COURSE DESCRIPTIONSAP* ART HISTORY (Doug Darracott): This summer institute is designed for both new and experienced AP art history teachers. The schedule begins with an introduction to the AP program and its numerous benefits followed by an in-depth look at the 2009 AP art history exam. Attendees will be encouraged to participate in discussion and activities designed to review course content and devise exciting teaching strategies. Rather than providing a formulaic approach to teaching an AP art history survey course, this institute encourages teachers to customize an approach in accordance with their own personal strengths and their school’s demographics. The content of each year’s institute varies in response to pedagogical issues raised by the most recent AP exam. AP* BIOLOGY (Mark Adame): Over the course of the five days, the Summer Institute, new and old teachers alike will become familiar with the AP Biology course syllabus, as described in College Boards course description publication (the “Acorn” book). This will include various strategies and hands-on activities that may help both students and teachers alike to become more comfortable with AP Biology. In addition to these strategies, teachers will be able to work with all of the twelve required laboratories for AP Biology as well as a few other supplemental laboratories. Objectives are to introduce teachers to (and hopefully become familiar with):
Participants should bring note taking materials. AP* CALCULUS AB for New Teachers (Stacey McMullen): A course designed for teachers who have less than 3 years experience teaching Advanced Placement Calculus. For five days, you will wear the hat of a student and learn step-by-step the content of the course along with various teaching strategies and methods on how to prepare students for success in this collegiate course. The workshop will also include how to incorporate the pedagogy of the Advanced Placement program and integrate technology, including the internet, into your curriculum for a more interactive course. In addition, teachers will collaborate together on discovery activities, gather information from labs, and play teacher-made games to emphasize retention of the calculus. 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! Please remember the course is designed for beginning AP calculus teachers. AP* CALCULUS BC (Alan Bernard): The institute will address issues and materials relevant to beginning and experienced BC Calculus teachers alike. The course will provide a complete overview of both the structure and content for BC Calculus with a major emphasis on the BC only topics. The course will investigate a multi-representational approach to calculus, including: symbolic, graphical, numeric and verbal. Resources for the teacher, such as: sample tests, worksheets, textbooks and review materials will be discussed, as well as the use of the graphing calculator. An analysis of the exams, scoring standards and procedures will be presented. AP* CHEMISTRY (Deborah Greear): This course is for all AP Chemistry teachers. Participants will have the opportunity to discuss the structure and content of a successful AP Chemistry program. Time will be spent discussing the AP Audit. However, the focus of the week will be on the laboratory portion of the AP Chemistry program. We will spend 80% of the time in lab, performing the labs, and going through the calculations associated with each as well as discussing some common errors students will have. We will also discuss how the AP Exam presents laboratory questions. Plans at this time are to cover 18 of the 22 required labs. Some of the labs will use CBLs or Labquest and if possible we will use laptop computers. Participants should bring their textbook and a graphing calculator. Attire for laboratory work will include long pants (NO shorts in lab please) and closed-toe shoes. You should bring your own goggles and lab coat. additionally, participants should bring their favorite lesson or activity to share. AP* COMPUTER SCIENCE A (Glen Martin): This course is for both new and experienced computer science teachers teaching APCS A classes. It is designed to increase the participant's knowledge and provide projects that can be used with students. A broad range of APCS A topics are covered including arrays, ArrayLists, Generics, Sorting/Searching, Efficiency, Testing, Recursion, Object Oriented Programming, AP examination free response problems, and the GridWorld case study. Participants will also receive the latest news from the 2009 reading. AP* ENGLISH LANGUAGE (Mary Stanton): For inexperienced and experienced AP teachers, the workshop will focus on innovative methods, activities, and assessments to use in the AP English classroom. We will discuss strategies for the teaching of AP skills, including rhetorical analysis, close reading, writing and analyzing argument/persuasion, 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 2009 AP Language Test will enable us to look at the methods needed to better prepare our students for the synthesis question. I also want to designate time for each of you to share your best practices, as well as the challenges and concerns you face as AP teachers. Please bring ideas, topics, and materials you would like to discuss and share. AP* ENGLISH LITERATURE (Lynne Weber): This workshop will prepare both experienced and inexperienced teachers to employ best teaching practices in the Advanced Placement Literature course. Instruction will focus on techniques for teaching close reading and literary analysis, as well as the language and composition skills that are linked to literary analysis and the AP Literature test. AP* ENGLISH LITERATURE-EXPERIENCED (Raylene Scott): Using novels, plays, poetry, and prose, my curriculum is designed to develop thinking and a deeper understanding of where we have been, who we are now, and where we are going. The purpose of the selected texts is to draw connections between philosophy, culture, and literary style relevant to historical ideology. Emphasis is given to the human condition past and present and the ontological questions raised by a variety of literary genres. The goals are to value literature, to reflect on themes, to read closely and to write with clarity, accuracy, skill, and assurance. The course is a journey through world literature with the strand of British literature woven throughout. A few of the works you will want to be familiar with are Crime and Punishment, Rosencrantz and Guildenstern are Dead, King Lear, Chronicle of a Death Foretold, The Stranger, The Metamorphosis, The Awakening, Heart of Darkness, and Things Fall Apart. AP* HUMAN GEOGRAPHY (Susan Hollier): The AP Summer Institute 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 2009. Teachers should bring their own textbook and an atlas. AP* MUSIC THEORY (Terry Eder): Workshop will focus on teaching strategies designed to develop student understanding of the materials and processes of music including visual and aural analysis, sight-singing, melodic and harmonic dictation, and composition. Special emphasis will be given to creating a curriculum employing techniques and activities similar to those presented in the Vertical Teams Guide for Music Theory published by the College Board. Significant critical, analytical and creative thinking skills will be fostered and the course will emphasize the synthesis of musical knowledge into usable musical understanding, especially with regard to music of the common practice period. AP* PHYSICS B (Dolores Gende): The goal of the Summer Institute is to help new and experienced teachers develop a successful AP Physics B course. The Institute will focus on instructional methodologies, textbook overview, course content and scheduling, problem solving, curriculum resources, and the selection and planning of appropriate lab experiments. A highlight of this Institute will be learning how to implement technology in an active learning environment as suggested by the latest physics education research. A special session will be devoted to an overview of the development and grading of AP Physics examinations including approaches to preparing the students for the exam. Participants are encouraged to bring labs and/or demo ideas to share with the other teachers. Scientific calculators are required for this course. AP* SPANISH LANGUAGE & LITERATURE (Gloria Garza): The course will be divided into two parts: one part will be dedicated to language teaching strategies employed in an AP Spanish language course; the other will focus on effective teaching methods employed in an AP Spanish literature course based on the prescribed College Board Curriculum. Specifically, the language workshop will emphasize teaching strategies that are related to the four linguistic skills, i.e., reading, writing, speaking and listening. The literature part will look at a yearly course syllabus, address topics relating to the study of literary analysis---poetry and prose, and delve into questions concerning the teaching of interpretive literature. Additionally, participants will be provided with grammatical and cultural supplementary materials for classroom use. AP* STATISTICS (Kathy Fritz): Participants will be actively involved with exploring critical topics in the AP Statistics course outline. The course will begin 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 2009 exam. Participants will receive a CD containing calendars of lesson plans, student worksheets, PowerPoint presentations, and an assortment of activities. This course will include the following:
Participants should bring graphing calculator, paper, pen, pencil, etc. AP* STUDIO ART (Patricia Winnard): An overview of Pre-AP and AP Studio Art will be examined and discussed followed by strategies and tips for organizing the studio course. A hands-on, 2D workshop on the computer will be offered as a opportunity to explore Photoshop for the AC and/or 2D portfolio. Participants will create a body of work using a variety of methods according to their level of expertise. This body of work could be in the form of a deconstructed journal or Trish’s Terrific 12, using strategies developed by the instructor or an independent study. Scoring the portfolios and a review of the process will be discussed with an overview of slides. AP Central and other instructional resources will also be discussed. AP* U.S. HISTORY (Bill Shelton): Workshop will emphasize the following. 1. Questions and answers about the AP program in general and AP U.S. History in particular; the course audit; the course redesign and what it means for AP teachers; the creation of and forthcoming changes in the national AP exam; establishing course description and objectives. 2. Preparing teaching units that cover political, social and cultural, economic, and diplomatic themes in U.S. History; use of textbooks, primary documents, and other resources; “best practice” methods. 3. Teaching skills necessary for the study of AP U.S. History and for taking the AP examination: analysis, essay writing, multiple choice questions. AP* WORLD HISTORY (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 both 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. My institute notebook will contain numerous methods of teaching the skills necessary to succeed on the May AP exams. Additionally, all participants will receive a CD-Rom containing hundreds of exercises created to teach the course. 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 I pick a geographic region and concentrate all studies in that region. This year we will focus on Sub-Saharan Africa from the Paleolithic Era to the Modern Period. All examples and presentations will use as a starting point African history, themes, and primary sources. The five days are organized as follows: Getting Started and Geography; Structuring the Course; Writing and Essays; Taking the Multiple Choice Test; and Strategies for Acceleration, Enrichment and Helpful Hints. Mornings are devoted to pedagogy and afternoons to content and best lesson. “Best Lesson” is a technique to teachers teaching each other and sharing their teaching materials. Participants are expected to bring 30 copies of their best world history lesson to share with the institute teachers. The lesson plan should include all materials necessary to teach the exercise, notes on how to teach the lesson and methods of assessment. Participants will have approximately 5 minutes to teach this lesson. PRE AP ENGLISH HIGH SCHOOL (Brook Bullock): This course is designed to give both new and veteran teachers practical help in making their individualized Pre-AP classes successful. The agenda includes adaptation of Advanced Placement concepts and skills specifically for Pre-AP classes of the freshman and sophomore high school student. Participants will have opportunities to examine the AP National Standards, to analyze grade level appropriate lessons and examples of student achievement, as well as construct their own lessons for Pre-AP students. PRE AP ENGLISH HIGH SCHOOL (Lynne Weber): This workshop will prepare both experienced and inexperienced teachers to employ best teaching practices in the Pre-AP English for grades 9 and 10. Instruction will be focused on the close reading, composition, and grammar skills that students must acquire in ninth and tenth grades to be ready for Advanced Placement work in the final years of high school. PRE AP ENGLISH MIDDLE SCHOOL (Diana Bjornson): This Pre-AP English section, taught by an experienced middle school pre-AP teacher, delves into the introduction of analytical skills to middle school students. This workshop will explore several areas, such as novel units, writing skills, assessment writing, poetry analysis, and literary elements, and how these areas can generate thought-provoking, substantiated responses from students. Participants will also hear presentations on case-specific literature in the middle school. Age and grade appropriate activities and discussions to lead students to this type of higher-level thinking will be offered and experienced. PRE AP ENGLISH MIDDLE SCHOOL (Penny Crofford): This course will discuss practical, usable strategies for incorporating AP concepts into the middle school English classroom and for working with an AP vertical team to develop a coordinated and articulated curriculum. Participants will also learn how to use particular teaching, learning and assessment approaches. With a focus on developing a curricular structure, the instructor will discuss lessons for sixth-, seventh-, and eighth- grade teachers using Pre-AP strategies to teach close reading, analysis, grammar, writing, and rhetoric. Fiction, poetry, and non-fiction will all be included. Active participation will allow teachers new to Pre-AP to use these strategies confidently from the first day of school. The week should be fun in addition to being useful. If you have a poem or a short passage from a piece of literature that you teach or would like to teach, you may bring it. Notebook paper, Post-It notes, and highlighters would be useful. PRE AP ENGLISH MIDDLE SCHOOL (Kristina Janeway): Practice Pre-AP and AP strategies through hands-on lessons for all facets of middle school and high school English/Language Arts. Spend quality time on the smooth integration of these ideas into existing lesson plans while learning to incorporate these techniques into student writing. Discover techniques to get varied sentence structure in student writing by understanding the basic concepts of syntactical analysis through several assorted activities. Find out how to help students understand the nuances of tone and style as it relates to the author’s purpose in diction, expanded vocabulary, and syntax to improve student voice in writing. Facilitate analysis and higher analytical cognitive skills in your students while having fun but not by reinventing the wheel. A comprehensive resource list will be provided. Participants, please bring a copy of your current literature textbook and any novel(s) units or books you teach. Also, bring a copy of the new ELA TEKS as we will use them in some of the activities. This APSI is all about YOU! PRE AP MATH HIGH SCHOOL – Focus on Algebra 2 & Precalculus – (Nancy Grigassy): We will focus on the mathematics prior to calculus: algebra 2 and precalculus and the importance and relevance of these courses to the Calculus AP topics as well as the vertical alignment of concepts within these courses to the Calculus AP topics.A multi-representational approach will be used to help teachers look at problems analytically, graphically, numerically and verbally. Functions, their graphs, and behavior will be explored.Calculus concepts such as accumulation and rate of change will be introduced at the Pre- AP level. Projects and activities will be used to supplement and enhance the topics covered. Graphing calculators will be an integral part of the institute. We will use TI-84 graphing calculators. Participants should bring a graphing calculator and a favorite lesson to share. Teachers will have time to discuss best practices. This course is targeted towards teachers of Algebra 2 and PreCalculus. The common topics of Algebra 2 and Precalculus will receive special attention such as polynomials, rational functions, parent functions, exponentials and logarithms. Participants will be able to obtain an electronic copy of the materials provided in the institute. PRE AP MATH HIGH SCHOOL (Lorie Moore): PreAP Mathematics is acourse that is ideal for teachersof Algebra 1, Algebra 2,Geometry, and Pre-Calculus.The AP Calculus topics of functions, rate, accumulation, optimization, and limitsas well as the vertical alignment of theseconcepts across grade levelswill be mastered. Additionally,participants will explore topics necessary for success in AP Statistics such as graphical displays and distributions. A multi-representational approach will be used to help teachers look at problems algebraically, graphically, numerically, physicallyand verbally. Projects and activities will be used to supplement and enhance the topics covered. Graphing calculator technology, TI-84,will be an integral part of the institute. PRE AP MATH MIDDLE SCHOOL (Lena Walker): This course will focus on the importance and relevance of mathematics prior to Algebra I, Algebra II, and Geometry and the vertical alignment of concepts within these courses to ensure that students will perform well in high school AP courses. Topics and activities:
Participants should bring the following:
|
| The University of Texas at Dallas School of Interdisciplinary Studies Teacher Development Center |
 |
  |
|
|