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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 BC teacher. This course will explore the key concepts, methods, and applications of single-variable calculus and those covered in Calculus BC (e.g., advanced integration, polar curves, parametric equations, vector-valued functions and sequences, and series). Resources for the teacher, such as classroom activities, worksheets, ancillary 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: Jessica Stillman (read bio)

This four-day summer AP® Chemistry institute is designed to meet the needs of both beginning and experienced AP Chemistry teachers. Course sequencing, pacing, test/ 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. The impact of the curriculum and exam changes of the 2013/2014 academic year will be discussed, along with the AP’s shift towards an Inquiry Based lab curriculum.  Particular emphasis will be placed on Inquiry Lab activities that can fit into a 40-minute class period and how to successfully modify the AP curriculum for more challenging academic populations.  Having an opportunity to meet and exchange ideas with other chemistry teachers through day-to-day activities, demos, projects, and class management strategies 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. Teachers are expected to bring a laptop capable of running JAVA for daily coursework.

Prerequisite/s: None

Consultant: Lester Wainwright (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 intensive workshop provides an opportunity to get hands-on experience with AP ES labs and activities.  We’ll examine the course content, focusing on pollutants and mathematics involved in AP ES.  We’ll examine prior free response questions in detail, learning to properly score using an AP ES rubric. You’ll learn to better coach your students to read and write for an AP exam.  You will be receiving several textbooks during the week to use to prepare your class.  We will be going on some field trips, as well as carrying out labs each day. The main goal of this week is to help you develop a comprehensive and successful course which will allow your students to become good environmental citizens and excel on the AP ES exam.

Prerequisite/s: None

Consultant: Margaret (Scottie) Smith (read bio)

This four-day workshop will provide an overview of the curriculum framework and expectations for the Advance Placements European History (APEH) Curriculum. It will navigate through the three years of changes to the course, and help master an understanding the exam, course planning and pacing, instructional design, and course audit-development for the course. The AP European History Summer Institute will focus on the shifting methods of the newly revised Course Curriculum (last revision 2017-2018): a new Short Response Section, a Revised DBQ writing model and Rubric, and a recently re-configured Long Essay Model and Rubric and the stimulus driven 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 and the analytical skills associated with these. Portions of the week will include 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.

COURSE OBJECTIVES (4 Day Workshop)

Monday:

  • Introduction of APSI Concepts and Leader
  • Changes to the Exam and Overview
  • Interpretation of Documents/ Luther Example/ CAPPFLASH
  • Interpretation of Secondary Sources/ MISROW
  • Contextualization as a HISTORICAL REASONNG SKILL (HRS)/ examples from Multiple Choice
  • Comparison as a HISTORICAL REASONNG SKILL (HRS)/ examples from Multiple Choice/ Long Essay Question
  • HW: Continuity and Change Over Time (CCOT)

Tuesday

  • CCOT as a HISTORICAL REASONNG SKILL (HRS)/ examples from Long Essay Question
  • Causation as a HISTORICAL REASONNG SKILL (HRS)/ examples from Short Essay Question
  • Using Source Material in Multiple Choice, SAQ, DBQ, and LEQ
  • HW: Key Concepts, Course Periodization

Wednesday:

Key Concepts and Applications using Source Material in Multiple Choice, SAQ, DBQ, and LEQ
WISH LIST
PLANNING
AUDIT
THEME ASSIGNMENTS
HW: THEME Projects
 

Thursday:

THEME Projects, Mastery, Question Development, Reading Practice

Prerequisite/s: None

Consultant: Donald Baeszler (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 AP® Psychology Summer Institute 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.

Course Outline for 4-Day Summer Institute / Workshop

Day One:

  • College Board Update/College Ready or College Eligible?
  • 10 Things for Every AP Psychology Teacher to Know
  • College Board “Acorn Book” for AP Psychology
  • History and Perspectives of Psychology
  • Probability of Statistics
  • Sensation & Perception

Day Two:

  • Bright Ideas for Teaching the Brain & Bio
  • Hands-on Activities: N-N: Evolutionary Psychology Primer
  • Development across the Lifespan
  • The VOICE of Learning
  • States of Dream and Drugs

Day Three:

  • Cognition: Memory, Thinking, and Language
  • Motivation & Emotion (including Stress)
  • Multiple Choice Exam
  • What’s New with the FRQ?
  • IPR: Instructional Planning Report

Day Four:

  • Personality
  • Disorders, Treatment, and DSM-V
  • Social Psychology’s Tribe
  • Review Games
  • Fabulous Resources: Lesson Plan Share
  • What to Do After the AP Exam?

*Course changes at instructor’s discretion and based on group dynamics

What to bring to the APSI:

Items you should bring during the week include:
  • a laptop computer or tablet, headphones & storage device
  • a copy of your school’s academic calendar
  • one lesson plan to share
  • one classroom activity to share
  • one best practice to share
  • highlighter(s)
  • assigned candy (TBA Monday)
  • comfortable clothes and shoes for walking/activities in the summer heat
  • a light sweatshirt or sweater in case you get chilly due to A/C

Prerequisite/s: None

Consultant: Kimberly E. Cruz (read bio)

The AP® Psychology Summer Institute 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.

Course Outline for 4-Day Summer Institute / Workshop

Day One:

  • College Board Update/ FREE Resources
  • 10 Things for Every AP Psychology Teacher to Know
  • College Board “Acorn Book” for AP Psychology
  • Best of the Best: What works?

Day Two:

  • Bright Ideas for Teaching the Brain & Bio
  • Hands-on Activities: N-N: Evolutionary Psychology Primer, Learning How We Learn
  • Digital Era & Positioning

Day Three:

  • Multiple Choice Exam
  • What’s New with the FRQ?
  • IPR: Instructional Planning Report

Day Four:

  • Social Psychology’s Tribe
  • Review Games
  • Fabulous Resources: Lesson Plan Share
  • What to Do After the AP Exam?

*Course changes at instructor’s discretion and based on group dynamics

What to bring to the APSI:

Items you should bring during the week include:
  • a laptop computer or tablet, headphones & storage device
  • a copy of your school’s academic calendar
  • one lesson plan to share
  • one classroom activity to share
  • one best practice to share
  • highlighter(s)
  • assigned candy (TBA Monday)
  • comfortable clothes and shoes for walking/activities in the summer heat
  • a light sweatshirt or sweater in case you get chilly due to A/C

Prerequisite/s: None

Consultant: Kimberly E. Cruz (read bio)

This AP 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.

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 projects 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)

In this Summer Institute, participants will learn about the AP Spanish Literature        and Culture revised course, including Course Content, Course Themes, Learning Objectives, Organizing Concepts, integration of “culture, the revised Exam (including the May 2018 exam results), and Course Audit.

Participants will also prepare and present a lesson module with at least two works from the AP reading list that are interconnected with the following course themes: “La dualidad del ser”, “Las relaciones interpersonales”, “Las sociedades en contacto”, “El tiempo y el espacio”, “La creación literaria” and “La construcción del género”.

COURSE OBJECTIVES

The Course:

After attending this workshop, participants will be able to:

  • Apply concrete strategies for designing and implementing an effective AP Spanish Literature and Culture curriculum.
  • Build activities and assessments that develop students' proficiencies across the full range of language skills—with special attention to critical reading and analytical writing.
  • Help students move beyond reading comprehension to relate the content of the required texts to literary, historical, sociocultural and geopolitical contexts in Spanish.
  • Implement strategies to effectively prepare students for the AP exam.
  • Develop or revise a syllabus to align with course requirements.

Other topics for the APSI:

Workshop materials

Each participant will receive a copy of the Workshop Handbook and Resources, which contains:

  • AP Spanish Literature and Culture Course and Exam Description
  • AP Course Audit information
  • Sample syllabus for AP Spanish Literature and Culture and a Syllabus Development Guide
  • AP Spanish Literature and Culture Practice Exam
  • AP Spanish Literature and Culture free-response materials (student samples, scoring guidelines, and commentary)
  • Flash drive with information presented during the APSI
  • Complimentary textbooks.

What to bring to the APSI:

  • Laptop computer recommended.

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)

This four-day workshop provides Beginning AP US History teachers with the tools they need to implement an effective AP United States History course. During this training, teachers will explore the Practices, Historical Reasoning 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.

COURSE OBJECTIVES

Participants will be able to…

  • Explain how the Practices and Historical Reasoning Skills tie the course together.
  • Explain how the parts of the curriculum framework fit together and complement one another.
  • Explain the scope of the course.
  • 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.
  • Explain how student understanding will be assessed on the exam.
  • Explain the rubrics for the free-response questions and applying them to students’ responses.
  • Describe the Instructional Planning Report and evaluate the information in order to improve instruction.
  • Explain and apply the Practices and Historical Reasoning Skills.
  • Utilize effective instructional strategies to develop Historical Reasoning Skills and content knowledge.
  • Apply their knowledge of content and pedagogy to build a unit of instruction.
  • Align instruction and assessment, as well as instruction and the learning objectives.
  • Assess student understanding and provide effective feedback.
  • Implement the curricular requirements and include them in their syllabi.
  • Select resources to illustrate concepts and use them in their classroom.
  • Explain how students demonstrate understanding.
  • Sequence their courses to scaffold concepts and skills.
  • Explain the value of including all students in AP.
  • Describe the equity and access policy and how they can implement it in their classrooms.
  • Identify the supports available to teach the AP U.S. History course.

Prerequisite/s: None

Consultant: Robert Topping (read bio)

This four-day workshop provides Experienced AP US History teachers with the tools they need to improve an effective AP United States History course. During this training, teachers will explore the Practices, Historical Reasoning Skills and the components of the curriculum framework, including the periods, concept outline, and thematic learning objectives. Participants will understand how to use new 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 refining their course plan that will help them decide how they will teach the skills and content of the AP United States History course.

COURSE OBJECTIVES

Participants will be able to…

  • Explain how the Practices and Historical Reasoning Skills tie the course together.
  • Explain how the parts of the curriculum framework fit together and complement one another.
  • Explain the scope of the course.
  • 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.
  • Explain how student understanding will be assessed on the exam.
  • Explain the rubrics for the free-response questions and applying them to students’ responses.
  • Describe the Instructional Planning Report and evaluate the information in order to improve instruction.
  • Explain and apply the Practices and Historical Reasoning Skills.
  • Utilize effective instructional strategies to develop Historical Reasoning Skills and content knowledge.
  • Apply their knowledge of content and pedagogy to build a unit of instruction.
  • Align instruction and assessment, as well as instruction and the learning objectives.
  • Assess student understanding and provide effective feedback.
  • Implement the curricular requirements and include them in their syllabi.
  • Select resources to illustrate concepts and use them in their classroom.
  • Explain how students demonstrate understanding.
  • Sequence their courses to scaffold concepts and skills.
  • Explain the value of including all students in AP.
  • Describe the equity and access policy and how they can implement it in their classrooms.
  • Identify the supports available to teach the AP U.S. History course.

Prerequisite/s: None

Consultant: Robert Topping (read bio)

The NSU World History APSI is designed to meet the needs of high school AP teachers.  This will be accomplished through a survey that will be sent out in advance for the participants to help set the exact agenda.  During the course of the week, we will address the requirements for APWH by College Board, including the syllabus, things the students must know, and things they do not need to know.  Session time will be spent working on all the required essays, both how to teach the students how to write them, as well as scoring the essays.  Examples for practice scoring will be available and used during the week.  All teachers prefer having help making assignments, and we will work on creating those as a class for all to use in their own classroom.  Each participant is encouraged to bring one they have used in their class, have thought of but need help finishing, need to adapt to the AP curriculum, or just like it a great deal and wish to share.  Ideas for outside readings, assignments, resources, and fun activities will also be given time in the sessions.

COURSE OBJECTIVES

The Course:

  • Understanding the scoring with the new rubric and how to teach it to the students.
  • Writing MC, SAQ’s, and FRQ’s for each time period, creating a common set to share.
  • Promote understanding of the course requirements and guidelines and how to plan accordingly.

Prerequisite/s: None

Consultant: Joseph Paddenburg (read bio)

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