In Person 2022 Workshops | Session 2 | July 11-15

The workshop sessions are small, averaging fewer than 15 participants. Each session is designed to meet the needs of the individual participants to ensure that each teacher returns to the classroom with increased confidence and strategies for success.

 

The leaders are experienced AP teachers with outstanding reputations in public and private schools. All serve as readers at their respective AP readings and are endorsed by the College Board to lead AP workshops. Many of our consultants are table leaders and members of their respective course’s test development committee.

AP Art and Design — In Person

Instructor: Joann Winkler

 

At this institute for AP Studio Art, teachers will explore all three portfolios; 2D AP Art & Design, 3D AP Art & Design along with the Drawing Portfolio and develop ideas for each portfolio including a studio component. Emphasis will be placed on developing strategies for the NEW Sustained Investigation section along with the NEW Selected Works section in any of the portfolio offerings depending on the interest and experience of the participant. Covered will be the Reading process, power points used in 2021/22 to prepare the readers for each portfolio, mock Readings using the rubric for the 2021/22 Readings, sketchbook strategies, writing Inquiry Qs for the Sustained Investigation, writings for the Selected Works section, the new audit, and The CB materials. Developing Inquiry Questions to best illustrate the Sustained Investigation body of work will be explored along with studio practice developed from the participant’s.

 

Inquiry Question: A powerpoint illustrating the particular ideation for the Sustained Investigation from the sketchbook will be created and shared with all participants.

AP Biology — In Person

Instructor: Elizabeth Cowles

 

Dear Fellow Biology Educator: Welcome to St. Johnsbury Academy during a time when biology is constantly in the news! This course is designed for teachers who are new to teaching AP Biology and experienced teachers who are looking for information about the changes in curriculum and the new resources. The course will focus on the following: 1) the foundation of AP Biology as articulated in the Curriculum Framework (the four Big Ideas, six Science Practices, etc.), 2) Inquiry-based lab instruction, 3) mentoring students be more successful on the AP Biology Exam. We shall discuss the College Board-instituted changes regarding student course enrollment, formative and summative assessments, laboratory ideas, and the resources that are available for teachers and their students. We will perform several laboratories and discuss the results.  We will review the many resources available from publishers, science supplies, and research institutions. The new AP Biology Course and Exam Description (CED) is accessible online: https://apcentral.collegeboard.org/pdf/ap-biology-course-and-exam-description-0.pdf. Each participant will share a “best practice” idea of a favorite activity or demonstration. I look forward to meeting you in July.

AP Calculus AB for Experienced Teachers — In Person

Instructor: Mark Littlefield

 

This AP Calculus AB Experienced institute is designed for teachers who have taught the AB course. This course will allow participants to dig deeper with the contents of the AB course. This session will provide the opportunity to share ideas, lessons, and experiences. Participants will be asked to share lessons and also to develop new lessons. In this workshop, attendees will be encouraged to analyze the Course and Exam Description (CED) to look at different ways and alternate orders of developing concepts in the course. Emphasis will be to look at many topics of the AB course through multiple representations (analytical, graphical, numerical, and verbal). The final agenda of the session will be framed to include topics requested by participants.  Discussions will be around curriculum, instruction, and assessment. Time will be spent looking at the scoring of the AP Calculus AB exam by looking at sample solutions. Other topics will include using AP Classroom, analyzing the Instructional Planning Report, and pacing the course.

AP Calculus BC — In Person

Instructor: Brendan Murphy

 

In this institute participants will experience a complete overview of the new AP Calculus BC curriculum framework with emphasis on appropriate use of the graphing calculator, content and pacing, and global review for the AP exam. We will also review content and pedagogy in the following topics: Series and Sequences, Polar functions, Parametric functions, Logistic Growth Model, Euler’s Method, Integration by Parts, Partial Fractions and other topics (it is assumed that the participants have taught AB Calculus or are familiar with these concepts so we will not review any of the AB topics). A special focus on assessment and motivation will help participants incorporate new strategies to build a successful AP Calculus BC program at their school. We will review the College Board’s resources available to all teachers including AP Classroom and AP Central. Homework will be given each night and participants are encouraged to work together on these assignments.

 


Dear AP Calculus Participant:

 

Greetings and welcome to the St. Johnsbury AP Summer Institute. If you have never been to St. Johnsbury or Vermont you’re in for a treat! I’m looking forward to meeting and working with you this summer, and I’m sure you’ll find the experience to be some of the best professional development you’ve ever participated in. I’m a high school math teacher in Bangor, Maine and  I am an AP Calculus Reader/Table Leader. I have run summer institutes in AP Calculus, AP Statistics, and Vertical Teams Math as well as many, many 1-2 days workshops. I’ve taught both AB and BC Calculus as virtual courses for the Maine DOE for the last twelve years and I’m currently on the AP Calculus Test Development Committee.

 

We will review all of the major topics covered under the AP Calculus BC curriculum, the AP Exam, resources and classroom strategies. Typically we will have a mix of teachers with different levels of experience, which just makes for a better week and classroom discussions. Since the AP Calculus Exam is about 33% calculator active, I will use the TI-83/84 as a teaching tool during the institute. I usually assign a small amount of homework each night, but want to make sure we have plenty of time for bocce and fun!

 

I’ve attached a “typical daily schedule” to give you an overview of what to expect. We will review released Multiple Choice and Free Response questions from the College Board as we review the various BC Calculus concepts. If you have a textbook that you will be using, feel free to bring it, if not do not worry about it. Please bring your graphing calculator if you have one, if not I usually bring a few extra calculators which you could borrow during the week. If you have a laptop I encourage you to bring this as well. If you are newer to the calculus you might want to do some review work before our session as this will make the week more enjoyable and productive for you.

 

The campus is beautiful, the food is excellent, and I am sure we’ll have a great week together. Do not worry if you have not taught the course before, we’ll have some fun and laughs and do a lot of productive work during the week.

 

Feel free to contact me with any questions, concerns, or issues at brendankmurphy@yahoo.com. Good luck with rest of your school year, and I look forward to working with you in July. I’ll see you in Vermont this summer and thanks for selecting St. Johnsbury!

 

Brendan K. Murphy

AP Chemistry — In Person

Instructor: Marian Dewane

 

This workshop will focus on advanced topics the group is interested in.  Time will be allotted for each teacher to share their favorite labs or activities. A presurvey will determine the topics everyone is most interested in. Topics will include labs, discussions, and best practices for teaching the topic. There will be evening office hours available.  Included will be discussions and practice with the AP Classroom, the CED, and lab investigations. 

 

AP Computer Science A — In Person

Instructor: Maria Litvin

 

The course accommodates participants with different levels of familiarity with Java and OOP. We will study classes and objects, constructors and methods, interfaces and inheritance, strings, arrays and ArrayList, and other topics specified in the AP CS Course Description. We will also review the College Board’s AP materials, work with the “Magpie,” “Pictures,” and “Elevens” labs, recommended by the Development Committee, review the free-response questions from the latest AP CS Exam, and discuss techniques for teaching Java in high school (role play, team projects).

 


Dear colleague:

 

I look forward to working with you at the AP Summer Institute in Computer Science A in St. Johnsbury Academy this summer. Our goals of the APSI include learning topics of the AP Computer Science A, based on the new course and exam description (CED updated by the College Board for the academic year 2019-20, and sharing and exploring innovative teaching practices. Whether you are new to Java or someone who taught AP CSA before, you will find our discussions and labs useful while challenging and fun.

 

Our APSI will involve a great deal of hands-on lab work and classroom discussion.

 

We will use Oracle’s Java 10 or Java 12 on the computers in the lab: oracle.com/technetwork/java/javase/downloads/index.html, together with Eclipse IDE on the Windows computers (the software is free). If you plan to use your own Mac or Windows laptop, please bring it with the Java software installed (download the latest versions of Java SE and Eclipse IDE). Instead of Eclipse, you may use any Java IDE of your choice. Information about getting started with Java and which software to download and install is at: skylit.com/javamethods/faqs/index.html.

 

In addition, please “Download student files” (studentdisk.zip) for Java Methods: Object-Oriented Programming and Data Structures from: skylit.com/javamethods/index.html (a CD icon is in the shaded right column).

 

Our textbook is Java Methods: Object-Oriented Programming and Data Structures, 3nd AP Edition, by Maria Litvin & Gary Litvin, Skylight Publishing, 2015. You will receive a copy of this book at the workshop.

To practice writing Java code, do a few exercises suggested at codingbat.com, Practice It Java: practiceit.cs.washington.edu/, and https://codestepbystep.com/.

 

College Board’s AP Central website for the AP Computer Science A course is apcentral.collegeboard.com/compscia. Links to many useful materials are collected at skylit.com/cblinks.html.

 

If you have technical questions or concerns, please e-mail me at mlitvin@andover.edu.

 

See you in July,

Maria

AP Economics: Macro — In Person

Instructor: Nora Seager

 

Throughout our short four and a half days together, our goal is for each participant to come away better prepared to teach AP Economics. This objective will be achieved through an intensive review of specific content, as listed in the Course and Exam Description, published by the College Board. Lessons on more difficult concepts will be modeled. Second, participants will study the design of the currently available part two questions (FRQs) and learn the use of rubrics in the grading process. Third, a session will be dedicated to setting up the course, either for a single semester or for a year. Various texts and ancillary materials will be available for evaluation. Fourth, each participant will be responsible for creating a lesson, or problem set. And finally, we will establish a network of support for teachers seeking help in any content area.

AP Economics: Micro — In Person

Instructor: Patti Brazill 

 

Objectives 

 

  • A dual approach with two presenters, providing participants the opportunity to focus on their needs, based on their course design: macro only, micro only, or combined.

  • To prepare teachers for teaching AP Economics through an intensive review of curriculum content, textbook evaluations, and time management. 

  • To familiarize participants with “degree of difficulty” assignments necessary for students to do well on the AP examination as well as active learning exercises intended to inspire student participation. 

  • To help guide participants in teaching students’ applications of economic concepts to the “real world” 

  • To share with participants how the examination is graded and how to prepare students for success of the examination itself. 

  • To model for participant’s lessons of challenging economic concepts, including graphing of market models, externalities, Aggregate Demand and Supply, Monetary policy, loanable funds market, MRP and others. 

  • To clearly identify for teachers the need-to-know concepts and models, as well as provide guidelines for those concepts which will enrich the AP classroom.

 

Throughout our short four and a half days together, our goal is for each participant to come away better prepared to teach AP Economics. This objective will be achieved through an intensive review of specific content, as listed in the Course and Exam Description, published by the College Board. Lessons on more difficult concepts will be modeled. Second, participants will study the design of the currently available part two questions (FRQs) and learn the use of rubrics in the grading process. Third, a session will be dedicated to setting up the course, either for a single semester or for a year. Various texts and ancillary materials will be available for evaluation. Fourth, each participant will be responsible for creating a lesson, or problem set. And finally, we will establish a network of support for teachers seeking help in any content area.

AP English Language and Composition — In Person

Instructor: David Jolliffe

 

Jolliffe’s 2021 Advanced Placement Summer Institute course will focus on five elements:  (a) with an eye on the Course and Examination Description, designing an effective English Language and Composition course with substantial, appropriate, and assessable learning goals;

 

(b) teaching rhetorical analysis as the primary tool of critical reading;

(c) teaching argumentation as the linchpin of academic writing at the post-secondary level

(d) teaching synthesis, the dominant task in post-secondary writing, as a combination of critical reading and argumentation;

(e)  by incorporating nonfiction prose and visual artifacts, in “conversation” with fiction, poetry, and drama, forging text-to-text connections. 

 

Participants should understand that the APSI will not be a “sit and get” experience—Jolliffe doesn’t believe in “drive-by professional development.”  Participants will be examining materials (including some new open-source textbooks), creating and revising syllabi, conducting rhetorical analysis, writing at least rough outlines for argumentative essays, and creating synthesis projects.  There will be lots and lots of sharing of our work throughout the week.

 

Advanced Preparation

Participants should have available whatever text(s) serve as major foci of instruction in their courses; a copy of the course syllabus, if they have taught the course already; and at least one substantial reading-and-writing assignment/task/project they plan to give their students.

AP English Literature and Composition — In Person

Instructor: John Williamson

 

In this course participants will explore critical topics for student success on the AP English Lit exam or in other college level introductory literature courses.  Fundamentally, participants explore rhetorical contexts for literary texts, the role of critical interpretations and approaches to literary analysis, application of archetypal patterns across genre, and a review of literary devices and strategies.  Great focus will be on ways teachers can help students become successful writers of literary analyses and arguments:  generating analytical thesis statements, supporting claims with specific illustrative textual detail, and applying logical organizational patterns.  As participants move through the course, they will build a sequenced and scaffolded curriculum model for implementation.  Over the course, participants will examine fiction texts-both poetry and prose-from the 17th century through today.  Participants will have some opportunity to collaborate thought he sharing of successful practices or lesson plans that move students from reading literally to reading analytically. 

Course Objectives:

 

  • Develop an understanding of the AP Course Framework and College Board Resource and a year-long learning progression (scope and sequence) for literary analysis and writing skills

 

  • Design instructional activities that apply understanding of sequencing and scaffolding and apply a rubric to assess student work, analyze learning gaps, and develop a learning plan

 

  • Read and analyze fiction and poetry and share best practices and collaborate on the development of lessons, units, and instructional plans and identify and align texts with skill instruction

AP Environmental Science — In Person

Instructor: Andrew Milbauer

 

Combining discussion of the AP Environmental Science curriculum and the grading of its AP Exam with work in 
the lab and field, this intensive workshop for rookie and veteran teachers fully prepares you for teaching APES. St. Johnsbury is an ideal location for this workshop, since there are a number of interesting field trips nearby, including a wood chip electrical generating plant, a wind farm, a state-of-the-art sewer plant, and interesting sites for a soil workshop. We use St. J’s modern computer lab. Importantly, there will also be ample opportunity to exchange ideas and best practices.

AP French and Culture — In Person

Instructor: Mona Mulhair

 

AP French Language and Culture Institute – Experienced Teachers

 

This workshop is to help AP teachers to develop a course in AP French Language and Culture in order to increase the success of their students.  This course will provide sample material, classroom activities related to the AP test of 2020. On a daily basis, the participants will be asked to share the best practices with the whole group for all parts of the test.

 

The participants will 

1. develop and integrate the three modes of communication: Interpretive, Interpersonal and Presentational
2. practice how to build proficiency across modes of communication
3. share approaches to teaching the AP French Language and Culture across the six themes. 
4. strategize ways in which to cover the entire curriculum on time.
5. strategize ways to teach developing culture in the AP French Language and Culture Course (i.e. How do they present the culture related to the different French speaking countries of the world?)
6. Review the course’s Instructional Design and Management 
7. explore authentic literature and articles for use in the AP French Language and Culture course.
8. develop ways in which project-based learning is used to integrate and develop language skills.
9. understand how to apply the scoring criteria to student samples.

 

What Participants Should Bring: A copy of a new idea or activity used last year in their course, their passports (Quebec!!!)  Electronic copies are encouraged.

AP Physics I — In Person

Instructor: Joe Mancino

Hello! I’m excited to be working with you this summer as you prepare for teaching AP Physics.  I’ve planned a totally new online experience that will give us all a one-week break from the frenetic chaos of the last school year. With the diversity of experience and Physics backgrounds we bring to the work, this is sure to be an active and dynamic APSI. There will be plenty of opportunities to get involved and lots of practical ideas you can bring back to your classroom. 

This AP Physics institute is designed to help teachers build a foundation for a successful AP Physics program. We will focus on teaching the AP Physics 1 course that began in the 2014/2015 school year and on preparing students for the test. With several new changes to the AP test, we’ll all need to reexamine how we plan and pace our class. The first goal involves using the Course and Exam Description which pairs essential knowledge with the fundamental scientific reasoning skills necessary for scientific inquiry. The C.E.D. provides detailed information concerning what a student should know and what they are expected to do on the AP Physics 1 Exam. A significant amount of time will be spent considering how the new course does not just change what we teach but also changes how we teach. Other focus areas of this course include preparing a new syllabus for AP Physics 1 and organizing the inquiry laboratory experiments/questions that comprise 25% of the time to be spent in the new course. Special topics related to the revamped course — especially rotation — will be addressed as well. Copies of the AP Physics 1 Curriculum Framework will be provided in the AP Physics Participants handbook. Copies of the Framework also may be downloaded from the College Board website at any time.

We will be spending significant time exploring the suite of new resources the College Board is making available for all students including the new workbook, the teacher dashboard, the draft lab manual, and the personal progress checks.

There will be nightly homework consisting of a small selection of released exam questions (a few multiple choice and one free response). Your homework will consist of answering these questions and bringing your solutions to class where we will discuss how to best prepare students with the skills and knowledge to be successful on those questions.

Participants are invited to bring their laptop, tablet, or smartphone along with their best activities, lessons, or labs to share with the group. We will all be collaborating in some shared resources, so please bring a device that allows you to easily interact with a Google doc. Please also bring a copy of your syllabus if you have one already so we can plan for the upcoming year of AP Physics.

I look forward to meeting you!

Thanks,

Joe

AP Physics C — In Person

Instructor: Oather Strawderman

 

The AP Physics: Mechanics and E&M Summer Institute is designed to help teachers build the foundation for a successful AP Physics program.

 

Emphasis will be placed on the rigor of the material that students need to be successful on the AP Physics C exams. We will pay special attention to the mathematics skills (algebra, trigonometry and of course calculus) needed for the exams. 

 

Laboratory investigations will be incorporated throughout the workshop, with special emphasis on transitioning your laboratory into a guided-inquiry based program.  We will also focus on the exam and how best to prepare your students for it.  We will review the requirements for the course audit and the syllabus requirements. 

 

Time will be allotted for best practices and for sharing ideas as a group. 

 

As an AP Physics C: Mechanics and E&M Combined workshop, options will be presented during each activity to help prepare you to teach either or both courses. So no matter what combination of the two C exams you prepare your students for, this workshop is for you! 

What you will learn

 

  • AP Physics C: Mechanics and E&M Course and Exam Descriptions

  • Hands-on Inquiry Labs

  • Parts of the AP Exam and Question Types

  • Mathematic skills needed for the exams

  • Learning Objectives and Science Practices

  • Planning and Pacing

How you will benefit

 

  • Develop a course pacing guide by unit/topic to incorporate the full scope of your AP Physics course into your school’s academic calendar

  • Examine formative and summative assessment item types to identify and explain how pairings of content and science practices are the focus of instruction and also the targets of the AP Physics C exams

  • Practice applying the scoring rubrics from the most recent AP Physics C exam to actual samples of student work

  • Acquire ready-to-use strategies and pedagogical tools to use in your AP Physics class

  • Design and complete guided inquiry laboratory experiments

AP Spanish Language and Culture — In Person

Instructor: Patricia Smith

 

This workshop is intended for teachers new to AP as well as experienced teachers. Prepare for the 2022-2023 school year with new instructional resources, including an updated course and exam description (CED), exam questions and the new on-line system, AP Classroom. Teachers are encouraged to visit this website for more information about what to expect:  https://apcentral.collegeboard.org/courses/ap-spanish-language-and-culture?course=ap-spanish-language-and-culture

 

We will discuss how to teach for improvement in interpretive communication, and will spend considerable time reviewing strategies for interpersonal writing and speaking, as well as presentational speaking and writing. Much practice in the workshop will be directed towards the teaching of cultural comparisons, and in activities to strengthen the students’ awareness of cultural diversity.

 

Throughout the week, participants will have the opportunity to share ideas and work together on preparing for the Course Audit. Cooperative learning will be taught and implemented.  Patricia Smith is an experienced Spanish Language Consultant with 20 years of experience in conducting workshops. She has served as an AP Reader and Table Leader and has taught at all levels, with most of her years of teaching at the high school level. She currently teaches at Tufts University.

AP US History — In Person

Instructor: Susan Pingel

 

This AP® United States History summer institute will focus on key takeaways involving Understanding the Course, Planning the Course, Teaching the Course, Assessing Student Progress and Understanding, and Becoming a Member of the AP Community. This includes exploration of the course framework, the exam, and AP digital resources — including those providing yearlong class and individual student feedback. Strategies to help create or reorganize your APUSH class will be demonstrated and shared throughout the week.

 

Relevant for teachers beginning their AP® United States History course and experienced AP® United States History teachers, this workshop will give participants an overview of the AP® program in US History (APUSH), concrete information about developing course curriculum, the examination, and best practices to use with your students. This includes insight into the creation and expansion of an APUSH program, selection of text and course materials, development of syllabi, pacing suggestions, lessons, and assessments. Expect instruction on the scoring of Free-Response questions (FRQs), including short answer questions (SAQs), the document-based question (DBQ), and long essay questions (LEQs).  

 

Please be ready to share ideas, ask questions, think broadly about your educational practice, work hard and enjoy your experience. A welcome letter with agenda will available prior to this workshop.  Looking forward to a wonderful week!

AP World History — In Person

Instructor: Jonathan Henderson

 

World History is a relatively new discipline and its methodology differs considerably from other approaches to history. This workshop is based on the philosophy that understanding the conceptual structure of the course and the interaction of its component parts is essential to creating effective lessons and assessments in the classroom.  After briefly outlining the “architecture” of AP World History, we will consider proven lesson plans and how they serve as models for creating quality activities in the classroom. Teachers will leave with ready-to-go classroom materials, tech tools, curriculum guides, and assessment items as well as the informed ability to develop these on their own. A significant part of the week will be devoted to teaching the skills necessary for the writing component of the exam with special attention to recent changes in the rubric and essay prompts.

 

Letter to Participants

 

Dear AP World History participants:

 

Welcome to the St Johnsbury APSI in World History! It is my pleasure to lead this professional development event and my goal that, whether you are new or experienced, you will leave with a deeper understanding of the course as well as materials for use in your classroom. This workshop is based on the philosophy that understanding the conceptual structure of the course and the interaction of its component parts is essential to creating effective lessons and assessments in the classroom.  I constantly try to put myself into your shoes and remember the Summer Institutes I attended in past years as a participant and plan our sessions according.

 

Teaching this class can be a daunting enterprise. Not only is our subject immense, but it often feels as if we are teaching two classes: a content class and a skills-based writing class.  To make it manageable, these two components really must be taught together. It is my goal that teachers leave my workshop with specific lessons that build skills while also conveying content. I also want teachers to have the ability to use these lessons as models to create their own classroom materials. We will also review the new rubrics and essay prompts and consider their implications for classroom instruction.

 

I am looking forward to our week together. Should you have any questions, please feel free to email me. See you in July!

 

Jonathan Henderson

henderson678@gmail.com

www.historyhaven.com

www.apworldhistoryteacher.com

AP U.S. Government and Politics — In Person

Instructor: Rachael Ryan

 

This course is being offered for the new and experienced teacher of US Government and Politics who wants to learn how to teach the new course that went into effect for the 2018-2019 school year.  We will also dive deeper into some of the content and skills of the course. You will learn how to prepare your students for the exam with specific tips and strategies for tackling the multiple-choice questions and FRQs. Participants will come away from the workshop with an understanding of the content of the course, how to pace the course and how to design assessments to maximize learning and AP exam preparation. Best practices and assessments will be provided and shared and at the end of the week all participants will be able to return to their classrooms with new skills, unit assessments prepared and ready to implement, and a solid understanding of how to prepare your students for the exam.  I will also weave quite a few technological resources into the course that can be used by both student and teacher.