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Course Descriptions & Instructors

ADVANCED PLACEMENT SUMMER INSTITUTE COURSES & INSTRUCTORS

All workshops are designed to benefit the first-time AP teacher who will be teaching AP courses during the 2017-2018 school year, or those who have been teaching AP courses for 1 to 3 years.

Below you can find information on what to expect from each APSI course and learn more about the consultants chosen to teach them.

This four-day session will provide an important opportunity for teachers to understand the new AP Art History curriculum framework and the demands of the previously instituted redesigned course. Participants will be presented with strategies for implementing the new curriculum, including information on syllabus development, course pacing, creating assessments, and integrating a student research component.  Participants will have the opportunity to focus on designing a course that will embrace the new curriculum.  Classroom activities will be modeled that will help participants and their students gain more in-depth knowledge of both familiar and unfamiliar works in the new 250-image set.  The emphasis will be on creating a course that works for our 21st century students that embraces a more global perspective and one that prepares them to become effective learners, thinkers, and writers. 

Particular emphasis will be placed on areas that have a greater presence in the curriculum redesign, such as the Pacific, Africa, and the Indigenous Americas. Participants will develop tactics and activities for teaching areas that are less familiar, and they will have ample opportunities to learn, acquire, and share best teaching practices and resources.  Strategies for incorporating technology, digital images, and online resources into the AP Art History course will be presented as well.  At the end of the session, participants will walk away with practical materials, activities, and strategies to immediately promote active student-centered learning in the classroom and prepare students for the reformatted test that aligns with the revised AP Art History Curriculum.

Prerequisite/s: None

Consultant: Alison Napier (read bio)

This four-day workshop is designed to meet the needs of the beginning AP® Calculus teacher. This course will focus on the content and methodology appropriate for an AP® course. Teachers will investigate a multi-representational approach to calculus, including: symbolic, graphical, numeric and verbal. Resources for the teacher, such as: sample tests, worksheets, textbooks and review materials will be discussed, as well as the use of the graphing calculator. An analysis of the exams, scoring standards and procedures will be presented.

Prerequisite/s: None

Consultant: Kenny Moore (read bio)

This four-day workshop is designed to meet the needs of the beginning AP® Calculus teacher. This course will explore the key concepts, methods, and applications of single-variable calculus and those covered in Calculus BC (e.g., functions, graphs, and limits, derivatives, integrals, and the Fundamental Theorem of Calculus). Resources for the teacher, such as: sample tests, worksheets, textbooks and review materials will be discussed, as well as the use of a graphing calculator. An analysis of the exams, scoring standards and procedures will be presented.

Prerequisite/s: None

Consultant: Kenny Moore (read bio)

This four-day summer institute workshop in AP® Chemistry is designed to meet the needs of both beginning and experienced AP Chemistry teachers. Course sequencing and pacing, test and homework design, grading, lab selection, and AP® test preparation will help prepare AP® Chemistry teachers to set up and conduct a quality course with confidence. How you and your students fared since the Curriculum changes of the 2013/2014 academic year will be discussed, along with how you met the AP’s challenge shift toward an Inquiry based lab curriculum.Particular emphasis will be placed on lab activities that can fit into 44 minute class periods. During this session, the sharing of different approaches and ideas will strengthen each of our programs. Having an opportunity to meet with and exchange ideas through day-to-day activities, demos, projects, and class management strategies with other chemistry teachers always results in a positive experience.

Prerequisite/s: None

Consultant: Donald Gribbons (read bio)

This four-day hands-on intensive workshop will focus on the Java language features included in the AP Computer Science A curriculum and those topics listed on the current AP Computer Science A topic outline, as well as the AP Labs. Participants will be introduced to the Java programming language, but a working knowledge of Java is recommended prior to attending. The week will also include in-depth discussions on teaching course content, strategies for teaching the course, grading methodologies, examining past free response and multiple choice questions, and the AP exam grading process. Participants are encouraged to bring their own laptops for daily coursework.

Prerequisite/s: None

Consultant: Deborah Klipp (read bio)

This four-day workshop explores the world of teaching AP® Literature and Composition.   Some of the areas that will be covered will include passage analysis strategies, annotation skills, close reading methods and practices, drawing inferences, and importance of purpose or effect in analysis.  Use of technology, creation of challenging analytical tools for major works, teaching and scoring student writing, creative discussions, strategies for multiple choice testing, holistic scoring, and simulated AP® exam grading. Participants will also have opportunities to share best practices.

Prerequisite/s: None

Consultant: Shirley Counsil (read bio)

This four-day workshop provides an opportunity to get hands-on experience with APES labs and activities, plan your next year's program, review course content and the released exams, and review the free response questions from the previous years exam. We will review textbooks and survey Internet resources throughout the week. You will be receiving several textbooks and reviewing several sample lab programs during the week. You will learn how to transform traditional labs into inquiry based labs. We will be going on several field trips during the week as well. The main goal of this week is to help you develop a comprehensive and successful course.

Prerequisite/s: None

Consultant: Timothy Anderson (read bio)

This four-day workshop will provide an overview of the curriculum framework and expectations, changes to the course, understanding the exam, course planning and pacing, instructional design, and course audit-developing a syllabus for the AP European History course The AP European History Summer Institute will focus primarily on the new Course which will launch in schools during the 2015-16 school year. The inaugural test will be May 2016. The focus of the APSI will be the methods of the new Course: a new Short Response Section, a Revised DBQ writing model, and a shift in focus for the Free Response Question and the Multiple Choice Questions. An equal focus will be placed on skills students need to maximize scoring opportunities on the essay portions of the new exam. The centerpiece of the institute will be the DBQ, the writing for both Short Response and Free Response, and analytical skills associated with these. Portions of the week will also relate to course content and preparing for the new style multiple-choice section of the exam. Analysis of visual documents and work with abstraction techniques will also be covered.

Prerequisite/s: None

Consultant: Donald Baezler (read bio)

This four-day workshop will be to acquaint teachers with seven content areas of APHG and introduce them to the key concepts and ideas of geography. This course will utilize the most up-to-date textbooks as well as the best resources available for understanding and teaching APHG.

Prerequisite/s: None

Consultant: John O'Brien (read bio)

The goal of the four-day Summer Institute workshop is to help new and experienced teachers develop a successful AP Physics 1 course.

The Institute will focus on instructional methodologies, textbook overview, AP Course Audit syllabus development, curriculum resources, and the selection and planning of appropriate inquiry-based lab experiments. A highlight of this Institute will be learning how to create instructional materials to build and/or strengthen the students’ conceptual understanding of physics principles as suggested by the latest physics education research.

A special session will be devoted to an in-depth analysis of the development and scoring of the 2017 AP Physics 1 exam including approaches to preparing the students for the exam. 

Prerequisite/s: None

Consultant: Dolores Gende (read bio)

The goal of the four-day Summer Institute workshop is to help new and experienced teachers develop a successful AP Physics 2 course.

The Institute will focus on instructional methodologies, textbook overview, AP Course Audit syllabus development, curriculum resources, and the selection and planning of appropriate inquiry-based lab experiments. A highlight of this Institute will be learning how to create instructional materials to build and/or strengthen the students’ conceptual understanding of physics principles as suggested by the latest physics education research.

A special session will be devoted to an in-depth analysis of the development and scoring of the 2017 AP Physics 2 exam including approaches to preparing the students for the exam.  

Prerequisite/s: None

Consultant: Dolores Gende (read bio)

The four-day AP® Psychology Summer Institute workshop provides AP® Psychology teachers, both new and experienced, with content, strategies, essential knowledge, science practices and activities to teach an entire AP® Psychology course in any given academic schedule. The focus is on psychology as a science and will emphasize the following: helping students acquire the knowledge and test-taking skills they need to be successful on the AP® Psychology Exam; aiding teachers to gain the skills and insight to allow for student success regarding the AP® Psychology curriculum; and supporting instructors with fresh ideas, insights, and pedagogical strategies.

Course structure and sequence, free-response writing, exam preparation, AP® Psychology teacher network, and College Board’s policies will be focal points throughout the week.  Emphasis will be placed on lectures and demonstrations within the major subfields that are both engaging and effective to boost student achievement. Teachers will share advantageous ideas and exciting resources to take home to employ a variety of “tried-and-true” lessons for immediate implementation.

Prerequisite/s: None

Consultant: Kimberly Cruz (read bio)

This four-day Summer Institute workshop will present the AP Spanish Language & Culture Course and Exam. The institute will provide information related to the new exam, with strategies to develop skills in speaking, listening, reading and writing. Participants will participate and share best practices with the group on a daily basis, and will leave with strategies to successfully teach the course.

COURSE OBJECTIVES

The Course:

  • The College Board philosophy of Access and Equity
  • Prerequisites for the Course and Vertical Alignment
  • Overview of the Course Description
    • Learning Objectives and Achievement Level Descriptions
    • Instructional Design Using Themes, Contexts & Essential Questions
    • Course Audit: curricular requirements
    • Resources for the Course: authentic audio, audiovisual & print documents

The Exam: Participants will be given the opportunity to:

  • Review the Exam
  • Analyze sample items
  • Review a curriculum aimed at preparing students for the required tasks:
    • Thematic units
    • Contexts
    • Essential questions
  • Become familiar with scoring guidelines for free response questions.
  • Understand the focus of the free-response questions for 2014

 Other topics for the APSI:

  • Developing & integrating the three modes of communication:
    • Interpretive, Interpersonal & Presentational.
  • Teaching the course across themes.
  • Using authentic resources.
  • Using a variety of Web-based resources.
  • Integrating culture in the AP Language & Culture course.
  • Integrating literature in the AP Language & Culture course.
  • Draft a syllabus, which includes prescribed curricular requirements for the new course.
  • Building an AP Program, how to develop an AP Vertical Team.
  • Developing vocabulary skills.
  • Using project in the classroom to develop language skills.

What to bring to the APSI:

  • Laptop computer recommended.
  • An activity or project that has worked for you in your classroom. (20 copies to share with the group).

Prerequisite/s: None

Consultant: Monica Friedmann (read bio)

This four-day workshop is for experienced as well as new teachers to AP Statistics. The workshop will include at least two activities every day that could be used to apply the difficult concepts that are part of the course. The workshop will also apply the technology using primarily the TI-84 along with Fathom and JumpIn computer software.

Prerequisite/s: None

Consultant: Paul Myers (read bio)

The workshop will introduce the scope and sequence of the AP US Government and Politics course. It will involve discussion of the more important conceptual material contained in the course including independent application of these concepts. The format will include lecture, discussion, analysis of sample textbooks, and supplemental readings, use of technology and websites, and audio-visual materials. Another purpose is to give participants hands-on materials, and ideas that can be taken back to the classroom. Participants will be encouraged to work on and complete lesson plans and consider alternate forms of student assessment.

What’s Included?

  • College Board Workshop Handbook
  • Curriculum Materials and Activities
  • Sample Textbooks
  • Flash drive
  • Lunch & Snacks

Things to Bring

  • Your textbook, if you have one. If not, we will have some to review.
  • Any lessons, websites, materials or ideas you have to share and discuss.
  • Your school calendar, if you like. Because these vary widely it is difficult to spend time as a whole group on them, but time will be given to work on it to help with your pacing. Discussion with others that have the same or similar schedule (block, traditional, etc.) will help you get started.

Daily Agenda

Monday

  • Introductions & Housekeeping
  • Materials for Class - books, magazines, newspapers, websites, videos
  • AP Central
  • AP Audit
  • Access and Equity
  • The Course & Exam
  • How to Start? Basic Vocabulary
    • Government
    • Democracy
    • Representative Democracy
    • Liberal Democracy
    • Elite Theory - Political Elites
    • Pluralism/Pluralist Theory
    • Constitutional Underpinnings
      • Articles vs. Constitution
      • Separation of Powers
      • Checks and Balances
      • Bicameralism
      • Political Cultures - Characteristics of American Democracy

Tuesday

  • Legitimacy
    • Definition
    • Sources of
    • Importance of
    • Federalism
      • Constitutional Basis
      • Advantages & Disadvantages
      • Delegated/Reserved/Concurrent Powers
      • Role of Court
      • US: Current issues - marijuana laws,Roe vs. Wade,Marriage, Environment, Guns
      • Policy-making
        • Who are players?
          • Institutional vs. Outside of Government
          • Iron Triangle - Issue Networks
        • Accountability
        • Congressional Oversight Power
      • Presidential Systems vs. Parliamentary Systems
        • Characteristics
        • How Differ?
      • Bureaucracy
        • Need for ...
        • Importance of
        • Discretionary Power - Quasi Powers

Wednesday

  • Congress/Legislature
    • Committee System
    • Bill Process
    • Gerrymandering
    • Apportionment
    • Reapportionment
    • Redistricting
    • Linkage Agents - How are each a Linkage Agent?
      • Media
      • Political Parties
      • Interest Groups
      • Media
        • Role in Democracy
        • Types of ...
      • Political Parties vs. Interest Groups
        • Definition
        • Role in Democracy
        • Goal
        • Role of Minor Parties: 1992 & 2000 elections
      • Elections
        • Role in Democracy
        • Electoral College - Like It? Hate it? We still have it! Why?
        • Primary elections vs. General elections
        • Presidential vs. Congressional Elections/Campaigns
        • Plurality vs. Majority
        • First-Pass-The-Post
        • Single Member District
        • Polarization
        • Divided Government
        • Campaign Financing (Recent Court decisions: Citizens United & McCutcheon)

Thursday

  • Judiciary
    • Role in Democracy
    • US Judiciary Vocabulary - Very Important!
    • Broad vs. Strict Interpretation
    • Judicial review
    • Marshall Court & Warren Court
    • Judicial Federalism
    • Court Process
    • Activism vs. Restraint
    • 14th Amendment - Selective Incorporation
    • What Cases?
    • Alternative Assessments
    • How to use former exams
    • How to use the Rubric - 2016 & 2017 Exams
    • Share Ideas

Prerequisite/s: None

Consultant: Bonnie Herzog (read bio)

This four-day workshop provides teachers with the tools they need to implement an effective AP United States History course. During this training, teachers will explore the historical thinking skills and the components of the curriculum framework, including the periods, concept outline, and thematic learning objectives. Participants will understand how to use activities that organize the concepts and essential questions 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 United States History course.

AP History Learning Outcomes

Participants will be able to…

  1. Explain how the historical thinking skills tie the course together.
  2. Explain how the parts of the curriculum framework fit together and complement one another.
  3. Explain the scope of the course.
  4. Explain the themes of AP U.S. History and describe how the thematic learning objectives define what students should know and be able to do by the end of the AP U.S. History course.
  5. Explain how student understanding will be assessed on the exam.
  6. Explain the rubrics for the free-response questions and applying them to students’ responses.
  7. Describe the Instructional Planning Report and evaluate the information in order to improve instruction.
  8. Explain and apply the historical thinking skills.
  9. Utilize effective instructional strategies to develop historical thinking skills and content knowledge.
  10. Apply their knowledge of content and pedagogy to build a unit of instruction.
  11. Align instruction and assessment, as well as instruction and the learning objectives.
  12. Assess student understanding and provide effective feedback.
  13. Implement the curricular requirements and include them in their syllabi.
  14. Select resources to illustrate concepts and use them in their classroom.
  15. Explain how students demonstrate understanding.
  16. Sequence their courses to scaffold concepts and historical thinking skills.
  17. Explain the value of including all students in AP.
  18. Describe the equity and access policy and how they can implement it in their classrooms.
  19. Identify the supports available to teach the AP U.S. History course.

Prerequisite/s: None

Consultant: Robert Topping (read bio)

This four-day workshop will include discussions and techniques covering the successful introduction and implementation of the AP "habits of mind" into the World History classroom. Emphasis will be on the five chronological periods covered in the AP World History course description. Activities, and presentations that work will cover the following: using creative lessons and activities to open the door to student confidence and AP success; writing a practical course syllabus for an accelerated block and/or a traditional school schedule; examining each of the released exams for improved test-taking strategies; improving student study skills; teaching effective essay-writing and critical-thinking skills needed for success on the AP test; and learning how to grade the three essays for maximum correlation with the AP test readers.

Prerequisite/s: None

Consultant: Jonathan Henderson (read bio)

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