit.
Preparing Students for Advanced Placement® Physics 1: Algebra-Based
AP 589.100 Thomas Hoch
This course will engage educators in completing several goals focused on preparing them to teach the new AP Physics 1 course that debuted in the 2014/2015 school year, and the subsequent exam to be given in May. The first goal involves making an individualized plan for the year. This plan will lay the groundwork for using the Curriculum Framework which pairs core essential knowledge with the fundamental scientific reasoning skills necessary for scientific inquiry. The second goal involves developing and practicing techniques that are consistent with the implications of the physics educational research, which guided the development of this course. The third goal is designing and practicing the laboratory work that is in line with the inquiry laboratory experiments/questions that comprise 25% of the time to be spent in the new course. The fourth goal is to spend some time with the special topics related to the revamped course. At the completion of the week, you should have a very good idea of what you should be doing on a daily basis to best prepare your students for the exam in May.
Preparing Students for Advanced Placement® Spanish Language and Culture
AP 560.100 José M. Díaz
This workshop is designed to provide the participants with an overview of the new 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. The institute will also address issues of curriculum and of Pre-AP* courses. Some time will be devoted to evaluate the sample syllabus to deliver the course. Participants will engage in a discussion of textbooks, websites, and resources available for the course. Rubrics and students samples will be used for participants to become familiar with the scoring of the free response sections of the exam. Participants will also develop a final project according to the needs of their students during the week, in consultation with the instructor. They are also expected to bring copies of successful activities to share.
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 572.100 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. We also will focus on the Reading process and mock Readings using the rubric for the 2017 Reading, sketchbook strategies, The College Board materials, PowerPoint files from the 2017 Reading that clarify the differences/distinctions of each portfolio, as well as individual studio activities. Development of thematic approaches in the creation of a mini-concentration will be explored along with studio practices and course curricula developed from the participant’s concentration. 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. All participants are asked to bring their favorite art materials they are comfortable working with that can easily be transported and dry quickly. Due to time constraints, materials need to be considered prior to participant’s arrival. All participants will be asked to complete an artist statement and encouraged to create a PowerPoint presentation to be shared with all participants through the use of jump drives. Please bring a camera to document the process and the exhibit.
Preparing Students for Advanced Placement® United States History: Revised
AP 590.100 Geri Hastings
This course will provide participants with an overview of the 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 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 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, there will be a strong focus on argumentative writing, especially for the Long Essays and Document Based Questions. The updated scoring tools will be used to evaluate student responses from the 2017 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 best practices, practice writing questions based on 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. Support for teachers by the instructor will continue long after the course ends!!!!