June 26-30, 2017
Preparing Students for Advanced Placement® Biology
AP 503.200 Erol Altug
This course is designed both 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: 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. 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 or the week include the audit process, textbooks, and resources. Participants will be expected to read the new AP Biology curriculum before the workshop begins https://securemedia.collegeboard.org/digitalServices/pdf/ap/ap-biology-course-and-exam-description.pdf. 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 around the new curriculum).
Preparing Students for Advanced Placement® Calculus AB: Revised
AP 507.200 Jim Bohan
This workshop provides teachers with the tools they need to implement effective AP Calculus AB course. During this training, teachers will explore the mathematical practices for AP Calculus (MPACs) and the components of the curriculum framework, including the big ideas, enduring understandings, learning objectives, and essential knowledge. Participants will understand how to use activities that organize the course content to develop students' proficiencies in the skills identified by the curriculum framework. In addition, participants will work on a course plan that will help them decide how they will teach the skills and content of the AP Calculus BC courses.
Participants will be expected to collaborate and participate fully in the proceedings of the course and will be encouraged to create a network of support. There will also be opportunities for participants to review and enhance their understanding of the content of AP Calculus AB.
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. The Laboratory assignment for the week will involve the synthesis and analysis of an iron oxalate salt. 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 2017 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® 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 2017 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
AP 527.200 Anne Soos
This course is designed both 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 to share as 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 2017 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.
Preparing Students for Advanced Placement® United States History: Revised
AP 590.200 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!!!!
Preparing Students for Advanced Placement® World History: Revised
AP 596.200 Ane Lintvedt
This course will be devoted to information and strategies that help teachers prepare their students to perform well with the revised AP World History curriculum framework and exam format in 2017-18. Participants will work on integrating the teaching and learning of historical thinking skills, key historical themes, and the specific content of the course into their syllabi. Teachers will have the opportunity to work with specifically-designed, student-centered activities. Teachers will look at document sources and methods of teaching document analysis, since the importance of learning analysis of historical documents is increased in the new exam format with the multiple-choice questions and the short-answer questions (SAQ), as well as the traditional document-based question (DBQ). In addition, there will be a strong focus on argumentative writing, especially for the Long Essays and Document Based Questions. The new 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 audit guidelines, practice writing questions based on redesigned testing models, and evaluate available AP World History resources.