In Person 2021 Workshops | Session 3 | July 11-16
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
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 Art History - In Person
Instructor: Yu Bong Ko
This AP Art History workshop will focus on preparing, sustaining and teaching the redesigned curriculum, while reflecting on the lessons learned and anticipating the road ahead for maximizing student success. Whether you are experienced or new to teaching the course, we will be together in-person, to acquire new and insightful ideas and model best teaching practices to immediately promote active student-centered learning both in and out of the classroom. Your instructor for the AP Art History session is one of the authors of the redesigned curriculum that was implemented in 2015 and updated in 2019. The instructor’s knowledge further includes 11 years of service on the College Board’s Test Development Committee along with 22 consecutive years of scoring the AP Examination in Art History.
- Acquire familiarity with the newly updated 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 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 Classroom Resources provided by the College Board: AP Classroom, 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:
AP Calculus AB - In Person
Instructor: Eliel Gonzalez
In this institute participants will experience a complete overview of the AP Calculus AB curriculum with emphasis on appropriate use of 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 many other topics. A special focus on assessment and motivation will help participants incorporate new strategies to build a successful AP Calculus program. We will examine changes to the AP Calc AB with emphasis on the new Course Exam Description guide. Participants are asked to bring a graphing calculator.
AP Chemistry - In Person
Instructor: Michael Schaab
In this Institute, we will examine all aspects of the Advanced Placement Chemistry course. We will pay particular attention to the changes in the course that were introduced in the rearticulated (2019/20) Curriculum Framework. Participants will focus on advanced curriculum topics, past examinations and laboratory work with special attention given to material that is appropriate for the an inquiry-based curriculum. Each area of the new exam format will be reviewed and connected to the new 9 Unit/6 Science Practice/4 Big Idea Curriculum. Time will be devoted to the new AP Chemistry Resources to be delivered via the College Board’s new “AP Chemistry Classroom”. Class time will be split between curriculum, exam review and on task laboratory exercises. Opportunities will be provided to perform a dozen different AP labs, including several inquiry-based labs from the College Board’s AP Inquiry Based Lab Manual. Time will also be spent sharing and reviewing participants’ favorite AP Chemistry resources.
Participants are encouraged to bring their current senior Chemistry course curriculum and support materials for use in discussions and in planning implementation strategies. They should also bring a favorite teaching strategy, laboratory or demonstration as sharing ideas will be encouraged. Participants are reminded to bring their own calculators!
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).
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 email@example.com.
See you in July,
AP Computer Science Principles - In Person
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 Economics: Macro - In Person
Instructor: Patty Brazill
Throughout our short four and a half days together, the goal is for each participant to come away better prepared to teach AP Macroeconomics. This objective will be achieved through an intensive review of specific content, as described in the Course Exam and Description Binders. Lessons on more difficult concepts will be modeled. Participants will study the design of the AP exam, and learn the use of rubrics in the grading process. 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. We will explore the College Board Classroom materials. We will establish a network of support for teachers seeking help in any content area.
This workshop will focus on all the Big Ideas in Macroeconomics and each day we will spend time on the Topics and Essential Knowledge for each of the six units in Macroeconomics. The goal is 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.
We will focus on the teaching of challenging macro topics such as Aggregate Demand and Supply, multipliers, Monetary and Fiscal policy, and all market models. However, this is not a Macroeconomics course and if you need content you should consider a Community College course as well.
If we are able to meet face to face, we will spend time together individualizing your approach. Please bring you textbook and materials you plan to use if you know. If you are experienced, bring lesson ideas to share. If you are brand new, bring curiosity and excitement.
AP English Language and Composition - In Person
Instructor: John Williamson
This course provides an intensive exploration of pedagogical approaches and instructional approaches critical for the teaching of composition and rhetoric, with emphasis on their application in an AP English Language and Composition course. Core topics include argumentation, close reading and critical analysis of non-fiction texts, rhetorical grammar, Curriculum design will be a focus: scope and sequence, teaching for understanding and transfer, skill scaffolding. Concepts of assessment, including formative assessments and feedback as well rubric development and application will be integrated. The course will also provide participants opportunity to understand the new Course and Exam Description, AP Classroom (personal progress checks, dashboard, and test bank), and scoring rubrics.
Develop a learning progression (scope and sequence) for reading and writing skills
Design instructional activities that apply understanding of rhetorical grammar
Apply a rubric to assess student work, analyze learning gaps, and develop a learning plan, including student feedback and a instructional plan
Read and analyze non-fiction texts
Share best practices and collaborate on the development of lessons, units, and instructional plans
Identify and align non-fiction texts with skill instruction
Develop an implementation plan for College Board resources, including AP Classroom
Part I – Skills and Expectations for AP English Language and Composition
Part II – Rhetorical Analysis of Non-fiction Texts
Part III – Teaching Writing and Argumentation
Part IV – Teaching Rhetorical Grammar
Part V – Developing a skills-based Scope and Sequence
Part VI – Using College Board Resources to Improve Instruction
AP English Literature and Composition - In Person
Instructor: Richard McCarthy
In this APSI, the week will offer teachers a wide range of highly effecve strategies for inspiring students to develop their voice as writers and crical thinkers. Because students have an array of experiences and understandings, it is crical to take them “from what they know to what they don’t know” in a way that will help them create insighul understandings of literature. By grounding their literary experiences with some deep, universal tensions, the students can engage with complex poetry, drama, and fiction with a bit more confidence and understanding. In short, offering frames of understanding can help students “accelerate their insight” into meaningful works of literature.
Teachers will be offered an array of approaches for assessing student wring and methods for assuring that students are held accountable for content/skills while also fostering a healthy work culture for both students and instructor. As for exam specific direcon, we will work with strategies for both the FRQ and MC questions that are direct and profitable for the students. Furthermore, we will explore how to best utilize the CED and AP Classroom so that students can benefit from the content, and the instructors can make targeted adjustments to their lessons.
And finally, Richard will share decades worth of materials for teaching poetry, drama, and fiction. We hope the week will allow teachers to reconnect with the ideas and passions that drove them to be English Majors and inspired them to become teachers.
AP Environmental Science - In Person
Instructor: Marian Dewane
This workshop will prepare you for teaching the AP Environmental Science course. There will be evening office hours if you need additional support. Time will be provided for planning your course. Depending on the amount of outside time spent during the week, by the end of the workshop, you will have an overall pacing guide for next year. We will spend time looking through the CED, using the AP Classroom, discussing best practices, and doing lab investigations.
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 Human Geography - In Person
Instructor: Lili Monk
Advanced Placement Human Geography is a high school course equivalent to a one semester introductory college course in Human Geography. Course topics include the nature and perspectives of geography, population, cultural geography, industrialization and economic geography, agriculture and rural land use, urban geography, and political geography.The workshop will focus on the new course articulation for AP Human Geography developed in 2013. During the workshop, participants will be exposed to content information and will be expected to develop lessons, activities, and testing items. Suggested teaching materials and techniques will be reviewed. This includes syllabi, texts, videos/DVDs, computer software, web sites, and other resources. Participants will also be instructed in how the AP® Human Geography exam is prepared and scored. An additional goal for the week will be to develop meaningful field trips (even in urban areas!) to enhance the curriculum. Teachers should bring their 2016-17 school calendars, and encouraged (but not required) to read either Connectography: Mapping the Global Network Revolution by Parag Khanna, or Prisoners of Geography: Ten Maps that Explain Everything About the World by Tim Marshall. APSI at St. Johnsbury Academy, 1000 Main Street, St. Johnsbury, VT 05819
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!
AP Physics C - In Person
Instructor: Gardner Friedlander
AP Physics C is a year-long calculus-based physics course equivalent to a typical introductory university course for scientists or engineers. The College Board recommends that this course not be a first-year course in physics, but in recognition of differing demands at different schools, the exam is broken into two 90 minute parts—Mechanics and Electricity and Magnetism. Thus if students have had no physics prior to this course, they can take a full year covering just Mechanics (with a full year of Electricity and Magnetism the following year.) If they have had a good prior exposure to physics, then both halves can be taken in a single year.
This institute is designed to assist teachers using either model. Participants will have the chance to engage with other teachers who teach courses similar to their own, work on pacing and syllabus development, and design and execute laboratory and demonstration activities for use in their own classrooms, with participants encouraged to share their own ideas for demonstrations and best practices. The new College Board resources for Physics C will be examined (along with other changes in the Advanced Placement program such as the earlier registration needed.) Participants will also leave the institute with access to almost 50 years of past exams and solutions (a larger data base than the one used in the College Board new resources.) Emphasis will be placed on teaching problem solving techniques and approaches to teaching AP Physics C with an emphasis on encouraging higher order thinking skills and remediating student misconceptions. Participants will often work in small groups to allow them to choose the activities and portions of the course that best fit their needs. For each course (Mechanics and E&M) as appropriate, the presenter will familiarize participants with the whole framework for the curriculum, with emphasis on the portions that have proved most difficult for students in the past.
AP Statistics - In Person
Instructor: Brendan Murphy
In this institute participants will experience a complete overview of the new AP Statistics 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 areas: Exploratory Data Analysis, Experimental Design, Probability and Simulations, and Statistical Inference. A special focus on assessment and motivation will help participants incorporate new strategies to build a successful AP Statistics 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. Since the AP Statistics Exam is 100% calculator active this technology will be used extensively during the workshop.
AP US History - In Person
Instructor: Susan Pingel
This in person 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 will open up ways to use Historical Thinking Skills to explore content from 1491 to the present. Teachers will plan lessons and units that motivate students and encourage deep thinking. Teachers will learn that they have more freedom in developing their course content than they think!
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!