June 25-29, 2018
Preparing Students for Advanced Placement® Art History: Revised
AP 592.200 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. Special emphasis will be placed on developing a pacing program so that all the images in the curriculum framework can be covered in a meaningful way. Participants will be encouraged to create their own lessons during the workshop, and leave the course with a series of sample lessons and units already in place. There will be a 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® Biology
AP 503.200 Erol Altug
This course is designed both for new course requirements. This course will focus on three areas essential to the teaching of the revised AP Biology course: 1) the curriculum framework (the four “Big Ideas” and the seven “Science Practices”), 2) the inquiry-based lab approach, and 3) the exam. Participants will engage in extensive hands-on experiences with the inquiry-based labs and will explore ways to modify existing labs to fit the 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 BC: Revised
AP 510.200 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. Using 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 and AP Calculus BC curricula (2016-2017), this course will be devoted to information and strategies that help teachers prepare their students to perform well on the 2019 Calculus BC examination.
Preparing Students for Advanced Placement® Chemistry: Extended
AP 591.200 John Hnatow, Jr.
This course is designed for experienced AP Chemistry teachers who have previously completed any APSI that has focused on the redesigned AP Chemistry curriculum. 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® Economics
AP 548.200 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 521.200 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 2018 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 and processes to introduce, develop and reinforce AP-level skills, create essay prompts with rubrics, and construct 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 2018 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 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 2018 Free Response Questions before the Institute begins.
Preparing Students for Advanced Placement® French Language and Culture
AP 533.200 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 2018 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 syllabus by January 2019.
Preparing Students for Advanced Placement® Psychology: Experienced Teachers
AP 559.200 Alan Feldman
This course will focus on multiple areas through a sharing of information and resources. In groups, participants will write numerous FRQ questions and multiple-choice questions for each unit that participants can use in their own classes. All essay questions from prior years will be examined in detail and rewritten by participants to improve their quality. Use of the psychology GRE in AP Psychology will also be discussed. The most important experiments in psychology for the AP test will be discussed and analyzed in detail. The four volumes of the Revisiting the Classic Studies series (social psychology, cognitive, brain and behavior and developmental) will be used as well as Abelson et al Experiments with People. In addition, books on experimental studies by Douglas Mook and Richard Gross will be reviewed and analyzed. Biographies of psychologists and how their life events affected their theories will also be examined. Less well-known illusions such as the Janus, Cheshire Cat and wagon wheel will be demonstrated and discussed. Virtually all content areas of the course will be discussed in detail, starting from the belief that introductory content is known by participants. Numerous articles concerning the teaching of psychology will be discussed in detail. A discussion of a multitude of lesson plans will be examined and discussed. Use of the 4 APA Activities handbooks, old issues of the journal Teaching of Psychology, activity books by Brannigan, and the Mind Hack books will be reviewed and evaluated. Numerous DVDs and web sites also will be used (especially ones that are not well-known by AP Psychology teachers). EG. 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 AP historical reasoning skills and disciplinary practices 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 2018 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, evaluate available AP U.S. History resources, and design new and stimulating student-centered lessons. This course has been designed to provide both new and effective activities for experienced teachers and an in-depth introduction to AP U.S. History for new teachers. Instructor support for teachers 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 2018-19. 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 2018 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.