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

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.

Syllabus

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

Instructor: 

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.

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. 

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.

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.

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

Instructor: Matthew Medrano

This series is appropriate for new AP teachers committed to using this project-based curriculum for their AP course, and for experienced AP teachers interested in adopting this approach.

Bring PBL to your classroom

AP Project Based Learning Series helps teachers adopt a project based instructional approach that anchors their AP course into five sustained projects, which collectively address all the content and skills required for college credit.

Workshops in the AP Project Based Learning Series are designed and delivered by PBLWorks, the premier organization in PBL teaching methodology, and will help teachers:

Understand how to teach the AP course through the five projects that comprise this project based instructional approach

• See how these projects help students achieve all the learning objectives in the AP Course and Exam Description

•  Learn how to adapt these five projects to your students’ needs and implement them throughout the year

•  Four days of onsite professional learning during the AP Summer Institute (30 hours), including access to curriculum, unit plans, and ready-made projects for your students

• Four online sustained support sessions on evenings during the school year (timed with the expected completion dates of each project). Teachers will be able to choose from several different dates and times for each of these job-embedded sessions.

What’s included in the AP Project Based Learning Series

Like other research-based workshops that are shown to have a positive effect on student performance, the AP Project Based Learning Series requires a more sustained commitment to professional learning than participation in a standard AP Summer Institute.

Accordingly, participants receive more continuing education units (CEUs) than participants who attend a standard AP Summer Institute. 

Register today to connect with a community of AP teachers who are bringing PBL to their classrooms.

The registration fee includes both the 30 contact hours during the AP Summer Institute and the subsequent contact hours at the four online sustained support sessions.

(Please note that PBL courses are not eligible for SNHU graduate credits.)

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.

Instructor: Mark Littlefield

Description: In this session we will explore this new course from the College Board which builds on a typical Precalculus curriculum. This is a modeling course with emphasis on constructing, interpreting, and understanding the limitations of the various model types. The course is broken down into four major themes including:

1. Polynomial and Rational Functions

2. Exponential and Logarithmic Functions

3. Trigonometric and Polar Functions

4. Functions involving Parameters, Vectors, and Matrices

We will review the various resources provided by the College Board including: AP Classroom, AP Daily videos, AP Central, and the Course and Exam Description (CED). We will review the three practice exams created for this course as well as the exam format and types of MCQ and FRQ questions. A graphing calculator will be used to help participants understand the various concepts.

Instructor: Thomas Soth

This workshop is designed to enhance teacher experience with the AP Spanish Language & Culture Course and Exam. The course will provide sample materials and take teachers through classroom activities that help students improve their communicative competence and prepare them for the challenges of the AP exam. Participants will actively partake in and share best practices about how to integrate the three modes of communication into instruction (Interpretive, Interpersonal and Presentational). There will also be a special focus and overview of teaching the themes of the AP Spanish Language and Culture course through the use of authentic materials and through the use of AP Classroom.

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!