In Person 2023 Workshops | Session 3 | July 24-28

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.

Art History — In Person

Instructor: Yu Bong Ko

 

This in-person AP Art History workshop will focus on preparing, sustaining and teaching the redesigned curriculum, while anticipating the road ahead for maximizing student success. You will acquire insightful ideas and best teaching practices to immediately and confidently promotes active student-centered learning both in and out of the classroom. Your instructor for this workshop is one of the co-authors of the redesigned curriculum that was implemented in 2015 and updated in 2019. The instructor’s knowledge further includes prior service on the College Board’s Test Development Committee along with scoring the AP Examination in Art History.

 

Workshop Goals/Objectives:

  • Acquire familiarity with the Course and Exam Description (CED) that organizes AP Art History into 10 commonly taught units – 1 for each of the 10 content areas.

  • Understand the course framework that defines specific Art Historical Thinking Skills, Big Ideas, and Learning Objectives and how they are tied to specific Enduring Understandings and Essential Knowledge statements.

  • Develop a fundamental understanding of the standardized free response section of the exam that uses a stable analytic rubric, as well as performance tasks that are defined for students.

  • Provide insights into how the AP Examination Readings are conducted, including identifying and explaining how course content and skills are assessed on the exam. Participants will be able to practice applying the scoring guidelines from the recent AP exams to samples of student works.

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

  • Walk-away with ready-to-use strategies and pedagogical tools shared by experienced teachers within the AP community.

  • Incorporate a wide array of reading, writing, note-taking and review practices consistent with educational philosophy concerning approaches to teaching of AP Art History.

  • Practice “culturally responsive teaching” while making Art History relevant to students as a course in high school.

  • Recognize and obtain the most effective resources materials from texts, readers, online sources and other multi-media platforms.

  • Know about AP Audit protocols for the coming year.

 

In addition, teachers will complete a digital activation process to access AP Art History AP Classroom Resources provided by the College Board: AP Daily Videos, Unit Guides, Personal Progress Check, Progress Dashboard, AP Question Bank.

 

Please follow the link to the College Board’s AP Central Art History to learn more:

https://apcentral.collegeboard.org/courses/ap-art-history/course

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.

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. 

Macroeconomics — In Person

Instructor: Patti Brazill

 

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.

English Language & Composition for Experienced Teachers — In Person

Instructor: David Jolliffe

 

In this highly participatory workshop, experienced teachers of Advanced Placement English Language and Composition will study (a) principles and methods of teaching rhetoric and rhetorical analysis; (b) strategies for teaching the genres of the examination answer and the academic argumentative essay required on the AP English Language Examination; (c) methods of teaching close reading, the structure and grammar of English, and advanced vocabulary development; and (d) ways to extend research-grounded argumentation into challenging community-based reading, writing, and service-learning projects.

English Literature & 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

Physics 2 — In Person

Instructor: Jiang Yu

 

This five-day AP Physics 2 summer institute is to provide an opportunity for high school physics teachers to familiarize themselves with the AP Physics 2 course, and to meet and share ideas with others who are developing or teaching AP Physics 2. Topics will include Physics 2 course and exam description and updates, close look at the recent years’ exam questions, inquiry-based instructional strategies, syllabus development and course audit, lab/project requirements and ideas (in person and remotely), and teaching resources. Participants are expected to take active roles in the institute, familiarize themselves with the AP Physics 2 curriculum and requirements, answer sample exam questions and examine sample student answers, share inquiry-based teaching strategies and labs that help students to develop reasoning and thinking skills as well as physical laws.

Spanish Language & Culture — In Person

Instructor: Yensen Sierra Lambert

 

During this workshop participants will interact with various aspects of the AP Spanish Language and Culture course. The daily lessons will include hands-on activities to prepare students for success on the AP exam. We will explore a variety of authentic resources and practice applying the exam’s scoring guidelines to student samples. At the end of this institute, the teachers will be equipped with the tools to create or reinforce a successful AP Spanish Language program.

Statistics — In Person

Instructor: Laura Marshall

 

AP Statistics is an incredibly fun course to teach — if you have the tools and fun activities from which to draw upon. We will accomplish much together this week. The first goal of the week is to examine the College Board’s Curriculum and Exam Description (CED), review AP Classroom, discuss the course expectations, discuss equity and access, and share strategies for success on the AP exam. Additionally, we will review and clarify important concepts in statistics, and provide guidance and answer questions about the subject matter. We will review all of the changes that were introduced in the summer of 2019 with the re-articulation of the curriculum. Most importantly, we will work through the curriculum by doing problems and participating in activities that you can bring directly to your classroom. These activities are designed to improve the conceptual understanding when introducing a new idea, and also to reinforce concepts throughout the entire curriculum. You will learn how your students’ responses are scored on the AP exam and how you can use the AP rubrics to score responses of your own students. Not only will you become more comfortable with the topics in AP Statistics, but you will take away ideas to help enhance the learning of your students and subsequently help them to improve their scores on the AP exam. Whether you are new to AP Statistics or a veteran educator, you will come away with valuable insight (and have fun too!). Hope to see you!

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. These include exploration of the course framework, the exam structure and preparation practices, and AP digital resources — including those providing yearlong class and individual student feedback. This session is relevant for teachers beginning their AP® United States History course and experienced AP® United States History teachers. Strategies to help create, and rethink or reorganize your APUSH class will be demonstrated and shared throughout the week. 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 an agenda, will be available prior to this workshop. Looking forward to a wonderful week!