AP Course Description
The AP Biology Summer Institute course is designed to prepare high school biology teachers to teach AP Biology in their high schools, and provide participants with the tools to design and implement a successful AP program in their schools. The main focus of the institute will be the curriculum, implementing inquiry labs, application of the science processes, and quantitative skills. We will conduct at least 2 labs a day, with a focus on guided inquiry. Whatever labs we do not complete, we will discuss.
Each day will be divided into morning and afternoon sessions. A portion of each session will be devoted to a lab. We will discuss lab set-up, pre-lab objectives, lab procedure and implementation of labs within the participants’ schools. The remainder of each session will be devoted to course design, the AP exam, the curriculum framework, science practices, quantitative skills and the course audit.
What to Bring:
- school calendar
During this training, you will explore the mathematical practices for AP Calculus (MPACs) and the components of the curriculum framework. You will learn activities that organize the course content in order to develop students’ proficiencies. The workshop will provide teaching strategies as well as content for the challenging areas within each of the big topics - limits, derivatives, and integrals. You will review student samples from the AP Reading and learn how the scoring guidelines were implemented. You will leave with many resources to use in your classroom.
This four-day workshop will offer a comprehensive approach to planning and teaching AP Calculus AB for the new AP teacher. The new College Board framework and the 4 Big Ideas will be explored in detail and will be applied to teaching practices that foster deep understanding of calculus and a readiness for the AP exam. Participants will experience multiple labs and activities that will reinforce each big idea and will have ample time to discuss the implementation of each into a year-long calculus course. In addition, participants will be gain experience in designing their course, from how to grade homework to writing AP-style exams. Finally, time will be spent analyzing and discussing test items from previous AP exams and how the scoring rubric was applied. Practice test strategies will be modeled and College Board grading philosophy will be shared in order to assist teachers in thoroughly preparing students for the AP exam.
This four-day AP Summer Institute is designed for any AP Calculus BC teacher. The course will cover all major topics tested in the AP Calculus BC exam, strategies for student engagement and success, instructional strategies, AP and AP-style resources and test information. While the content of the course will be the backbone connecting the four days together, activities, discussions, resources, teaching tips, exam and scoring information will be spiraled throughout the topics. We will look at previous AP exam Free Response Questions to better understand the scoring and how that can and should impact our classroom instruction.
A special emphasis will be placed upon using calculus in parametric, polar and vector environments as well as a thorough discussion of the convergence tests of series and manipulating power series.
This course will also include discussions on equity and access, and how teachers can actively promote access for all students while maintaining and growing student success. Each day will include strategies, discussion and collaboration aimed at differentiating/scaffolding instruction to meet the needs of all students enrolled in AP Calculus BC.
Jennifer Cook Gregory
AP Chemistry Course Description - This course is designed to introduce new AP teacher to AP topics and laboratory coursework. We will focus on alignment with the AP Chemistry framework. This course will emphasize expanded content, incorporation of inquiry into the laboratory experience and use of mini-labs appropriate for the classroom. Lab activities will include methods designed to conserve teacher preparation time and chemicals.
What to bring:
- Long pants
- Closed-toe shoes
- Lab coat or lab apron (optional)
- Lab activities and demonstrations to share
The course accommodates participants with different levels of familiarity with Java and OOP. We will study classes and objects, constructors and methods, abstract classes and interfaces, inheritance and polymorphism, strings, 1D and 2D arrays and ArrayList, and other topics specified in the AP Computer Science A Course Description. We will discuss the College Board’s course audit process, work with the College Board's exemplar labs (Magpie, etc.) and other materials, including the multiple choice and free-response questions from past exams, and share techniques for teaching Java in high school.
Whether you are new to Java or someone who taught AP CS before, you will find our discussions and labs useful while challenging and fun. The APSI will involve a great deal of hands-on lab work and classroom discussion which will include the free-response questions from the 2018 AP Computer Science A exam, including the grading rubrics.
We will use Oracle’s Java 7 or Java 8. It is a BYOD workshop: you will need to bring your own Mac or Windows laptop, with the Java software installed (Java SE and Eclipse IDE). Instead of Eclipse, you may use your favorite Java IDE. Information about getting started with Java and which software to download and install is at: skylit.com/javamethods/faqs/index.html.
The textbook is Java Methods: Object-Oriented Programming and Data Structures, 3nd AP Edition, by Maria Litvin & Gary Litvin, Skylight Publishing, 2015. Participants attending this APSI for the first time will receive a copy of this book during the workshop; those who attended this APSI in the summer of 2017 please bring Java Methods book with you to the institute.
This course will focus on the major principles taught in introductory college-level Microeconomics and Macroeconomics courses, as well as the structure of an AP course and strategies for preparing students for the AP tests. Introductory microeconomics introduces the fundamental economic concepts of scarcity, opportunity cost, trade (including foreign exchange markets), the role of markets and prices, the theory of the firm, market structures and market failure. Introductory macroeconomics includes economic measurement, fluctuations of business cycles, macroeconomic models and the role of stabilization policies, both fiscal and monetary. Teachers will participate in simulations and activities that they can use with their students.
This AP English Language workshop for will focus on the full implementation of the AP English Course Description (revised in the Fall of 2014), as well as discuss ways to extend the course as it relates to college composition programs. This will require extensive discussion of existing and developing writing pedagogy. In addition, we will focus on ways to incorporate various genres of writing to help AP Language courses serve their vertical teams. The session will also incorporate a sample reading of the student samples from the May 2018 Exam.
Sherry Wynn Perdue
Pre-Workshop Requirements: Before attending (preferably at least a week before), each participant should:
- Visit the Advanced Placement English Language and Composition Homepage to review the course description and to scan resources available to teachers.
- Assemble a collection of texts and resources you have used or plan to use in the AP course.
- Draft an email to the facilitator at email@example.com overviewing your experience teaching writing generally and AP specifically (if at all) as well as provide information about yourself, the student body, and session goals. If you have an audit-approved syllabus, please attach that as well.
Course Overview: As one of the largest AP exam constituencies, English Language and Composition students rely upon experienced AP teacher/scholars like you. By the end of the week, each participant will have:
- Returned to the other side of the desk, rethinking the course design from the perspective of a student and working through the process as you would ask your students to do
- Compiled or re-evaluated your course and created an assignment sequence that elucidates your goals and enables students to hone the language power upon which they will build in college;
- Queried your feedback mechanism and the interplay between grading, assignment goals, and revision;
- Examine or re-examined the exam norming process and created a series of activities to improve students’ abilities to learn from exam samples
- Explored the concept of genre awareness and how you can use it to better prepare students for the diverse writing tasks they will face in college.
- Unpacked the art and science of synthesis, revisiting how you ask students to demonstrate it
- Expanded your argument tool box
- Revisited the ways in which you ask students to demonstrate their rhetorical awareness
The AP English Literature and Composition course aligns to an introductory college-level literary analysis course. The course engages students in the close reading and critical analysis of imaginative literature to deepen their understanding of the ways writers use language to provide both meaning and pleasure.
Our session is designed to engage all aspects of teaching AP Literature and Composition, from overall philosophy to pragmatic details. While we have an agenda packed full of activities and materials, the very nature of bringing together a group of teachers suggests a collegial atmosphere conducive to the exchange of ideas. Consequently, some adjustments may occur to meet the needs and concerns of the participants.
- Identify and apply the Standards of the AP Literature and Composition Exam
- Explore and Develop Effective AP Literature Units, Lessons and Syllabi
- Expand Participants’ Repertoire of Successful Methods and Activities
- Explore Print and Electronic Resources
- Develop a Network of AP Teachers
- Understand the Power of English Vertical Teams
This course is designed as a summer conversation about AP English Literature. You will be engaged throughout the week with hands-on materials that will give you a clear understanding as to how and why, as a beginning AP teacher, you should organize an AP English Literature and Composition course. High-level reading skills, concrete to abstract analysis, use of rhetorical devices, strategies for the objective test, and strategies for prompt writing will be stressed. During our summer conversation, we will work with each of the main areas of the Literature exam—the multiple-choice questions, poetry essay, prose essay, and “open” essay—and discuss different ways to prepare our students with the skills they will need on the AP test. We will collaborate on strategies, practice test-taking, analyze readings and share best practices. We will also discuss the scoring process for the test and review the current resources available.
What to bring:
- Current syllabus or the one you will be using
- Textbook you use or plan to use
I am excited to be a part of AP TIP IN and lead the AP Environmental Science Summer Institute and look forward to helping both new and experienced APES teachers increase their success with the course. My goal is for teachers to enhance the quality of their APES program through the strategies such as Claim Evidence Reasoning (CER), Identify and Interpret (I2), inquiry and data analysis. We will spend time addressing syllabus and pacing and strategies to improve student exam performance, including how to write AP style multiple choice questions. We will run many of the lab activities in their entirety so that you can get comfortable with the techniques and methods of data analysis. In addition, we will conduct field investigations. I will share with you resources to improve your curriculum and delivery of content to enhance students critical thinking skills, as well as all lectures, labs, and assessment I use in my course.
What to bring:
- Idea(s) to share
- Clothes for field work
Rita Cron Hines
I am excited to be your mentor through the fast-paced journey we will take this summer at The University of Notre Dame in Indianapolis. My commitment to each of you is that when you leave this APSI, you will feel empowered to teach Human Geography at a rigorous level, network with teachers who share your concerns, passions and desire to help your students, and have fun.
About this Institute: we will review the “systematic study of patterns and process that shape human understanding, use and alteration of Earth’s surface”. During our jam-packed four days of sharing, we will learn about resources from the College Board, and others, as well as the Course Audit, textbook selection, appropriate sequencing, timeframe/pacing, as well as the reading and writing necessary to prepare students for success on the multiple choice and free response writing tasks each May. The full agenda will be provided the first day, and please know that it is flexible to meet the needs of our week together. We will understand the importance of two words about APHG: WHERE and WHY.
What to bring:
- All questions and concerns you have about content, assignments, or teaching strategies;
- Your current APHG textbook adopted by your school IF you have one;
- Ideas to share (best practices) from your APHG or other AP classrooms;
Please have read/reviewed PRIOR to arrival at the APSI:
- AP Human Geography Course Description. It can be found at: apcentral.collegeboard.org. This site will provide you current information about the AP course and the exam.
I look forward to meeting and growing with each of you.
James Vander Weide
Participants in this institute will have the opportunity to meet and learn from others who are developing Advanced Placement Physics programs in their schools as they strengthen their knowledge of the subject and become familiar with the AP Physics program and its changing scope and sequence. They will come away from the institute with many materials, including sample textbooks, the College Board AP Physics packet, electronic access to tests and solutions from past years, packages of "make and take" labs and demonstrations, teacher materials and sample course syllabi, and the solutions to the most recent exams. Generally, each morning will be spent working on problem solving techniques and discussing approaches to teaching AP Physics—including development of a course syllabus and writing labs and assessments that address higher order thinking skills in students. This course and syllabus development will include preparation for the newly designed AP Physics 1 course. Afternoons will be spent in the laboratory—building lab and demonstration setups, performing demonstrations, designing lab experiments, developing technological skills, and checking web materials. Assignments will require teachers to prepare for class by working actual AP Physics exams from previous years, developing at least two inquiry-based laboratory for student use and/or lesson plans, and developing questions for class discussion.
This AP course intends to deepen understanding through a broad overview of the content and big ideas of AP Statistics: exploratory data analysis, sampling and design, probability and random variables, and statistical inference using confidence intervals and hypothesis tests. There will be discussions, simulations, and activities to provide insights into the concepts of statistics and to inform teaching those ideas. Resources will be explored and evaluated. Collaboration will be supported and encouraged. Graphing calculators will be used for calculation and exploration, and limitations will be discussed. Questions from past AP exams will be read with application of associated rubrics for the purpose of teaching for better preparation and coaching for better performance and communication.
It is my pleasure to welcome you to AP-TIP IN’s AP Summer Institute and I look forward to working with you on becoming a well-prepared teacher of AP US History. We will spend the week examining the AP US History course and exam, including course content, teaching strategies, and writing/grading strategies. There will be a variety of activities where participants will develop and share ideas, and strategies.
This workshop will have two distinct parts, divided between the nuts and bolts of preparing students for the exam, and scholarship in the field of World History.
These interrelated dimensions are intended to help instructors teaching AP* World History to refine their own historical knowledge of key moments, themes, and developments in world history as well as develop or refine practical approaches and assignments for the classroom. Part of the session will be devoted to the intense discussion, of a specific historical moment, trend, or development using readings form recent scholarship and primary sources. The main focus of the workshop will be practical challenges and methods of teaching an AP* world history course. Intended as an opportunity to collaborate, share, and compare approaches with your colleagues, this forum may cover, among other things: chronology and periodization; cross-cultural comparison; the effective use of primary and secondary sources, fiction, images, and films as historical documents in the classroom; examining and choosing textbooks and primary source readers; concrete work on developing classroom-ready units; teaching students to write essays according to the AP* Rubrics; best practices in the field; and generally preparing students for the exam.
A major area of discussion this year will be the changes in the AP World History exam implemented in 2018 and what this will mean for our instruction. Information from the June 2018 AP* reading will be discussed, including hands on experience with the redesigned essays.