Virtual 2021 Workshops | Session 1 | July 5-14
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 - Virtual
Instructor: Joann Winkler
The objective of this course is to provide both new and experienced AP® Art and Design teachers with an understanding of the requirements of the UPDATED course and portfolios. This course is designed to assist high school teachers of AP® Art and Design in understanding, planning, and teaching the course while assessing student progress. The goal is preparing students to successfully develop their portfolios. The rubrics for each section of the three portfolios will be reviewed and by the end of the session, teachers will be more effective in evaluating their students’ work and assisting them in achieving higher AP® scores.
An emphasis will be placed on ideation and strategies for assisting students in the selection of Sustained Investigation topics that are viable and inventive. Studio sessions will be dedicated to the development of a mini investigation, using action research, inquiry and exploration. Participants will engage in the same kind of creative problem solving that they will ask of their students.
The format of the Institute will include informal lectures, digital presentations and studio activities. All participants will be encouraged to share best practices and some exercises will be completed in small groups. Group critiques and activities will be conducted with an emphasis on process and the development of a theme or idea that can generate continued investigation. Participants should be prepared to share their innovative approaches with other workshop members. Museum experience will provide curriculum ideas and add strategies to enhancing student artwork.
Daily agenda will include, but is not limited to:
- An overview of The College Board UPDATEDportfolio materials and requirement
- Training materials from the 2019 Reading
- The Reading process
Participants can expect to:
- Engage in inquiry and investigation through practice, experimentation, revision and reflection,
- Investigate themes from Contemporary Art to inspire curriculum,
- Collaborate with studio and seminar sessions structured to address the use of contemporary art practices,
- Develop ideation for the Sustained Investigation that can support investigative research about an artistic concern,
- Create art to support the research based inquiry into a mini investigation
- Develop sketchbook and process strategies,
- Select art for the Selected Works section,
- Share strategies for portfolio development with hands-on approaches to work,
- Review the UPDATED rubrics and use to score portfolios through mock readings
- Museum or gallery exercises (subject to availability)
Participants are encouraged to bring their laptops, flash drives, sketchbooks, and favorite media to support art-making in the 2D, 3D or Drawing portfolio. If possible bring utensils to cut and adhesives of choice in addition to collage making materials.
AP Biology - Virtual
Instructor: Elizabeth Cowles
Dear Fellow Biology Educator: Welcome to St. Johnsbury Academy during a time when biology is front page news! This online 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 which are available. 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 shall analyze the 2020 examination questions. 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 and you will receive a packet with the information. Each participant will share a “best practice” idea of a favorite activity or demonstration. Our online labs will describe the laboratory setup and the analysis of data from the exercises. I look forward to meeting you in July.
AP Calculus AB - Virtual
Instructor: Brendan Murphy
In this institute participants will experience a complete overview of the new AP Calculus AB 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: Related rates, Area/volume, Differential equations/slope fields, the Fundamental Theorem of Calculus, Implicit differentiation, L’Hopital’s Rule and other topics. A special focus on assessment and motivation will help participants incorporate new strategies to build a successful AP Calculus AB program at their school. We will review the College Board’s resources available to all teachers including AP Classroom and AP Central. Typically we will have “class” for a couple of hours in the morning and then office hours in the afternoon. Homework will be given each night and will be due by Wednesday 07/14.
AP Chemistry - Virtual
Instructor: Marian Dewane
This workshop will balance synchronous and a synchronous delivery to prepare you for the teaching of AP Chemistry. There will be daily office hours if you need some targeted support. Time will be provided for planning your course so that by the end of the workshop you will have a general pacing guide for next year. We will focus on how to use AP Classroom, the CED, best practices and lab investigations.
AP Computer Science Principles - Virtual
Instructor: Jacqueline Corricelli
This workshop is designed for beginning (new) as well as experienced teachers planning to teach AP CS Principles next school year. AP CS Principles is a broad introduction to computer science designed to improve access for all students. We will focus on the 5 Big Ideas for this course: Creative Development, Data, Algorithms & Programming, Computer Systems & Networks, and Impact of Computing. We will emphasize specific teaching strategies to accomplish each of these tasks in a diverse learning environment. In addition, we will strategize about how to recruit students to ensure diversity. We will discuss in detail the structure of the AP CS Principles Assessment including the Create Performance Task (administered during the school year) and the Multiple Choice Exam. Scoring rubrics will be utilized. We will use various sites to explore computer science, organize workshop materials, and to collaborate throughout our time together.
AP English Language and Composition - Virtual
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.
Participants should bring 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.
David A. Jolliffe
Professor Emeritus (firstname.lastname@example.org)
Former Chief Reader, Advanced Placement English Language and Composition
Advanced Placement Summer Institute 2020
English Language and Composition
Dear Friends and Colleagues in Advanced Placement English Language and Composition,
I am delighted to have the opportunity to lead an ONLINE course about AP English Language and Composition in an AP Summer Institute during this “challenging time” of 2020. I am confident that we will work together to generate an outstanding course. Please feel free to email me at email@example.com if you have questions about our plan for the course.
In the following agenda, bulleted topics NOT in italics will be addressed in synchronous sessions, using the learning management system or tools approved by the Institute administrators, and bulleted topics in italics will be addressed in asynchronous sessions, again using the learning management system or tools approved by the Institute administrators. For some of the topics covered in asynchronous sessions, participants will be given ample time to complete tasks beyond the time frame suggested by the topics’ placement in “morning” or “afternoon” sessions.
Day 1, Morning:
- Introductions: What do people say about teaching AP English Language and Composition?
- “Truth in advertising”: This APSI is about the course, not just the exam.
- A review of the new English Language and Composition Course and Examination Description: AP Classroom, Units, Unit Guides, AP Question Bank
Day 1, Afternoon
- What is rhetoric and why does it sit at the center of AP English Language?
- What is rhetorical analysis, and how can (and must) students use it on all three free-response questions AND the multiple-choice questions?
- What are the possible scope and sequence of a rhetoric-based course?
- A guide to free, open-source textbooks for teaching rhetoric and composition
Day 2, Morning
- Building a unit focusing on rhs—rhetorical situation in the new CED
- Extending the rhetorical situation: teaching and analyzing visuals, fiction, poetry, drama, architecture
- Reporting in: What have you learned so far about developing teaching and learning rhetoric?
Day 2, Afternoon
• Using rhetorical analysis to teach the multiple-choice section
• Writing successful rhetorical analysis responses—great EXAM ANSWERS
Day 3, Morning
• Planning a sequence (or sequences) for an entire semester or entire year: the Inquiry Contract as one possibility.
• Connecting the rhetorical situation to claims and evidence: examining everywhere cle—claims and evidence—shows up in the CED
• Reporting in: generating excellent instruction using current events units and projects
Day 3, Afternoon
• Developing formative assessments: the Personal Progress Checks, the Progress Dashboard, and your own instruments
• Reporting in: Sharing best practices for formative and summative assessment, or how to respond to student work and still have a life
• Connecting rhetorical situation, claims and evidence, and reasoning and organization—back to the CED
Day 4, Morning
• Writing an argument that’s a real ARGUMENTATIVE ESSAY and worthy of rhetorical analysis in its own right: the six-part oration
• Writing your own six-part oration
• Incorporating the EXAM ANSWER-ESSAY distinction in your course
Day 4, Afternoon
• AP/College Board “nuts and bolts”: audit, digital activation, registration
• Building on rhetorical analysis and argument to teach synthesis
• Teaching the “small skills” of synthesis
Day 5, Morning
• Connecting rhetorical situation, claims and evidence, and reasoning and organization to style—examining stl in the new CED
• The best way to teach grammar and style: Bernie Phelan’s eight principles of sentence architecture
• Brainstorming pedagogy on syntactic maturity and vocabulary enrichment
• Reporting in: Generating excellent instruction on style and vocabulary
Day 5, Afternoon
• Wrapping up: POSTER SESSION OF BEST PRACTICES
AP English Literature and Composition - Virtual
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.
Develop an understanding of the AP Course Framework and College Board Resources
Develop a year-long learning progression (scope and sequence) for literary analysis and writing skills
Design instructional activities that apply understanding of sequencing and scaffolding
Apply a rubric to assess student work, analyze learning gaps, and develop a learning plan
Read and analyze fiction and poetry
Share best practices and collaborate on the development of lessons, units, and instructional plans
Identify and align texts with skill instruction
Skills and Expectations for AP English Literature and Composition
Teaching for Understanding
AP Course Framework
Curriculum and Assessment
Reading Literally and Figuratively
Universal Ideas, Themes, and Archetypes
Skills and Strategies
Applying Rubric to Prose Question
Skills and Strategies
Applying Rubric to Poetry Question
Teaching Longer Works
Skills and Strategies
Applying Rubric to Open Question
Teaching Writing and Literary Argumentation
AP Environmental Science - Virtual
Instructor: Andrew Milbauer
This workshop will balance synchronous and a synchronous delivery to prepare you for teaching the AP Environmental Science. There will be daily office hours if you need some targeted support. Time will be provided for planning your course so that by the end of the workshop you will be armed with a pacing guide for next year. We will focus on how to use AP Classroom, the CED, best practices and lab investigations. All labs are done with materials available from hardware stores, grocery stores, and online retailers. They are intentionally affordable. The instruction will be done in a way to prepare you for next year, give you a pile of lab investigations, and support life/work balance by showing students how to self reflect on their answers. Ideally you will have a completed pacing guide by the end of the workshop and can spend the rest of your summer recharging and not worrying about the class.
AP European History - Virtual
Instructor: Lou Gallo
This online summer institute, with both synchronous and asynchronous modules, is open to both new and experienced teachers and will provide participants with an overview of the AP program and the European history course as well as content, strategies, and skills that increase student interest and knowledge in the course. The emphasis will be on developing a syllabus and pacing guide, choosing resources to use in the class, and incorporating strategies to help students increase reading comprehension, critical thinking skills, and effective writing. Free-response questions from previous exams will also be used to help participants learn how to effectively use the AP history rubrics. There will also be time set aside to share best practices.
AP Government and Politics - Virtual
Instructor: Karen Waples
AP United States Government and Politics is an exciting course. Students quickly become engaged in the content, and it’s our job to help them become informed citizens and learn how to support their opinions with evidence. In this virtual APSI, we will meet synchronously and asynchronously to review the Curriculum and Exam Description, examine resources provided by the College Board, and share lesson plans. We will explore how to help students master the 9 foundational documents and 15 Supreme Court cases required in the course. In addition, we will review the format of the AP Exam, discuss how to write FRQs, and examine ways to approach the argumentation question. This session will help you design a new course or refresh an existing one with the goal of helping your students understand how they can impact policymaking in the future.
We will meet synchronously at least once a day, using the Zoom platform. These meetings will be recorded for participants who are unable to meet synchronously. Materials will be provided through a shared Google Drive
AP Latin - Virtual
Instructor: Robert Cape
This workshop will help prepare both new and experienced AP Latin teachers to teach the new AP Latin course. We will focus on Caesar’s Gallic War and the new sections of Vergil’s Aeneid. We will review the new syllabus and curriculum framework, share strategies for structuring the course, and discuss ways to develop vertical team practices in Latin. We will also review the scoring of the 2020 AP Latin exam.
Participants will gain insight into how the exam is constructed and scored, with particular emphasis on understanding the learning objectives behind the question types. Participants should prepare to share a sample exercise they have found useful (and students enjoyed) in AP Latin (or an advanced/intermediate course) and have access to a Latin/English dictionary and a copy of their syllabus (if they are already teaching the course).
AP Physics I - Virtual
Instructor: Barry Panas
Greetings fellow AP Physics 1 Teachers! I am looking forward to the new challenges (this is AP Physics – we thrive on challenges) and more importantly, the new opportunities that will come with a move to an online Institute this summer. Whether you are new to AP Physics 1 or have been teaching AP Physics for many years, I will be doing my best to make this a meaningful, engaging, and highly productive professional development experience for you. Sessions will consist of a well-balanced mix of group synchronous meetings, one-on-one synchronous meetings with me, and asynchronous activities for you to complete on your own.
Group synchronous meetings will give you the opportunity to get to know the other participants, share your best practices with them (and benefit from theirs) and will ideally lead to newfound friendships and professional networking that will extend well beyond the Institute itself. During group synchronous sessions I will also be able to provide you with essential content reinforcement and share a number of insights and teaching strategies to help maximize your and your students’ success in AP Physics 1, as well as provide participants the opportunity to share demonstrations and ideas with the rest of the group. One-on-one synchronous meetings will give me the opportunity to work more closely with you in order to answer your specific questions and try to meet your individual needs, as well as giving us the chance to get to know each other better! Asynchronous activities will consist of a range of activities selected to complement all of the above, and will give you the opportunity to direct your efforts where you most need to do so.
You can expect to come out of this institute with a deeper comprehension of Physics, a good understanding of the AP Physics 1 course and everything needed to teach it well (including updates such as the NEW course audit process), ideas for labs and demonstrations, and (if you aren’t there yet) confidence and enthusiasm for teaching the course – especially (but not only) if you are new to AP Physics! Oh yeah – I’ll also do my best to make sure that you have fun throughout the week too!
AP Psychology - Virtual
AP Spanish Language - Virtual
Instructor: Patricia Smith
In this workshop, participants will spend a great deal of time getting to know one another, and getting to know Patricia Smith. Although we will be meeting virtually, the Zoom platform will allow us to work in small groups and to share materials. Additionally, Patricia will be available for one hour per day for “office hours”, or individual consultation. This workshop is intended for new AND experienced AP teachers. Please see below for the material which will be covered, and email Patricia if you have any questions: firstname.lastname@example.org.
Goals for the year
AP Spanish Language and Culture binder, which all will receive
Skills and learning objectives
Organization of course and syllabus
Digital activation and AP Central
Personal Progress Checks and Question Banks
Teaching of Culture and Museum Activity
ACTFL guidelines and Can-do statements
Graphic organizers and the argumentative essay
Graphic organizers and presentational communication for cultural comparison
Strategies for all parts of exam
Explanation of scoring guidelines
Evaluation of student responses using guidelines (rubrics)
Sharing of final project developed by participants
Instructional strategies and jigsaw
Dear Spanish AP Language and Culture Institute Participant:
I am very much looking forward to our week together. We will be talking about how to set up a successful AP Spanish Language and Culture program, and/or how to expand upon an existing one. Please email me in Spanish once you get this letter: email@example.com. Please introduce yourself, describe your school and your classes, and tell me what you hope to get out of this course. By the end of the Institute, you will have a very good understanding of exactly what makes up the AP exam, what is expected of the students, and how the exam is graded. You will be receiving many handouts, as well as a useful manual from the College Board.
We will all be sharing ideas, and I ask that you bring with you the textbooks you are using. Please bring with you any essays or CDs of your own students, with the names removed. You can also bring videos or DVDs of student projects or skits, if you would like to share them and get feedback.
Please read all the materials currently available on AP Central about the AP Spanish Language and Culture Exam.
See this site: https://apcentral.collegeboard.org/courses/ap-span…
Before coming, please go to the website of ACTFL and read about World Readiness Standards and Can Do Statements. Be ready to talk about what skills and themes you deal with in your classes, at all levels. We will discuss Vertical Teaming, and how faculty can cooperate at all levels. Please reflect upon this before coming.We will be working on the development of syllabus outlines. During the week, each participant will begin to write a unit description, according to one of the six themes. Therefore, please bring a copy of your school calendar. You will give me a preliminary copy of this guide at the end of the week. Whatever you create, the idea is that it will be something you NEED and something you will USE. The wonderful thing about a week-long Institute is the opportunity to work together with colleagues, and get feedback from me and from them. We all know that during the school year there is never time for this!
A little about me: I have a BA in Spanish and French from St. Lawrence University. I taught at the secondary level from 1970-2002, with 14 years teaching AP Spanish Language. Most of the time I was at Braintree High School, south of Boston. I am now teaching at the college level, at Tufts University. My masters is in Spanish Language, from Middlebury. I have an additional M.Ed in Special Education from Bridgewater State College, Massachusetts.
I have been an AP Reader since 1987, of both literature and language exams. I have also served as a Table Leader for the AP Spanish Literature and Culture exam. I have been conducting workshops for the College Board since 2001.
Currently I am involved in a project researching historical memory in Spain.
One final request: Make a list of all your thoughts and ideas as you peruse the materials on AP Central, and come prepared for a week of immersion in Spanish, with an opportunity for new friendships and sharing.No veo la hora de conocerles.
AP Statistics - Virtual
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 – even in this online environment. The first goal of the week is to examine the College Board’s Curriculum and Exam Description (CED), discuss the course expectations, 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 this past year with the re-articulation of the curriculum. Most importantly, we will work through the curriculum by doing problems and learning about activities that you can bring directly to your classroom. These activities are designed to improve students’ 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. You may wonder how we will do this online? Much of our communication with one another will be asynchronous. An online environment gives you time to think about ideas and ponder on questions before you reply to a discussion. In many ways, the asynchronous environment allows you more time to contemplate and absorb new ideas. This leads to higher quality questions that enable a richer discussion from which we will all learn together. Although we will not be able to do activities together to introduce ideas, I will demonstrate those activities and you will have access to those demonstrations throughout the next school year. In fact, you will have access to our entire course as a great reference for the following year. And of course, we will spend time online together synchronously – getting to know each other, sharing questions, sharing teaching strategies, sharing challenges and connecting. Whether you are new to AP Statistics or a veteran educator, you will come away with valuable insight.
AP US History - Virtual
Instructor: Tracey Wilson
This online workshop is designed for both new and experienced teachers. Teachers will have the chance to wrestle with how to teach their best college level US History survey course by using compelling questions, class discussions and primary sources, while they develop the course syllabus. The workshop, with both synchronous and asynchronous modules, will open up ways to use Historical Thinking Skills to explore content from 1491 to the present. Teachers will learn that they have more freedom in developing their course content than they think!
AP World History - Virtual
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 June!
Math Topics: Pre-Calculus for Middle School and High School Teachers - Virtual
Instructor: Eliel Gonzalez
Pre-Calculus for Middle School and High School Teachers (Online)
Target Audience: Teachers in grades 7 – 12. Others with the permission of the instructor.
This week long course offers an intensive and fast-paced review of all content in the standard Pre-Calculus high school curriculum with emphasis on lesson planning, appropriate materials, graphing calculators and effective instructional methods.
This course is designed specifically for teachers who desire direct instruction in all Pre-Calculus concepts and topics from a mathematical, curriculum, pedagogical and Pre-AP perspective. Topics include functions and their graphs; polynomial and rational functions; conics; trigonometry, and sequences and series. A graphing calculator is required. A TI-84 is suggested. Primary TEXTBOOK: (provided during the Institute): Larson, Precalculus.
CLICK HERE TO REGISTER FOR THIS TOPIC CLASS.