COURSE DESCRIPTIONS

AP* BIOLOGY (Mark Adame):  Over the course of the five days of 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.
Course Objectives:  To introduce teachers to (and hopefully become familiar with):
An AP Biology course and the exam
The more difficult concepts in AP Biology
How to write a Free Response response
The 12 AP Biology 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 & prepared AP Biology students

AP* Calculus AB (Stacey McMullen):  This course is 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. 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!

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 (Brad Cast):  Institute will include: interactive and topic specific labs, several unique computer programs to aid in your students’ success, and an intensive look into several test topics which have been strongly emphasized over the last several years. It is my goal that participants take from this conference a renewed or even greater sense of classroom enthusiasm, as well as several unusual ways to approach traditionally student unfriendly topics.  I would ask that participants bring their laptops (preferably unrestricted), calculators, and one of their favorite labs. 

AP* COMPUTER SCIENCE AB (Glen Martin):  This course is for experienced computer science teachers teaching APCS AB classes.  It is designed to increase the participant's knowledge and provide projects that can be used with students.  The topics will concentrate on APCS AB topics which are beyond the A curriculum.  These topics will also include AP Exam free response problems, Java 5.0, and the new GridWorld case study.  Participants will also receive the latest news from the 2008 reading.

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 AP Exam free response problems, Java 5.0, and the new GridWorld case study.  Participants will also receive the latest news from the 2008 reading.

AP* ENGLISH LANGUAGE & COMPOSITION (Mary Stanton):  This workshop for inexperienced and experienced AP teachers will focus on innovative methods, activities, and assessments to use in the English classroom. We will discuss strategies for the teaching of AP skills, including rhetorical analysis, close reading, writing and analyzing argument and persuasion, as well as ways to bring American classic and contemporary fiction and non-fiction into the AP Language classroom.  In addition, we will look specifically at the 2007 and 2008 test, considering ways to adapt our courses to address the synthesis question.  I also want to designate time for each of you to share successful units and methods as well as concerns and problems you face as AP teachers. Please bring ideas, materials, and topics you would like to discuss and share.

AP* ENGLISH LITERATURE & COMPOSITION (Raylene Scott):  This workshop course is designed to benefit both new and experiencedteachers. By using novels, plays, poetry, and prose, the focus of this course is to draw connectionsbetween philosophy, culture, and literary style relevant to historical ideology. Emphasis is on the human condition past and present and the ontological questions raised through a variety of literary genre. The goals are to value literature, to reflect on themes, to read closely, and to write with clarity, accuracy, skill, and assurance.

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 2008. 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 ADVANCED TOPICS/LAB (Jeff Funkhouser):  This Summer Institute will allow participants to review and undertake a multitude of lab exercises appropriate to topics other than basic mechanics in both the AP Physics B and Physics C level courses as described in the College Board’s Course Description booklet (http://apcentral.collegeboard.com/apc/public/repository/05824apcoursdescphysi_4325.pdf).  The primary focus of this week-long institute will be to give experienced AP Physics teachers already familiar with the curriculum a chance to explore and deepen relevant lab-based instructional activities.  Participants will undertake some labs that do and others that do NOT require computer-based technologies.  Sample lab resource books from popular vendors will be reviewed as well as internet-based resources as dictated by participant input.

Participants should bring a TI-83/84 style graphing calculator (the TI-84 Plus Silver Edition being MOST appropriate) for use throughout the week of the institute.  A laptop computer will also be beneficial, although one is not required.  Each participant will leave the institute with a compilation CD including over 30 years worth of released free response questions from both the B and C level courses as well as all five released multiple choice tests for each course.  Each participant should also bring an electronic copy of their favorite lab to present, perform, and share with the other participants. Each contributed lab will be included in the CD at the end of the week.

AP* PHYSICS B (Dolores Gende):  The goal of the Summer Institute is to help new and experienced teachers develop a successful AP Physics 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. A scientific calculator and a ruler are required for this course.

AP* SPANISH LANGUAGE & LITERATURE (John Boyst):  This workshop will examine in detail the AP Spanish language and literature courses as developed by the College Board, including their curriculum and tests.  Participants will learn strategies for teaching and testing the four language skills as they apply to both courses, will carefully examine appropriate materials and resources, and will work to develop course syllabi.  In addition, an intense study of the latest test format will be included, with specific applications of the grading rubrics developed at the 2008 test readings for scoring the free response components of the exams.  Participants are asked to bring a copy of the textbook(s) used in their courses as well as 25 copies of a successful AP activity used in teaching a lesson for each course.

AP* STATISTICS (Michael Legacy):  This course is designed primarily for new teachers in AP Statistics.  However, experienced teachers will find many useful things to take back to their classrooms. Much of the week will be devoted to experimental design, correlation and regression, probability models, and inference. In addition to the binder for the week, a CD will also be provided, which will include lessons, worksheets, class note sheets, old tests, and activities.

We will discuss how to organize the course and how to use technology, simulation and experimentation in AP Statistics.  In addition participants will be introduced to the AP Examination, including the 2007 test, through sample questions, rubrics and the grading of student responses.  Participants are required to bring graphing calculators with statistical capabilities and are asked to bring their current textbook, if they have one.

Quite a few calculator programs useful for demonstrating concepts will be shared, so participants should bring a calculator with statistical capabilities. The programs are all loaded on a TI-83 Silver Edition, so participants should bring a machine (at least a TI-83 Plus) that would be compatible for sharing these programs.

AP* STUDIO ARTS (Patricia Winnard):  An overview of 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.

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.

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 Southeast Asia from the Paleolithic Era to the Modern Period. All examples and presentations will use as a starting Southeast Asian history, themes, and primary sources.

“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 BIOLOGY H.S. (Diane Catron):  This workshop is designed for both experienced and inexperienced high school teachers of biology classes that immediately precede an AP Biology course.  The emphasis will be on laboratory and classroom activities that prepare students for the topics covered in AP Biology.  Specifically, we will cover these areas:

• Vertical Teaming
• Grading AP Essays
• Correlation between the College Board’s published AP Topic Outline and topics to cover in a Pre-AP class
• Overview of the Major Themes included in AP Biology
• Sharing of activities and ideas  

Participants should bring calculators, laboratory goggles, lab aprons, and one activity to share with other participants.

PRE-AP CHEMISTRY H.S. (Janice Willingham):  This workshop is designed for teachers who are beginning their careers as PRE-AP Chemistry teachers. Time will be spent during the sessions on the nature of the AP program and on structuring a PRE-AP and AP Chemistry course. Many labs are discussed and teachers are given an opportunity to do a number of typical labs appropriate for PRE-AP Chemistry. Topics that are often covered are teaching and testing techniques, periodicity, bonding, states of matter, gas laws, electronic configuration, net ionic 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.

PRE-AP ENGLISH H.S. (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 H.S. (Lynne Weber):  Workshop will prepare teachers for the challenges of teaching Pre-AP ninth and tenth graders to analyze literature reflectively and touse language correctly and persuasively. The instructor will offer participants a variety of teaching strategies and tools to ensure student success.

PRE-AP ENGLISH M.S. (Diana Bjornson):  This course 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.  Participants should bring thirty copies of one creative activity.

PRE-AP ENGLISH M.S. (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. This APSI is all about YOU!

PRE-AP MATH H.S. (James Howell):  Workshop will encompass the two major premises of the Pre-AP concept.  The first premise is the expectation that all students can perform at high academic levels.  This expectation should be reflected in curriculum and instruction throughout the school so that all students are consistently being challenged to expand their knowledge and skills to the next level.  The second premise to be addressed  is the belief that we can prepare every student for higher intellectual engagement by starting the development of skills and acquisition of knowledge as early as possible.

I will share classroom strategies and technology enhancements that will help teachers improve their understanding of content, instructional strategies, and pedagogical methods so they, in turn, can help their students succeed in challenging high school courses and college courses.

PRE-AP MATH M.S. (Steve Piekarski): This course covers many topics and explorations related to the creation of vertical and horizontal teams at an individual site or throughout a feeder system. We will look at developing and implementing strategies for strengthening the mathematics programs at your elementary, middle, and high school sites. These strategies are intended to increase student participation in higher-level mathematics, enhancement of classroom instruction, and the participation of teachers in the vertical team process. We will explore methods and resources for building seamless transitions between courses and providing rich coursework at all levels. We will also conduct open discussions on a myriad of issues that face the mathematics teacher at all levels. Please bring your textbooks. Time will be provided for you to work with your team on your course of study and your Vertical Team. This program is intended for a team of teachers teaching fifth through twelfth grade.