AP Summer Institute

Hosted at St. Johnsbury Academy

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Courses

The Summer 2017 Course Schedule is Now Posted!!!

Registration is OPEN!!!

The workshop sessions are small, averaging fewer than 15 participants. Each session is designed to meet the needs of the individual participants to ensure that each teacher returns to the classroom with increased confidence and strategies for success.

The leaders are experienced AP teachers with outstanding reputations in public and private schools. All serve as readers at their respective AP readings and are endorsed by the College Board to lead AP workshops.

Workshop Tuition:

  • Workshop, on-campus housing, and all meals is $1395
  • Workshop, on-campus housing (single room), and all meals is $1595
  • Workshop, off-campus housing, and all meals start at $1645 (see Boarding for options)
  • Tuition for commuters (includes Sunday dinner and lunch each day)  is $1295.

Early Bird Pricing:

A discount of $100 will be applied to those participants who enroll before April 1, 2017. This discount applies to the above workshop options.

Graduate Credit Available:

You also have the opportunity to receive 3 graduate credits from SNHU (Southern New Hampshire University) for an additional fee of $336.00. You can sign up for graduate credit when you register or on site.

Click on a course name below to read more. Green icons show available sessions, while red icons in the title indicate filled sessions. If the session icon is grey the course is not offered during that session.

*Topic Sessions are not offered in partnership with the College Board

2017 Sessions

  • July 9 - 14
  • July 16 - 21
  • July 23 - 28
Visible Sessions:    July 7/9 July 7/16 July 7/23

AP Art History

July 16
Yu Bong Ko

Session 1: Not Offered

Session 2: Yu Bong Ko

Session 3: Not Offered

The newly redesigned curriculum was implemented in 2015 with significant departure from the old format. The inaugural 2016 exam has provided initial insights into the many questions that both first-year and experienced teachers preparing to teach the redesigned AP Art History course have been asking: just how much does one teach beyond the 250 works of art in the Image Set? Why is there so much emphasis on the global content areas and how can one make meaningful thematic connections among these diverse cultures? Where can one find teaching resources beyond the traditional textbooks? How can one better pace the teaching of the course? What will be assessed on the AP exam in subsequent years?

AP Art History Session 2017

Throughout the week, we will place special focus on the following topics of immediate concern related to preparing and teaching the newly redesigned AP Art History curriculum:

Understanding the new curriculum framework and its implications for teaching: 250 Image Set, Big Ideas, Essential Questions, Learning Objectives and Enduring Understanding for each Content Area
How to better pace the teaching of the course
Balancing depth of knowledge and breadth in content coverage
Improving student’s critical thinking, reading, writing, and note-taking skills
Demystifying the AP exam and accessing practice questions
Strategies for creating a learner active and fun classroom
Resources for developing and teaching the course content areas
Incorporating digital technology infused and multimedia classroom
Revising the course syllabus (and submitting a syllabus for the AP Audit)

Participants will have ample opportunities to acquire and share best teaching practices and walk away with practical materials and strategies to immediately promote active student-centered learning in the classroom, including ways to enhance visual literacy: how to help students develop skills in looking at, thinking about and communicating ideas about works of art. Participants are encouraged to bring a laptop to receive and work with valuable handouts that are in electronic format, such as on a flash drive.

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Art Studio

Session 1: Joann Winkler

Session 2: Joann Winkler

Session 3: Not Offered

This course provides an overview of the content of the AP Studio Art portfolios in Drawing, Two-Dimensional Design, and Three-Dimensional Design. A variety of course structures will be considered and issues in drawing, 2D and 3D design, color, sculpture, and painting will be addressed in depth. Participants will work toward a course outline for their own AP Program* courses and will, through simulated grading of sample portfolios, become familiar with grading standards and procedures. Attention will also be given to the preparation of artwork as well as the digital submission of the portfolio. Participants will leave with several textbooks and cloud access to all the handouts and generated materials. There will be homework each night culminating in an exhibit of participant artwork. Bring cameras to document the process and the exhibit.

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Biology

Session 1: Not Offered

Session 2: Elizabeth Cowles

Session 3: Elizabeth Cowles

The “test drive” of the new AP Biology curriculum and examination is over, so it is time for a thorough assessment. We will perform the new laboratories and alternatives. We’ll review the curriculum – from the Big Ideas to the learning objectives – and discuss new materials (texts, study guides.). We will explore how to make adjustments to the curriculum. Throughout the week, participants have the opportunity to share ideas and to work together on preparing for the course audit. We will discuss the 2016 exam results and best teaching practices to help our students succeed.

Participants are encouraged to bring a laptop, an inquiry-based laboratory or case study to share, and a willingness to exchange effective teaching practices/activities with peers in our group discussions.

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Calculus AB

Session 1: Eliel Gonzalez

Session 2: Gregory Timm

Session 3: Eliel Gonzalez

In this institute participants will experience a complete overview of the AP Calculus AB curriculum with emphasis on appropriate use of graphing calculator, content and pacing, and global review for the AP exam. We will also review content and pedagogy in the following topics: related rates, area/volume, differential equations/slope fields, the Fundamental Theorem of Calculus, implicit differentiation, L’Hopital’s Rule and other topics. A special focus on assessment and motivation will help participants incorporate new strategies to build a successful AP Calculus program. We will examine changes to the AP Calc AB starting in 2016. Participants are asked to bring a graphing calculator.

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Calculus AB Experienced

Session 1: Vic Levine

Session 2: Not Offered

Session 3: Not Offered

This course is designed for teachers who have already taught the AB curriculum and are comfortable with the AP program. The AB curriculum will be reviewed, with an emphasis on the topics the participants desire. We will look at proofs of the basic theorems of AB calculus, as well as more in depth explorations of differential and integral calculus applications.
In addition, we will look at first semester college calculus topics that are not part of the AB curriculum. The specific topics will be determined by the group.

The Curriculum Framework which takes effect in the 2016-17 schoolyear will be fully discussed and investigated.

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Calculus BC

July 16
Vic Levine

Session 1: Not Offered

Session 2: Vic Levine

Session 3: Not Offered

This workshop will cover all of the BC curriculum, with an emphasis on infinite series, approximations, parametric relationships and concepts dealing with infinity. Participants will be solving AP free response and multiple choice questions, as well as learning how the free response questions are scored. We will discuss teaching strategies and investigate resources found on the Web. The curriculum re-write for 2016-17 will be covered, as well as any other issues that the participants want discussed.

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Chemistry

July 16
David Crow

Session 1: Cheri Smith

Session 2: David Crow

Session 3: Michael Schaab

The redesigned AP chemistry program is in effect for the 2013-2014 school year. The new course focuses on reasoning and inquiry skills that are essential for success at the college level. To this end, the revised course emphasizes inquiry based labs that are more student-directed. It centers on a more conceptual, qualitative understanding of chemistry, and has less breadth and more depth. The APSI at St. Johnsbury is dedicated to supporting teachers in their transition to the redesigned course as well as those who have already made the transition.

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Chemistry for Experienced Teachers (Advanced Labs - AP Chemistry Laboratory Program)

Session 1: Not Offered

Session 2: Michael Schaab

Session 3: Not Offered

This year’s institute, designed for both new and experienced AP teachers, will provide an intensive five-day program that focuses on the experimental portion of our AP chemistry course. The institute will use guided-inquiry as well as traditional labs to explore a variety of experiments covering each of the six Big Ideas. We will also work out strategies for modifying traditional labs to make them more inquiry-based. The use of three major lab kit suppliers will allow you to evaluate the new guided inquiry lab kits and instructions from Flinn, Carolina, and Wards. Additionally, we will perform experiments from the new laboratory manual developed by the College Board. Some labs will be computer-based using a variety of probes such as pH, colorimetry, and temperature. Participants will work in small groups to perform the labs and then compare results, troubleshoot problems for students, and develop plans to integrate labs into your curriculum. Many of the lab experiments will be followed by in-depth analysis and conclusion discussions. This will allow us to develop and model critical-thinking skills that can be used in the classroom so that inquiry becomes an integrated component of our entire course. Using a dynamic approach in the classroom, participants will experience firsthand how to create a community of scientists, vastly decrease the amount of time, and increase the effectiveness of, their lab grading. The institute will look at how the new curriculum affects the laboratory program. We will examine lab problems from recent AP Exams as well as develop laboratory questions for our own exams. We will also discuss strategies that help prepare students for success on the exam.

Additionally, we will examine the College Board’s access and equity initiatives and the extensive supporting resources available to AP teachers. Most importantly, the institute will provide a forum for the exchange of ideas and teaching practices where you will be able to add to and gain from the success and experience of other AP teachers. Many, if not all, of this year’s labs will be different from labs covered in the previous two years so everyone will leave the institute with a list of new labs and ideas that you will want to use in your classrooms and laboratories. As in past St. Johnsbury APSI’s, the week will serve as a springboard for the development of a network of collaborating AP Chemistry teachers. Come for a week of experimentation and collaboration with colleagues from the entire region.

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Comparative Government and Politics

Session 1: Karen Waples

Session 2: Not Offered

Session 3: Not Offered

AP Comparative Government and Politics prepares students to become citizens in an increasingly interconnected world. It focuses upon important themes and concepts, including globalization and democratization. Specific case studies include the United Kingdom, the European Union, Russia, the People’s Republic of China, Mexico, Iran, and Nigeria. Cross-country comparisons are made throughout the course. Perhaps more than any other AP course, AP Comparative Government and Politics enables students to analyze world events and broaden their perspectives.

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Computer Science A

Session 1: Not Offered

Session 2: Not Offered

Session 3: Maria Litvin

The course accommodates participants with different levels of familiarity with Java and OOP. We will study classes and objects, constructors and methods, interfaces and inheritance, strings, arrays and ArrayList, and other topics specified in the AP CS Course Description. We will also review the College Board’s AP materials, work with the “Magpie,” “Pictures,” and “Elevens” labs, recommended by the Development Committee, review the free-response questions from the latest AP CS Exam, and discuss techniques for teaching Java in high school (role play, team projects).

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Computer Science Principles

Session 1: Not Offered

Session 2: Sandy Czajka

Session 3: Jacqueline Corricelli

This workshop is designed for beginning (new) as well as experienced teachers to introduce you to College Board’s newest computer science course called AP CS Principles. This course is a broad introduction to computer science designed to improve access for all students. We will focus on the 7 Big Ideas for this course: Creativity, Abstraction, Data and Information, Algorithms, Programming, The Internet, and Global Impact. We will emphasize specific teaching strategies to accomplish each of these tasks in a diverse learning environment and how to recruit students to ensure diversity. We will discuss in detail the structure of the AP CS Principles Assessment including the two Performance Tasks (administered throughout the school year) and the Multiple Choice exam. Scoring rubrics will be utilized. I will use various sites to explore computer science, organize workshop materials, and to collaborate throughout this week.

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Economics

Session 1: Not Offered

Session 2: Patty Brazill

Session 3: Not Offered

In our short week together we will begin by examining materials essential to development of a successful AP economics course, including websites for both teachers and students. We will then focus on the course outlines for both microeconomics and macroeconomics and examine the essential questions for each course. New teachers will receive assistance in setting up a course and submitting the couse audit. We will practice both teaching strategies and formative assessment. And extensive focus on Free Response Questions will require teachers to develop and present rubrics. Participants will receive numerous class-room ready documents. We will conclude with a close examination of the 2016 questions and scoring. Experienced teachers are asked to bring a lesson to share with fellow participants. New teachers are asked to bring the textbook they will be using in their class. All are asked to bring enthusiasm, energy and bocci skills!

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English Language

Session 1: Peter Durnan

Session 2: Peter Durnan

Session 3: Peter Durnan

The workshop is designed as an overview of the AP English Language and Composition course. Planning backward from the exam itself, participants will study the variety of skills demanded by the course, including writing in a variety of situations and reading challenging non-fiction texts. Over the course of the week, participants will share best teaching practices and gain mastery of the demands of this rigorous course.

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English Literature

Session 1: Robert Brown

Session 2: Tim Averill

Session 3: Robert Brown

Participants in this workshop will begin with a broad overview of AP English Literature curricula, and will proceed to examine effective strategies for teaching students to read and respond to each of the major literary genres. Examples of both familiar canonical texts and works by emerging writers will provide platforms for discussion and collaboration, as participants experience and develop teaching methods and materials.

Rather than focus on teaching “to” the AP examination, the workshop will encourage participants to teach “with” it. Participants will collaborate in creating appropriate assignments and assessments that mirror the AP exam, and will practice applying the standards used by AP readers in evaluating and scoring student writing.

Even though the workshop is devoted to Advanced Placement, participants will find that its approaches and materials are readily adaptable to all levels.

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English Literature Experienced (Short Story: The Writer's Workshop)

Session 1: Tim Averill  Tom Averill

Session 2: Not Offered

Session 3: Not Offered

This workshop is designed for teachers/practicing and aspiring writers who wish to work on their own craft while learning the pedagogy of fiction. It is designed to extend the work that teachers have done at the English Literature sessions at St. Johnsbury in the past or to include others who may be interested. Participants will have time to write, to meet visiting fiction writers, and to work with Tom and Tim in both curriculum design and implementation in the AP classroom, including the AP Boot Camp that has been part of Tim’s professional practice. Tim Averill will work with participants on utilizing these skills in the AP classroom and throughout the department as a vertical team.

All participants will read the Best American Short Stories of 2015, edited by T.C. Boyle. In addition, the class will read Tom Averill’s rode.

Sessions will include such topics as –

Pedagogy:
Reading as a writer–how a fiction writer might read differently from a scholar;
Teaching “opposing” stories (in terms of character/theme/point of view/plotted vs. not plotted;
Pairing the new selections in the O. Henry with stories generally in the curriculum;
Researching the publication history of each piece;
Developing writing exercises from a story;
Teaching the elements of fiction through representative stories (the basis for “boot camp”).

Writers’ Workshop:
Exercises each day based on one of the stories in the anthology;
Exercises that explore the sentence–the long and short of it;
Exercises that develop non-threatening workshops on writing;
Exercises that involve an entire group of writers;
Exercises in revision and editing.
AND

AP Literature Course Description Summer 2016

The goal of the AP English Literature and Composition workshop help you to customize an AP program that is based upon your strengths and the demands of the examination.
Each day of the workshop, we will have three sessions of approximately 2 hours. I will prepare materials according to the topical outline below, but we will reserve plenty of time for your questions and concerns, as well as time for sharing your practices.
There are two things you need to do in advance of the workshop:
(1) This year we will be reading and working with The Best American Short Stories of 2015, edited by T.C. Boyle. Please read this collection and be prepared to discuss it. It is easily available on Amazon, either new or used.
(2) Please bring copies copies of a successful teaching unit that you have developed which either expands the canon or uses a new approach to learning/teaching. Do not worry if the unit/activity was developed for a level other than AP. We will use these teaching units to broaden the range of materials and pedagogical strategies that you get at the workshop.

TENTATIVE SCHEDULE
Monday: Philosophy and Overview of AP English
The AP English Curriculum – A Year’s Syllabus and Curriculum
Selection of Students + Improving Student Writing
Tuesday: Sample AP Teaching Units in the Novel, Poetry, and Drama
Model Lesson Plans – Novel, Drama in AP
Discussion of The Best Short Stories of 2015
Wednesday: The AP English Literature Exam – Multiple Choice
Writing with Authority for Question Three
Poetry: The work of MacArthur Genius Ellen Bryant Voigt
Thursday: Grading the A.P. Essay Examination
Understanding and Controlling Subtext– Helping Students to do their Best
Friday: Model teaching of new fiction.
Conclusions and Assessment

This workshop will involve a great deal of hands-on work and sharing of all of my electronic materials (bring a thumb drive and your computer), and I hope that you will leave with a file of useful materials and a clear philosophy about using them. We will address additional topics depending upon the needs of our group.

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Environmental Science

Session 1: Jim Morrill

Session 2: Not Offered

Session 3: Jim Morrill

This workshop covers the lab/field trips/activities needed to teach APES. The workshop also covers the APES classroom and the nature of the APES exam. Additional, there are four field trips: a soil workshop, a tour of the Ryegate wood chip electrical generating plant, a class and a tour of the STJ Sewer Plant, and an outdoor class covering easy exercises for forestry field work.

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European History

Session 1: James Kirkcaldy

Session 2: Lenore Schneider

Session 3: Not Offered

For Experienced and New teachers. Major changes in the AP European History exam! The main focus will be on the new changes in the structure of the course as well in the new exam. The workshop will also concentrate on teaching strategies, core concepts, recent historiography, alternative assessments, and t grading the A.P. exam – all designed to reflect the new changes in the course. The workshop is also designed to share and discuss student centered teaching strategies and activities. Participants will receive numerous PowerPoint’s, and ancillary teaching materials and readings as well the instructor’s 250-page workbook

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Human Geography

July 16
Lily Monk

Session 1: Not Offered

Session 2: Lily Monk

Session 3: Not Offered

Advanced Placement Human Geography is a high school course equivalent to a one semester introductory college course in Human Geography. Course topics include the nature and perspectives of geography, population, cultural geography, industrialization and economic geography, agriculture and rural land use, urban geography, and political geography.The workshop will focus on the new course articulation for AP Human Geography developed in 2013. During the workshop, participants will be exposed to content information and will be expected to develop lessons, activities, and testing items. Suggested teaching materials and techniques will be reviewed. This includes syllabi, texts, videos/DVDs, computer software, web sites, and other resources. Participants will also be instructed in how the AP® Human Geography exam is prepared and scored. An additional goal for the week will be to develop meaningful field trips (even in urban areas!) to enhance the curriculum. Teachers should bring their 2016-17 school calendars, and encouraged (but not required) to read either Connectography: Mapping the Global Network Revolution by Parag Khanna, or Prisoners of Geography: Ten Maps that Explain Everything About the World by Tim Marshall.

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Physics C Mechanics

Session 1: Not Offered

Session 2: Not Offered

Session 3: Gardner Friedlander

This workshop will help both new and experienced instructors develop a rigorous and enjoyable calculus-based course targeting the AP Physics C examinations in mechanics and electricity-magnetism. We will discuss fundamental principles, try out the demonstrations that illustrate them, examine past exam problems and review scoring briefly. A large part of our time will be spent doing laboratory experiments, typically three of four per day, and discussing the logistics and options related to a laboratory program. Participants should bring a calculator, and, if convenient, a laptop computer for data analysis.

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Physics I

Session 1: John Schutter

Session 2: Gardner Friedlander

Session 3: Not Offered

This workshop is designed to assist AP physics teachers offering the new Physics I course. The emphasis will be on developing an understanding of major physics concepts (depth of the subject) rather than problem-solving techniques. Topics covered will be Newtonian mechanics with special focus on new area of rotational kinematics and dynamics, some areas of electrostatics and circuits, and wave motion.

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Physics II

Session 1: Not Offered

Session 2: John Schutter

Session 3: Not Offered

This workshop will focus on physics topics to be tested in the Physics 2 which include more on electric circuits including capacitors, electrostatics, magnetic fields, electromagnetism, physical and geometric optics, fluids, thermodynamics with kinetic theory, PV diagrams and probability, and quantum, atomic, and nuclear physics.

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Pre-AP English

Session 1: Claudette Brassil

Session 2: Not Offered

Session 3: Not Offered

Day 1
Session 1
–Introductions and statements of purpose
–Overview of the Advanced Placement Program–Guide for English Vertical Teams
AP Literature and Composition
AP Language and Composition
Concept of Pre-AP/AP Vertical Teams

Homework: read Introduction in Guide– take notes, comment, ask questions for class on Day 2 (What looks good, intrigues you? How might this program meet your needs/goals for your school?) Review section on Literary Analysis.

–Review Released AP English Exams
What do students need to know and be able to do to succeed on these exams?

Session 2
–The politics of AP and Pre-AP- student selection, screening, grading, parents, administrators, colleagues, school structure, teaming, requiring the test, etc.
–Focus on Close Reading; Review sample multiple choice questions.

Day 2
Session 1
–Debrief on homework readings. Discuss how this program may meets the needs/goals of participant schools. Share thoughts, ideas, questions.
–Levels or Ladders of Questions

Session 2
–Annotating Texts & Double Entry Journals/Reading Sheets
Homework: read Guide material pertaining to Diction, Syntax; Archetypal concepts
–Rhetoric: theory, elements of argument, modes of discourse, analysis, prompts & writing samples

Day 3
Session I
–Diction, Syntax; Archetypal concepts
–Strategies for Literary (stylistic and poetic) and Language (rhetorical) analysis

Session 2
–Writing Tactics
–Modifying AP exam questions

–Introduce Project assignment (Pre-AP workshop sheet)
Homework: Bring in sample assignments or essays for modification

Day 4
Session 1
–Workshop–modifying assignments and assessments to meet Pre-AP standards
–Practice scoring session–AP Language sample essays; AP Literature sample essays

Session 2
–Curriculum planning and organization; discussion of scope and sequence in vertical planning; making appropriate developmental choices
–Workshop (see Pre-AP Workshop sheet)

Day 5
Session 1
–Presentations and wrap up
–Evaluations

A. Course Description

Pre-AP English: AP Ready / College Ready

This Pre-AP English workshop will provide teachers with theory and practical approaches for preparing students in grades six through eleven for a rich and challenging English curriculum. The concept of an English Vertical Team will be introduced and explored. Participants will review and practice various strategies for teaching close reading, literary analysis, rhetorical analysis, and essay writing as appropriate for various grade levels and student needs. They will learn to modify and write essay tasks and scoring guides and work with multiple-choice questions. Participants will gain understanding of both the AP English Language and Composition and the AP Literature and Composition courses to inform the development of their Pre-AP English curriculum.

B. Learning Outcomes

As a result of taking this class, participants will:
• become aware of the aims of Pre-AP English instruction
• establish a draft course scope and sequence that helps students build proficiencies that will encourage access to the AP English Literature and Composition and the AP English Language and Composition courses
• learn how to develop curriculum units that align with AP English course outcomes
• gain experience with developing lessons and strategies that teach the skills and habits of mind necessary for success in AP level courses and as preparation for college level work.
• understand strategies for close reading and annotation, analysis, argument, and synthesis
• use resources relating to the instruction of multiple choice strategies and the modification and creation of multiple choice items
•identify resources, materials, and instructional approaches that will establish, or enhance, a comprehensive Pre-AP English course.

C. Assignments

In connection with the course, participants will:
• consider the importance of pre-AP activities.
• adopt a course scope and sequence, identifying units, assignments, and relevant assessments.
• experience on demand writing of the sort required during the AP examination.
• create a course unit of focusing on close reading and analysis of a thematically-linked multi-genre cluster of appropriately challenging texts.
–or-
• create a course unit focusing on the development and assessment of one or more AP level skills
• produce a comprehensive Pre-AP curriculum document that aligns with their professional / institutional needs and best practices in the field.

D. Evaluation

Participants will be graded as follows (percentages apply to grades for graduate credit):

• Sharing practice: Course Task 1 (30%)

• Sharing practice: Course Task 2 (30%)

• Class Participation (40%)

E. Methodology

Presentation of materials and concepts to class; readings followed by discussion of approaches; interaction during individual presentations; small group work; whole class analysis of student work; individual conferences.

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Pre-AP Math Strategies

Session 1: Not Offered

Session 2: Brendan Murphy

Session 3: Not Offered

In this session we will review and discuss both the strategies and skills students need to be successful in the different AP Math classes (both AP Statistics and AP Calculus). We will discuss the basic math themes that students can build on to help ensure success at the AP level and future college mathematics classes. Many of these skills are first introduced and developed at the Middle School level and these teachers play an integral role in student’s success at the High School level. We will talk about the Common Core State Standards for Math and how these standards can be incorporated into a successful Pre-AP Math program. The Math SAT’s are being redesigned for March 2016 and we will review what changes are coming and how Pre-AP can again help students succeed on these exams/classes. Pre-AP is not a series of individual math classes but strategies that should be introduced at the Middle School level (or earlier) to all students. All Math teachers from 6th grade through all High School Math classes are welcome to attend and a “team” of teachers from one school would be a wonderful addition to this workshop.

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Pre-AP Science

Session 1: Marian DeWane

Session 2: Not Offered

Session 3: Not Offered

This workshop is of interest to all science teachers.It focuses on preparing students to be successful in the AP science courses offered by the College Board. Hands-on activities and examples will be used for all concepts. All participants need to have calculators and closed-toe shoes (for labs).

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Psychology

July 16
Lori Hodin
July 23
Lori Hodin

Session 1: Not Offered

Session 2: Lori Hodin

Session 3: Lori Hodin

This hands-on workshop will provide participants with an overview of the structure and content of an AP Psychology course. Participants will analyze past AP exams and participate in a simulated AP reading to evaluate student writing. Interactive demonstrations, online resources and discussions will provide participants with opportunities to learn about how to integrate new research in psychology into their teaching. Participants will leave the workshop with a course outline and engaging curriculum to cover the 14 topics and learning objectives in the AP Psychology exam. Session III is open to teachers with all levels of experience.

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School Libraries for the Digital Generation

Session 1: Not Offered

Session 2: Not Offered

Session 3: Jennifer Stone

The library and the library media specialist have never been more important to our information-driven society and in today’s schools. In this workshop we will look at how the library media center has changed and develop a strategic vision and plan to create a vital information center that will be an indispensable resource for both your students and teachers. Some of the topics we will focus on include advocacy, marketing, social media, makerspaces, the virtual library, apps, technology and ebooks in the library. Participants will collaborate with colleagues and have opportunities to select topics for in-depth investigation.

This workshop is geared towards the high school library media specialist but middle school library media specialists as well as public librarians could benefit from this workshop.

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Spanish Language and Culture

Session 1: Not Offered

Session 2: Not Offered

Session 3: Patricia Smith

In May of 2014, the AP Spanish Language Exam was adapted to include culture. This course will address the redesign of the exam, and train experienced and new AP teachers to prepare their students for the exam. Teachers are encouraged to go to this web site to read more about the new course; http://advancesinap.collegeboard.org. All AP Spanish Language and Culture teachers need to submit a syllabus directed to this exam. Throughout the week, participants will have the opportunity to share ideas and to work together on preparing for the Course Audit.

We will discuss how to teach for improvement in interpretive communication, and will spend considerable time reviewing strategies for interpersonal writing and speaking, and presentational writing and speaking. Much practice in the workshop will be directed towards the teaching of cultural comparisons, and in activities to strengthen the students’ awareness of cultural diversity.

Throughout the week, participants will have the opportunity to share ideas and to work together on preparing for the Course Audit. Patricia Smith is an experienced Spanish Language Consultant who will guide you throughout the week as you prepare this syllabus. Topics to be discussed during the week will include:

Course Description, Planning and Pacing Guide for Course
Standards for Foreign Language Learning
AP Spanish Language and Culture Practice Exam
Three modes of communication
Emphasis on cultures of Spanish-speaking world
Analysis of the six themes on which the course is based
Curriculum framework and learning objectives
Strategies of teaching of listening, speaking, reading, and writing
Cooperative learning
Becoming an AP Reader
AP Equity and Access
Differentiated instruction

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Spanish Language and Culture Experienced

Session 1: Patricia Smith

Session 2: Not Offered

Session 3: Not Offered

This course is intended for those with some experience in teaching the AP Spanish Language and Culture Course. As in the workshop for first-time AP teachers, we will go over the course description, analyze the six course themes, talk about interpersonal speaking and writing, and presentational speaking and writing, but we will do this in much more depth. Since participants will already be familiar with components of the exam, we will not practice taking different parts of it.

Our time will be spent discussing strategies for more effective teaching of speaking, listening, reading, and writing. Throughout the week, we will incorporate the cooperative learning methods of David and Roger Johnson so that participants can experience for themselves the applicability of cooperative learning to the Spanish classroom. We will discuss how to use the AP scoring guidelines in our own classrooms, and we will evaluate the most recent student samples of directed response. In addition to this, we will explore other methods of assessment, including “Can-Do” statements and the IPA.

The course will be conducted completely in Spanish. Participants are encouraged to bring questions and problems with them to the workshop, and together we will work on solving these issues. Please feel free to email the instructor with any questions at patricia.t.smith@comcast.net.

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Spanish Literature and Culture

Session 1: Not Offered

Session 2: Patricia Smith

Session 3: Not Offered

AP Spanish Literature and Culture 2016: Patricia T. Smith

This workshop will emphasize preparation for the AP Spanish Literature exam, which was rewritten in 2013. It will discuss strategies to incorporate more media into the study of Spanish literature, and explore ways to integrate specific literary terms from the Curriculum Framework into the course. The workshop will review each of the course’s six themes, which must be addressed in each teacher’s syllabus. Each participant will receive the AP Spanish Literature and Culture Workshop Handbook, and a Curriculum Module entitled “Las sociedades en contacto: perspectivas del imperialismo.” As we use the module in the workshop, we will explore ideas for teaching four works from the new required reading list: Cortes’ Segunda carta de relación,Miguel León-Portilla’s Visión de los vencidos, José Marti’s Nuestra América, and Rubén Darió’s A Roosevelt. The course will also focus on activities to foster opportunities to write analytical essays with language appropriate for literary analysis. Activities will be based on the understanding of literary and cultural texts. All AP Spanish Literature teachers are required to submit a Course Audit to the College Board. Time will be spent throughout the week to prepare the new syllabi so that each participant is prepared to submit meet this requirement.

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Statistics

July 9
Dave Bock
July 16
Dave Bock

Session 1: Dave Bock

Session 2: Dave Bock

Session 3: Brendan Murphy

The objectives of this weeklong workshop are straightforward: to help our participants do a better job teaching AP Statistics and to improve their students’ scores on the AP Exam.

We will examine the College Board’s outline of topics and course philosophy, discuss the course expectations, and share strategies for success on the AP exam. Additionally, we will review and clarify important concepts in Statistics and provide guidance and answer questions about the subject matter. We will also explore pedagogy, looking at sample lessons, classroom activities, effective demos, and possibilities for projects. Finally, we’ll look at a variety of resources, including textbooks, calculators, videos, software, and other materials.
Whether you are new to AP Statistics or a veteran educator, you’ll come away with lots of valuable insights (and have fun, too)!

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Tech for Teachers

Session 1: Not Offered

Session 2: Not Offered

Session 3: Liz Laverty

This workshop is designed for teachers looking to use technology thoughtfully and intentionally in their classrooms. It provides participants with practical knowledge, engaging strategies, insight into new apps, and time and one-on-one assistance to design their own successful lessons. This small cohort is limited to 10 participants to maximize individual instruction. Participants should bring their own devices, and instruction will include demonstrations using a variety of platforms and devices.

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US Government and Politics

Session 1: Not Offered

Session 2: Karen Waples

Session 3: Not Offered

AP United States Government and Politics is an exciting course for both teachers and students. This summer institute course is designed to give new teachers a place to start and to help experienced teachers expand, refine and improve their current courses. We will analyze each unit, discuss the important information and concepts, and consider how to best approach the textbook and cover recent developments. Participants will review textbooks and selection criteria (this will include free preview textbooks and other materials) and other resources, including internet sites, supplemental readers, and review guides. In addition, we will review the course curriculum and examine how the AP exam is scored. We will learn tips for improving student performance on multiple-choice questions and practice scoring the 2014 free response questions. Teachers will be provided with teaching materials, including lectures, discussions, simulations, student research projects and current events projects.

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US History

Session 1: Jerry Desmarais

Session 2: Tracey Wilson

Session 3: Tracey Wilson

This workshop is designed for both new and experienced teachers and will focus on the recently redesigned AP US History course and exam. The new curriculum framework establishes a specific set of historical thinking skills and thematic learning objectives which helps teachers organize the content starting in 1491 and ending in the present. The workshop will explore best practices for bringing together skills, themes, and content in the classroom and will provide opportunities for participants to work with peers, share ideas, lessons, and best practices. Teachers will learn how they have more freedom to develop courses that challenge their students in their schools.

In addition, the exam includes a new style of multiple choice questions, short answers, a long essay, and a document-based question. Released exam items will be available as models for participants who will design appropriate lessons using their own instructional materials. Participants may also adapt or create course syllabi that reflect the new course design.

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World History

Session 1: Lenore Schneider

Session 2: Not Offered

Session 3: Deborah Johnston

The institute will provide participants with an overview of the course including content, skills, and AP strategies. We will review the new course changes, as well as work to develop materials on teaching the historical thinking skills. Both instructors believe that AP world history is best taught through interactive strategies so participants will be actively engaged in doing world history during the institute through discussions, simulations and group activities, similar to what you might choose to do in your classroom. They will share world history content and resources, as well as model lesson plans. Working with AP sample essays, the session will discuss effective teaching techniques for AP essay writing and for AP test-taking. In addition, they will provide tips on how to add new case studies that address less well known topics and challenging subject matter from the required curriculum frameworks to your courses in time efficient ways.

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