Course Descriptions

Classes may require participant computers to access Instructor curriculum on flash drives. Check the WHAT TO BRING section of the course description.

PRE-AP courses provide teachers with strategies and tools to engage students in learning that encourages critical thinking for success in AP* and college courses.  AP Vertical Teams* Guides from the College Board are provided for all Pre-AP participants.

NEW TEACHER courses are designed for teachers with three or less years of experience teaching the AP* or Pre-AP* course or those newly assigned to teach the course.

EXPERIENCED TEACHER courses are for those secondary teachers who have taught the AP* or Pre-AP* course for more than three years.

ADVANCED TOPICS courses are for experienced AP teachers who have attended multiple summer institutes. Course discussions delve more deeply into specific course content.

Week 1
July 27 – 30, 2015
Week 2
August 3 – 6, 2015
AP* Biology (new teachers)
AP* Calculus AB (experienced teachers)
AP* Chemistry (experienced teachers)
AP* Computer Science A (new teachers)
AP* Chemistry (new teachers)
 AP* Computer Science A (experienced teachers)
AP* English Language & Composition (new teachers)
AP* Human Geography
AP* English Language & Composition (experienced teachers)
AP* English Literature & Composition (new teachers)
AP* English Literature & Composition (experienced teachers)
AP* Physics 1 AP* Government & Politics – US
AP* Spanish Language & Culture AP* Physics 2
AP* Statistics
AP* Spanish Literature & Culture AP* Studio Art
Pre AP English MS AP* U.S. History
AP* World History (new teachers & PreAP)
Pre AP English HS
Pre AP Math HS
Pre AP Math MS
Pre AP Science MS

2015 – WEEK 1

AP* Biology (new teachers) – Mark Adame: Over the course of the Summer Institute, new and experienced teachers alike will become familiar with the new and revised AP Biology course syllabus, as described in College Boards course description publication. This will include various strategies and hands-on activities that may help both students and teachers alike to become more comfortable with the new AP Biology curriculum. In addition to these strategies, teachers will become familiar with the inquiry-based approach to laboratory investigations.

 APSI AP Biology Course Objectives: To introduce teachers to (and become familiar with):
• An AP Biology course and the exam
• Writing an AP Biology Course Syllabus
• The more difficult concepts in AP Biology
• How to write a Free Response, response
• Inquiry-Based Laboratories and laboratory write-ups
• The concepts of AP Vertical Teams and Pre-AP Biology
• AP Biology textbooks and multimedia resources
• Teaching strategies for under-prepared and prepared AP Biology students

What To Bring:
• Note taking materials
• Laptop for electronic curriculum

NOTE: Biology teachers must follow the University’s lab safety rules by wearing closed-toe shoes (no sandals), long pants or skirts, and goggles during all lab activities.  Please bring goggles.

AP* Calculus AB (experienced teachers) – Stacey McMullen:  AB Calculus is a course designed for teachers who would like teaching strategies, methods and materials on how to prepare students for success in Advanced Placement Calculus. During this week, participants will learn how to introduce challenging concepts utilizing a variety of methods, incorporate the pedagogy of the Advanced Placement program into their curriculum, and integrate technology and the internet for a more interactive classroom. Two major themes, rigor in the classroom and student thinking, will be stressed and modeled all week. You will need to bring a jump drive, and most importantly, your energy and enthusiasm to participate in this fun-filled learning experience!

What To Bring:
• Note taking materials
• Laptop for electronic curriculum

AP* Chemistry (new teachers) – Janice Willingham: This workshop is designed for teachers who are beginning their careers as AP Chemistry teachers. Time will be spent during the sessions on the nature of the AP program and on structuring an AP Chemistry course. Many labs are discussed and teachers are given an opportunity to do a number of typical labs appropriate for AP Chemistry. Topics that are often covered are teaching and testing techniques, periodicity, bonding, states of matter, kinetics, equilibrium, instrumentation, equations and product prediction, thermodynamics, and electrochemistry. The workshop makes considerable use of the graphing calculator and the CBL as a data collection device. Typical AP problems and essays are discussed, and strategies for enabling students to perform well on the AP exam will be shared. Considerable discussion will be given to the new course description and format. Lap tops will be needed for some electronic curriculum.  Graphing calculators will be provided.

What To Bring:
•  30 copies of your  favorite demo and/or experiment to share with fellow participants.
• Goggles and appropriate shoe attire for lab work.
• Laptop for electronic curriculum

NOTE: Chemistry teachers must follow the University’s lab safety rules by wearing closed-toe shoes (no sandals), long pants or skirts, and goggles during all lab activities. 

AP* Computer Science A – Glen MartinThis course is for teachers with three years of experience (or equivalent) teaching AP Computer Science (APCS) A.  New teachers should attend the AP Computer Science A for new teachers course at this AP Summer Institute.

This course will provide hands-on experience with four new student programming projects covering one and two-dimensional arrays, Lists/ArrayLists, searching, and sorting.  These labs, which were authored by the presenter, are complete and ready to use with students.  Participants will also learn how they and their students can use JUnit and JAMTester to perform automated testing of their programming projects.  They will practice using the provided test programs for the new labs.  They will also develop test programs for their own labs using techniques developed by the presenter.

Participants will also receive information about the current and future direction of the APCS A course as well as the latest information from the 2015 APCS A Reading.  Additional APCS A topics will be covered based on the needs and/or contributions of the participants.

Participants are expected to have a working knowledge of the Java programming language for this workshop.  New teachers should attend the AP Computer Science A for new teachers course at this AP Summer Institute.

AP* English Language & Composition  – Mary Stanton: The purpose of AP English Language and Composition is to provide the academic study needed for the motivated junior or senior to do college-level work in high school. The content of this APSI course will focus on innovative methods, activities, and assessments to use in your AP English Language classroom. We will discuss and share strategies for the teaching of AP skills, including rhetorical analysis, close reading, writing and analyzing argument and synthesis, as well as ways to bring American classic and contemporary non-fiction and fiction into the AP Language curriculum. In addition, a simulated reading of the 2015 AP Language Test will enable you to look at the methods needed to effectively prepare your students for the multiple choice section and the exam essays-synthesis, analysis, and argument.

What To Bring:
• Note taking materials
• Laptop for electronic curriculum

AP* Human Geography – Susan Hollier: This course will focus on helping teachers prepare to teach a one semester college- level course in Human Geography.  Employing a blend of content presentations, effective teaching strategies, and technology, the Institute will provide an overview of the systematic study of patterns and processes that have shaped human understanding, use, and alteration of Earth’s surface.  In addition, strategies to help students prepare for the AP exam will be addressed. All materials are updated for 2015.

Topics will include the following:

  • The role literature plays in the geography classroom
  • Using current events daily to strengthen critical-level thinking
  • Strategies to create an exciting, innovative classroom atmosphere
  • Incorporating writing methods that actually improve students’ skills
  • Tap your local resources to bring the world into your classroom

 What To Bring:
• Note taking materials
• Laptop for electronic curriculum

AP* Physics 1 – Beatrice RasmussenThe learning objectives of this course are the following.  After this course the participants will be able to:

  • Develop a syllabus to pass an AP audit.
  • Understand the emphasis on the AP exam and effectively prepare students for the AP exam.
  • Understand the content in the AP Physics 1 curriculum and apply strategies for designing and implementing an effective AP Physics 1 curriculum.
  • Understand the different types of laboratory experiments and activities and effectively apply strategies for designing and implementing these activities.
  • Share with other participants ideas for classroom demonstrations, labs and activities.

Included in this course are the following materials.

  • College Board Workshop Handbook
  • Curriculum Materials and Activities

What To Bring: 
• Note taking materials
• Laptop for electronic curriculum
• Flashdrive

AP* Spanish Language and Culture – Amalia Gensman:  In this course, participants will look at how to create an AP Spanish Language and Culture Program or expand on an existing one. The course will provide teachers with information to help students be successful when taking the Advanced Placement Examination.  The course will address the different aspects of the new Spanish Language and Culture Advanced Placement Exam and its components. To help teachers become familiar with the exam, there will be a simulated reading of the year’s exam and an explanation of the grading rubrics.  Teaching strategies, activities and suggestions will be presented and shared.  Due to the new course curriculum and required audit for new teachers, sample course description and course syllabus will be discussed to help with the audit process.  Ideas for integration of vertical teaming will also be addressed.  Participants will be asked to share successful classroom experiences and activities, to share their current syllabus and resource materials as well as  favorite internet resources.

 Institute Syllabus

The Role of the College Board in the Spanish Language and Culture Program:

  • College Board Equity Access Policy
  • Claims and Evidence of an AP Course
  • Course Description
  • Building Cultural Understanding
  • Creation of Thematic Curricular Units
  • The Audit Process/ Syllabus Formation
  • The Starting Point, vertical teaming
  • Format of the AP Spanish Language and Culture Exam

Interpretive Written and Audio Communication:

  • The Reading Portion of the Exam:
  • Pre-reading Strategies to Build Reading Comprehension
  • Understanding Tables and Charts
  • Strategies for Active Reading.
  • The combined Written and Listening Portion of the Exam
  • Interpretive Communication, Developing Listening Skills
  • Sample Reading/Listening Activities
  • Sample Listening Activities
  • Authentic Sources for Listening
  • Listening With Imagination
  • Questioning the Interpretive Activities

Written Interpersonal and Presentational Communication: 

  • The elements of the Interpersonal Electronic Mail
  • Evaluating samples and creating samples
  • Presentational Written Communication
  • Essay Requirements and Format
  • Use of Sources Without Plagiarism
  • The Persuasive Essay: A Practice of the Written Experience

Oral Interpersonal and Presentational Communication 

  • The elements of the oral interpersonal communications
  • The importance of Register and Culture
  • Presentational Skills, Strategies to Develop Oral Skills
  • Formatting an Oral Presentation 

Other Points if Interest

  • Cultural Activities Suggestions
  • The Internet, a Helpful Tool
  • What Will You Do In Your Class?

This syllabus is a tentative plan of study. There is not a set time allocated for each study point. Together the instructor and the class will make decisions on its implementation base on the interest and the needs of the majority of the participants. (See Tentative Schedule)

TENTATIVE SCHEDULE

DAY ONE

The   Role of the College Board in the Spanish Language and Culture Program:

  •   College   Board Equity Access Policy
  •   Claims   and Evidence of an AP Course
  •   Course   Description
  •   Building   Cultural Understanding
  •   Creation   of Thematic Curricular Units
  •   The   Audit Process/ Syllabus Formation
  •   The   Starting Point, Vertical Teaming: Appling Activities to different levels
  •   The   AP Spanish Language and Culture Exam

 

DAY TWO

Interpretive   Written and Audio Communication:

  •   The   Reading Portion of the Exam:
  •   Pre-reading   Strategies to Build Reading Comprehension
  •   Understanding   Tables and Charts
  •   Strategies   for Active Reading.
  •   The   combined Written and Listening Portion of the Exam
  •   Interpretive   Communication, Developing Listening Skills
  •   Sample   Reading/Listening Activities
  •   Sample   Listening Activities
  •   Authentic   Sources for Listening
  •   Listening   With Imagination
  •   Questioning   the Interpretive Activities

 

DAY THREE

Written   Interpersonal and Presentational Communication: 

  •   The   elements of the Interpersonal Electronic Mail
  •   Evaluating   samples and creating samples
  •   Presentational   Written Communication
  •   Essay   Requirements and Format; use of Sources Without Plagiarism
  •   The   Persuasive Essay: A Practice of the Written Experience
  •   INTERNET   CONNECTION /LAB
  •   Cultural   Activities Suggestions

 

THURSDAY / DAY   FOUR

Oral   Interpersonal and Presentational Communication 

  •   The   elements of the oral interpersonal communications
  •   The   importance of Register and Culture
  •   Presentational   Skills, Strategies to Develop Oral Skills
  •   Formatting   an Oral Presentation

 

About the Materials:

This is a collection of learning theories, techniques and activities not only mine but belonging to other great Spanish Teachers. These have helped me and I have used them for many years. I only want to share them with other Spanish Teachers to help them with this rewarding endeavor.

 What to Bring:
• Note taking materials
• Laptop for electronic curriculum

AP Spanish Literature and Culture – Marisa Perez-Bernardo: The 2015 Spanish Literature and Culture Institute is designed to assist teachers in preparing or enhancing their AP Spanish Literature and Culture course and guiding students to a richer, deeper understanding of and appreciation for Spanish and Latin American literature. Using works from the Spanish Literature course reading list participants will review and design strategies that relate content to historical, socioeconomic, and literary contexts, and to understand the six course themes and their organizing concepts.
After attending this workshop, participants will be able to:

  • Apply concrete strategies for designing and implementing an effective AP Spanish Literature and Culture curriculum, drawing from the Curriculum Framework
  • Build activities and assessments that develop students’ proficiencies across the full range of language skills—with special attention to critical reading and analytical writing
  • Help students move beyond reading comprehension to relate the content of the required texts to literary, historical, sociocultural and geopolitical contexts in Spanish
  • Implement strategies to effectively prepare students for the AP exam
  • Develop or revise a syllabus to align with course requirements

What to Bring
•  Post-it notes or flags,
•  highlighters,
•  computer for electronic curriculum,

 Pre AP English M.S. – Kristina Janeway:  Course members will participate in Pre-AP and AP strategies through hands-on activities for all aspects of English/Language Arts through a variety of mini-lessons that include analysis, grammar, writing, research, technology, and projects. Teachers will discover techniques to implement varied sentence structures into student writing by understanding the basic concepts of syntactical and diction analysis. Teachers will uncover methods for students in mastery of writing and analysis techniques in addition to integrating different technology applications into their courses. The APSI is designed to assist teachers through interactive applications of concepts as well as sample lessons to assist in implementation. Teachers will have the opportunity during training to adapt and integrate of these strategies into existing scopes and sequences as well as individual lesson plans.

What to bring:

  • Computer
  • List of all reading selections taught
  • Copy of your school/department scope and sequence as well as standards
  • General note taking supplies
  • 8G flash drive for digital files
  • Lesson plan book or lesson plan

2015 – WEEK 2

AP* Chemistry (experienced teachers) – Thomas Dortch: This summer institute will focus on developing a strong, successful AP Chemistry program based on the new AP Chemistry Curriculum.  This course will provide differentiated classroom strategies, best practices, emphasis on guided inquiry labs, and focus on improving our assessments to align with the new curriculum framework.  

Tentative Institute Schedule
Monday

  • Introductions
  • Course and AP Exam Overview
  • Coulomb’s Law
  • PES
  • Mass Spectroscopy
  • Spectroscopy and Beer’s Law
  • Recommended Inquiry Lab 1 and Lab 2

Tuesday

  • Kinetics
  • Equilibrium
  • Crystal Violet Lab
  • Equilibrium Constant Lab
  • Summative Assessments

Wednesday

  • Thermochemistry
  • Electrochemistry
  • Hot Hands Lab
  • Dissolution of Urea Lab
  • Electrolysis Lab

Thursday

  • Acids/Bases
  • Molar Mass of an Unknown Acid Lab
  • 2014 AP Chemistry Exam
  • Assessment
  • Wrap-Up

What to Bring
• 
A scientific calculator
•  Laboratory attire (closed-toe shoes, goggles)
•  Pen and Paper
•  Copies of your Unit Exams!!!
•  Computer for electronic curriculum

AP* Computer Science A (new teachers) – Judith HromcikThis course is for teachers who are new to teaching AP Computer Science (APCS) A.  It is new and exciting time in the AP Computer Science A course.  College Board has added a 20-hour lab requirement for AP Computer Science students which can be satisfied by using the new AP Computer Science Labs.  The Course Description has been updated and vastly improved to help us plan our curriculum.   Each session of this summer workshop will provide lessons using innovative techniques for teaching the AP Computer Science A topics. The new AP Computer Science A Labs and four new student programming projects covering one and two-dimensional arrays, Lists/ArrayLists, searching, and sorting will be integrated into these lessons throughout the week.  The four student programming projects were piloted with the presenter’s students and are complete with teacher solutions and ready to use with students.  Come and join us this summer and find out how much fun teaching and learning Computer Science can be!

Participants will also receive information about the current and future direction of the APCS A course as well as the latest information from the 2015 APCS A Reading.  Additional APCS A topics will be covered based on the needs and/or contributions of the participants.

AP Computer Science requires the Java programming language.  A working knowledge of Java or a similar programming language would be helpful.

AP* English Language & Composition (experienced teachers) – MaryJo Zell:  This course will focus on method and content used in teaching students to become superior readers, writers, and thinkers. To cultivate new texts and strategies for classroom use, the seminar will include a variety of non-fiction. The instruction of composition will be a major focus of the class. Much time will be spent looking at both the multi-draft essay—including the research paper—and the timed essay. Some of the week will be used exploring how to use holistic scoring to improve student writing.

We will work with the objective and written portions of the AP English Language test. Special attention will be paid to the essay questions from previous exams. We will examine a variety of syllabi, forms of assessment, and managing the overwhelming paper load that comes with teaching AP English classes.

What To Bring:
• Note taking materials
• Laptop for electronic curriculum

AP* English Literature & Composition (new teachers) – Celine Gomez: The purpose of Advanced Placement English Literature and Composition course is to provide the academic study needed for students to petition for college credit through the AP Literature and Composition Examination given each May. The course will begin with an overview of the basic structure and content of an AP curriculum. Participants will review the 2014 AP Literature essay prompts and College Board released multiple choice questions to understand strategies and skills students need to analyze literature and write effective essays. We will focus on how to teach genre literature including novels, dramas, verse, and prose passages. All material will reflect the importance of understanding context and how to teach reading, writing, and thinking skills needed to be successful.

What To Bring:
• Note taking materials
• Laptop for electronic curriculum
• Best practices lesson to share (electronic version)
• Novel for a book talk (not from the traditional Western Canon)

AP* English Literature  & Composition (experienced teachers) – Gretchen PolnacWe will begin our session with a full review and analysis of the exam itself, and consider strategies that help our students prepare for both the essay responses and the multiple-choice section. We will discuss “backward design,” “test preparation,” and “teaching to the test.” We will review sample essays from the AP Readings, conduct practice readings and discussions, and practice analyzing and constructing part-one questions, spending part of our time placing ourselves in the position of our students. We will practice effective classroom lessons designed to promote close critical reading

 In addition to the AP exam and program, we will address such topics as student selection processes, the College Board policy of equity and access, selection of appropriate texts, the maintenance and expansion of the literary canon, the frequency and extent of composition and revision, the promotion of clear and cogent writing, the development of voice, interdisciplinary instruction, summer reading programs, and others that you wish to address.

In addition, I will assign a few short readings of imaginative literature during the week. I have selected pieces that we should find interesting and worthwhile.

To prepare for our session I ask that you visit the home page for AP English Literature and Composition on the College Board website <www.collegeboard.com/apcentral>, and familiarize yourself with the online materials you find there.

One major goal for the week is for teachers to have time to improve their practices and assignments. Another objective for the week is that cohorts will leave the session refreshed and prepared to return with enthusiasm to their students, who will be the chief beneficiaries of our work together this summer. Please feel free to contact me with your concerns, especially if there are topics of particular interest to you. I look forward to a stimulating, fun, and productive week!

Institute Preparation
Teachers should bring the following to the institute:
• Participants should read and bring one of the following texts before the seminar:

1.  Mr. Pip by Lloyd Jones
2.  The Cat’s Table by Michael Ondaatje
3.  Moloka’I by Alan Brennert

What to Bring:
• Piece (or pieces) of fiction with which they can construct meaningful lessons
• Copy of their current syllabus
• Laptop for electronic curriculum

AP* Government & Politics, US – Lori DumererParticipants will focus on the content and pedagogy necessary for developing an academically rigorous course. Discussions will include strategies for improving student success in critical reading, writing, and performance on the exam, as well as, the content necessary to create an engaging and successful course. This institute will be an active learning environment. A number of the strategies will engage the attendees in the demonstrations. With the mixed session, some differentiation will be provided to meet the needs of both groups. Participants will examine political science models used at the college level to explain government. Samples of some student work will be available to review including samples of actual Socratic seminars by high school students.  Topics will include the following as set forth in the AP Course guide: Constitutional underpinnings, political behavior, political parties, elections, three branches of government, civil rights and civil liberties, development of critical thinking skills, document and data analysis, and writing skills.  During the week, the group will examine classroom resources, textbooks, and online multi-media resources. The group will develop one original lesson for each unit that they will share.  Interested parties may contact Mrs. Dumerer at dumererl@cfbisd.edu   for additional information.

What to Bring
•  Post-it notes or flags,
•  highlighters,
•  computer for electronic curriculum,
•  jump drive, and possibly a
•  digital copy of a best practices strategy or lesson to share during the week.

AP* Physics 2 – Beatrice Rasmussen: The learning objectives of this course are the following.  After this course the participants will be able to:

  • Develop a syllabus to pass an AP audit.
  • Understand the emphasis on the AP exam and effectively prepare students for the AP exam.
  • Understand the content in the AP Physics 2 curriculum and apply strategies for designing and implementing an effective AP Physics 2 curriculum.
  • Understand the different types of laboratory experiments and activities and effectively apply strategies for designing and implementing these activities.
  • Share with other participants ideas for classroom demonstrations, labs and activities.

Included in this course are the following materials.

  • College Board Workshop Handbook
  • Curriculum Materials and Activities

What To Bring:

  • Note taking materials
  • Laptop for electronic curriculum
  • Flash drive

AP* Statistics – Kathy FritzParticipants will be actively involved with exploring critical topics in the AP Statistics course outline. The course will begin with exploratory data analysis, and then move into probability, regression, and sampling and experimental design. Other topics include probability models, statistical inference, and student performance on the 2015 exam. Participants will receive a jump drive containing calendars of lesson plans, student worksheets, PowerPoint presentations, and an assortment of activities.

This course will include the following:

  • content instruction and methodology in each of the four broad conceptual themes outlined in the Course Description
  • hands-on activities that augment the development of statistical understanding
  • the use of  graphing calculators and computer applets and computer output to enhance the development of statistical understanding
  • ways to draw connections between all aspects of the statistical process, including design, analysis, and conclusions
  • an explanation of AP exam and ways to prepare your students for the exam

What to Bring:

  • Computer will be beneficial since most of the material will be on a jump drive.
  • Graphing calculator
  • Paper, pencil (pen), etc.

AP* Studio Art – Patricia Winnard: An overview of Pre-AP and AP Studio Art will be examined and discussed. Strategies and tips for organization and implementation the studio course will follow. Participants will engage in a series of new activities using a variety of methods according to their level of expertise. This study will include both technological, photographical and by-hand surface preparation processes. A body of work could be in the form of a deconstructed journal, Trish’s Terrific 12, using strategies developed by the instructor, or an independent study. Participants will also be introduced to Creative Imagery Exercises developed by the presenter to stimulate creative choice as well as the student’s voice through the art making experiences.Tips from Trish on photographing and submitting images digitally will be discussed. The issue of teaching students benchmarks for “quality” in art forms will be addressed with the use of reflective, summative and oral evaluation systems. The Reading 2014 and scoring the portfolios will be reviewed and discussed, from the vantage point of a reader, through an overview of images. AP Central and other instructional resources will also be discussed and shared.

Suggested Participant Supply List for Participants
1. Apron
2. Assortment of papers, paints, brushes, drawing mediums
3. Rubber gloves
4. Sketchbook
5. Hardbound used book
6. Photos
7. Misc. collage supplies
8. Small hardside box
9. Digital camera or phone /USB connection cords
10. CDs
11. Jump drive
12. Card reader
13. Scissors
14. Laptop computer& charger – NOTE: I am going green this year. I will provide participants with workshop materials on a CD only.
15. Favorite websites and “best practices/lesson plan to share
Any other “stuff” you want to bring!

AP* U.S. History – Christine Bond:  This week will combine content and pedagogy geared toward successful implementation of an AP United States History course. Teachers will receive instruction on teaching essay writing and document analysis with a special emphasis on the changes to the AP United States History exam.  Teachers will receive numerous resources.

 What to Bring:
• Note taking materials
• 16 gig flash drive
• Laptop and your favorite United States History lesson plan to share

AP* World History (new teachers and PreAP) – Paul Philp: The purpose of the AP World History course is to develop greater understanding of global historical processes and contrasts viewed against the interaction of different types of human societies. The course highlights the changes in international framework, their causes and consequences, as well as comparisons among major societies. The course emphasizes relevant factual knowledge used in conjunction with leading interpretive issues, types of historical evidence, and appropriate analytical skills. Focused primarily on the past 1,500 years of the global experience, the course builds on an understanding of cultural, institutional, and technological precedents that, along with geography, set the human stage prior to 1000 CE.

This AP Summer Institute in World History is for novice and intermediate year teachers of AP World History. The assumption is that the teacher has never taught AP World History before attending this institute or has taught the course for three to five years. Nevertheless, experienced teachers are welcome and can lend their experience to the institute.  Please note: While this uses as its basis the skills and content of AP World History which is usually taught on the 10th grade or sophomore in high school level, pre-AP teachers in grades 6th through 9th who wish to learn the skill sets for vertical integration are also welcome. However the focus will be AP World History as opposed to pre-AP.

Presentation time is devoted to 50% pedagogy and 50% content. This is necessary because many teachers desire both the pedagogy of setting up and managing an AP course as well as want content specific to the new historiography of world history. Each year the College Board has a special topic –this year it is Nigeria and The Economics of Violence.

The four days are organized as follows: The Course Guide, Skills and Geography; Your Syllabus: Structuring the Course; Writing and Essays; and Taking the Multiple Choice Test, Enrichment and Helpful Hints. Mornings are devoted to pedagogy and afternoons to content.  I will provide you with access containing all of my lessons, materials and works through Drop Box. So come prepared to work but learn about a wonderful AP program.

What to Bring:
• Note taking materials
• Laptop for electronic curriculum

Pre AP English HS – Lynne Weber: Participants in this course will learn the skills and strategies necessary to prepare high school students for success in the AP Language and Literature classes.  The course materials will provide participants with ample resources to anchor their curriculum and to guide the progress of their students.  The workshop leader will place particular emphasis on activities involving higher-order thinking skills and student-centered learning.

Topics will include the following:

  • Close reading and annotation
  • Writing about literature, including both timed and process writing
  • Composition, including grading, rubrics, and writers’ conferences
  • The content of the Advanced Placement tests in Literature and Language
  • Teaching grammar in the context of writing
  • Building better, more confident thinkers
  • Strategies for challenging students without leaving them behind
  • Using visual texts and graphic representation to aid student understanding

Text to purchase and read before the start of the course:

Please bring to the Institute any edition of Shakespeare’s Romeo and Juliet or Julius Caesar. We will be practicing Pre-AP activities using these texts as the basis for our study.

What participants should bring:

  • Copy of Romeo and Juliet or Julius Caesar
  • Sticky notes
  • Highlighters

Pre AP Math H.S. – Donna Speer: This course is designed to help teachers incorporate AP/Pre-AP strategies and concepts into their math curriculum. It will emphasize math topics such as: accumulation, area, coordinate geometry, functions, limits, optimization, sequences and series, rate of change, probability and statistics and how these topics can be appropriately included in different math courses. There will be a variety of teaching strategies including activities, projects, alternative assessments, graphing calculators, CBLs, and internet. Participants will discuss Pre-AP philosophy, resources, vertical teaming, AP exams and grading and how to get support from parents, and administrators.

What to Bring:
• Participants are encouraged to bring their graphing calculator if they have one
• Laptop for electronic curriculum, and
• A best lesson or activity to share

Pre AP Math M.S. (experienced PreAP teachers) – Kathy Heller:  This course is designed to help middle school teachers strengthen their existing Pre-AP teaching strategies as well as introduce new methodologies and activities into the curriculum.  Participants will explore a variety of topics appropriate for the Pre-AP student at the middle school level.  Activities will be hands-on and the use of various forms of technology will be encouraged.   Assessment methods and classroom management strategies will also be examined.

We will also look at how to blend online activities into an existing unit.  Participants should come with a unit of study in mind that they would like to strengthen with online resources and activities.

What To Bring:
• Note taking materials
• Laptop for electronic curriculum

Pre AP Science M.S. – Lisa Tobias: The Pre-AP Science APSI is designed to take participants through each of the major components of a Pre-AP curriculum and then show participants how to incorporate the components into their own classrooms. The week opens by defining what Pre-AP Science is and how it can facilitate to a student’s future success in science. Specific ideas such as what language to use in general questioning, what basic skills to incorporate and when, as well as how to integrate both components into assessment will be looked at during these early days. As we move farther into the week, we will begin looking at the different types of inquiry-based classrooms and how a class can be inquiry-based and still move forward through the necessary material at a reasonable pace. Teachers will also learn how to present inquiry in a way that makes even open ended inquiry approachable to students who are new to the process, saving time, frustration, and resources. In the last main component, we will assess different labs and evaluate how student vs teacher based (inquiry vs cookbook) they are. Once that is completed, we will begin to modify them in a constructive manner, making sure to incorporate other aspects of a successful Pre-AP classroom into the final products. If teachers bring their own labs, we will work on modifying their material and labs, rather than the stock labs provided. Throughout the whole week, we will be looking at and doing a variety of labs, activities, and projects that illustrate some aspect of the wide spectrum that makes up Pre-AP Science.

What To Bring:
• Note taking materials
• Laptop for electronic curriculum
• Goggles