June 24-28, 2019
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. 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® Biology
AP 503.200 Erol Altug
This course is designed for both teachers who are new to teaching AP Biology as well as experienced teachers, who are looking for information about the changes and wealth of new resources unfolding in 2019-2020. The course will focus on the following: 1) the foundation of AP Biology as articulated in the Curriculum Framework (the four Big Ideas, seven Science Practices, etc.), 2) Inquiry-based lab instruction, 3) helping students be more successful on the AP Biology Exam. Throughout the course, participants will learn about the exciting changes The College Board is making available in student course enrollment, formative and summative assessments, laboratory ideas, and the plethora of resources being made available for teachers and their students. In addition, participants will be exposed to many of the resources available to you from publishers, science supplies, research institutions, and online. 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 will briefly share a “best practice” idea during the week of a favorite activity or demonstration. 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 have already 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 Calculus BC 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 2020 Calculus BC examination
Preparing Students for Advanced Placement® Chemistry: Extended
AP 591.200 John Hnatow, Jr.
During this AP professional development experience participants will become familiar with the newly reorganized 2019 AP Chemistry course. Course topics and activities will fall into these categories:
- Understanding the Course
- Planning the Course
- Teaching the Course
- Assessing Student Progress and Understanding
- Becoming a Member of the AP Community
This course is designed for experienced AP Chemistry teachers. The class includes activities that focus on curricular requirements, assessment, relevant labs, and inquiry experiences. Additional course experiences provide reflection and debriefing of successful classroom and lab activities. The course includes discussion around successful strategies for teaching content areas, misconceptions, preconceptions, incorporating successful labs, and generating “new style” questions. Analysis of current test data is a course focus as well. Time and guidance is provided for collaboration and practice with the above topics. There are opportunities for participants to share successful teaching strategies for both the lab and the classroom. Each teacher is expected to bring materials to share for major content or problem areas (i.e., equilibrium, buffers, electrochemistry, IMFs), such as notes, labs, exams, formative and summative assessments, and suggestions for refining and adopting different approaches. The laboratory assignment for the week are the synthesis and analysis of an iron oxalate salt. Participants should expect 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. One full day will be devoted to the changes in the revamped AP English Language course framework 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 skills related to rhetorical analysis and argumentation. Participants will work with the 2019 essay questions: text + current and new rubrics + 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 revised 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 sample syllabi and to develop and/or evaluate their own 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 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 participants will perform laboratories associated with these concepts. The major goal is to expose participants to both content and hands-on activities important to teaching a successful APES course. In addition, the new AP resources coming on-line in fall 2019 for Students and Teachers will be demonstrated and discussed. Participants will be expected to spend some time on homework for this institute, which could include working up lab data, reading lab activities, 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 inquiry-based labs. 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 2019 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, we will explore techniques to transition past activities into strategies and exercises that meet the objectives of the French Language and Culture exam. There will be extensive practice by reviewing the rubrics and the achievement level descriptors that are 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 2019 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 2020.
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 three main parts of the course, connections that are assessed on every question on the exam. Particular emphasis will be placed on daily planning for each of the key concepts – planning which involves chunking content material and creating lessons that cover a great deal of assessable material. Woven throughout the course will be opportunities for participants to 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 2019 testing to give teachers a better understanding of what students must know and be able to do to be successful in this course. In addition, teachers will discuss best practices, practice writing questions based on testing models, evaluate available AP U.S. History resources, and learn about the new online resources that The College Board will be providing in August, 2019. 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 after the course ends!
Preparing Students for Advanced Placement® World History: Modern
AP 580.200 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 2019-20. 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. Teachers will discuss how to adjust the course sequences to a c. 1200 CE starting point, practice writing questions based on redesigned testing models, and evaluate available AP World History resources.