Calculus AB, New AP Teachers (for teachers who have never taught AP or who have 1-3 years AP experience)
Kaye Autrey, Mauldin High School, Mauldin SC
This session is designed for new teachers. This workshop provides teachers with the tools they need to implement effective AP Calculus AB courses. During this training, teachers will explore the mathematical practices for AP Calculus (MPACs) and the components of the curriculum framework, including the big ideas, enduring understandings, learning objectives, and essential knowledge. Participants will understand how to use activities that organize the course content to develop students’ proficiencies in the skills identified by the curriculum framework. In addition, participants will work on a course plan that will help them decide how they will teach the skills and content of the AP Calculus AB courses.
Lisa Putnam, Career Center, Winston-Salem, NC
The AP Calculus BC course will encompass a review of most topics in the curriculum, with particular emphasis on topics specific to the BC content: parametric and polar equations, logistic models and Euler’s method, advanced integration techniques, improper integrals, convergence tests, and series. All topics will be covered from a numerical, analytical, and graphical point of view.
The new Course and Exam Description and the Mathematical Practices will be examined at length and incorporated throughout the week. New topics to the curriculum will be discussed in detail.
Trends in the AP Exam over the last several years will be discussed and applied to the calculus concepts, and perspectives on how readers assess different types of questions will further these analyses.
Discussions will also be held concerning structure of the class, forms of assessment, and AP Exam review. Participants will be provided numerous resources and classroom materials as well as multiple levels of instructional strategies. Workshop instruction will be enhanced by group work, discussions, and activities.
Chemistry, Combined Teachers (for New AP and Experienced AP teachers)
Steven Thompson, Brookwood High School, Snellville, GA
We will be discussing audit, timelines and syllabus requirements, the 6 big ideas with learning objectives, and guided inquiry based labs and activities. Additional topics will be discussed as selected by the group based on the group’s teaching experiences and knowledge. Register early: due to lab space this course is capped at 22.
English Language and Composition, New AP Teachers (for teachers who have never taught AP or who have 1-3 years AP experience)
The 2017 Wake Forest University APSI will focus on instructional strategies for teachers new to the subject of AP Language and Composition. Participants will explore numerous techniques to enhance multiple choice test-taking skills and will engage with several released multiple choice selections from a variety of genres. All three essay types—the synthesis essay, the rhetorical analysis, and the argument essay—will be covered. Participants will write their own sample essays and will practice holistic scoring. The course will focus on differentiated learning styles, rhetorical analysis of both fiction and non-fiction, and test preparation and simulation. Class members will create their own synthesis essays and study the impact of cartoons, graphs, and other visuals in the art of the argument. Another focus will be the development of a course syllabus in compliance with the AP course audit.
English Literature and Composition, New AP Teachers (for teachers who have never taught AP or who have 1-3 years AP experience)
Bill Pell, Spartanburg Day School, Spartanburg SC
Participants in this institute explore the philosophy, structure, and grading of the AP English Literature course and examination. The class spends substantial time on the analytical processes that drive AP English Literature, focusing on tone, irony, point of view, poetry, and “Syntaxwhat’sthat.” Symbol/allegory, prose analysis, and figures of speech are also emphasized. These elements “keep it simple” and provide a framework for teachers to develop a curriculum and for students to learn to analyze AP style. The institute examines composition strategies for the AP classroom. Student essays from recent English examinations are important here, and a simulated AP reading is part of this segment. The institute suggests strategies for teaching and taking the multiple-choice section of the AP exam, including a simulated multiple-choice session. Finally, the institute suggests options for curriculum, parallel and classroom content, summer reading, vocabulary and creative writing.
Government and Politics, United States, New AP Teachers (for teachers who have never taught AP or who have 1-3 years AP experience)
Jonathan Milner, North Carolina School of the Arts
During the U.S. Government and Politics section you will:
- Become familiar with the AP U.S. Government and Politics curriculum and exam structure
- Receive exams, lessons and supplementary materials
- Design lessons, exams and strategies to build student success
- Learn AP U.S. government content
- Practice integrating technology into the AP U.S. Government curriculum
During our seminar we will cover
- Concerns, expectations, questions
- AP philosophy
- AP exam structure
- National AP statistics
- Student selection
- Curriculum content, content, content
- Free Response Review
- Multiple choice exam review
- AP Free Response Exam Workshop
- AP Multiple Choice Exam Workshop
- Model lessons
- Journal reviews
- Outside readings
- Textbook selection
- Building critical thinking
- Supplementary materials and programs
- Technology, technology, technology
- Connections to AP Comparative Politics
- Beyond AP
- Engaging student citizens
Please bring the following
- Your current class syllabus (if you have one)
- Your textbook (if you have it. AP textbooks will be provided)
Psychology, New AP teachers (for teachers who have never taught AP or who have 1-3 years AP experience, but Experienced AP teachers are welcomed to attend)
Larry Stombaugh, The Career Center, Winston-Salem, NC
The AP Psychology course for the Wake Forest Summer Institute will include a comprehensive review of course content. The first three days of the workshop will include an overview of the important terms and concepts of the course as will as an integration of activities and assignments that supplement the course content. One day will be devoted to helping teachers to prepare students for the AP Exam with an emphasis on helping them with the Free-Response section of the Exam. The last day of the institute will focus on planning and scheduling to help participants to develop a pacing guide. During the week, there will also be a two hour lab during which participants will be able to visit websites that complement the course as well as to review labs that students can do to assist them in their learning of the course content.
Spanish Language and Culture, Combined Teachers (for New AP and Experienced AP teachers)
Thomas M Soth, Northwest Guilford High School, Greensboro, NC
This workshop is designed to familiarize teachers with the AP* Spanish Language & Culture Course and Exam. The course will provide sample materials and classroom activities to help students improve their communicative competence and prepare them for the challenges of the AP exam. Participants will actively participate and share best practices about how to integrate the three modes of communication into instruction (Interpretive, Interpersonal and Presentational). There will also be a special focus and overview of teaching the themes of the AP* Spanish Language and Culture course through the use of authentic materials.
Participants should bring a laptop and be prepared to share their go to authentic print, audio and audiovisual sources.
United States History, Combined Teachers (for New AP and Experienced AP teachers)
Thomas F Sleete, Thomas Jefferson High School for Science & Technology
The goals of this course are to assist both the teacher and his/her students manage the scope, depth, and complexities of the AP US History course, and to explore the vast range of textual, visual, and internet resources which, if employed efficiently, will enrich many aspects of the subject and lead to both success in the new exam format and, more importantly, a deeper knowledge and understanding of American History. Among the topics and activities that will be included in the various sessions are:
- Course Redesign: There have been significant changes made to the APUSH course that took effect in the fall of 2014, and were significantly revised in July of 2015. The changes maintain the flexibility to focus on specific historical topics, events, and issues in depth. The focus of this summer’s institute will be devoted to covering these changes and planning how to implement them into each teacher’s classroom..
- Tools for a successful AP® Course: They include Historical Thinking Skills and the Course, Developing Student Understanding, Using the Concept Outline, Using the Thematic Learning Objectives, Creating and Supporting Historical Arguments, Analyzing Historical Sources, and Evidence Interpretation.
- How to create an effective AP® program and recruit students: This segment of the workshop will deal with the information necessary to setting up a successful program. Achieving equity and review of the audit process will be covered. Furthermore, suggestions for textbook selection, choosing outside readings both primary and secondary, and access to online resources will be discussed.
- Provide an overview of the structure of the exam: This session will discuss details of the redesigned exam and the skills necessary for success in same. Testing tips for taking each section of the exam will also be covered. Review tips will be part of this segment.
- Improve student essay writing: How to prepare students for the rigors of writing successfully for the AP® exam. Thesis writing will be covered in detail. The basic structure of essay writing will be discussed along with tips on what constitutes a solid history essay. The new grading rubrics will be reviewed.
- Improve student reading skills. Many varied and successful strategies that provide students with the ability to analyze, interpret, and comprehend both primary and secondary sources will be provided and demonstrated.
- Syllabus Guidance: Depending on the needs of the participants, a closer look will be taken of the necessary components needed to submit an acceptable syllabus for the redesign.
- Best practices: Threaded throughout the workshop, examples of best practices will be exhibited. Engaging the participants in lessons of high interest to their students will be a focus throughout this seminar. Participants will end the week with a number and variety of lessons to immediately use in their classroom. This will include an exchange of ideas and teaching techniques with fellow participants:
- Provide a hands-on approach to grading the exam: Participants will simulate how readers are prepared and what they look for when grading the AP® exams at the June reading. Using samples from the 2016 exam, participants will have the opportunity to score short answer style questions, a long essay, and a DBQ.
- Writing Exam Questions: Attendees will work with other participants in creating multiple choice, short answer, DBQ and LEQ questions, to share with the group. These questions will be written to the College Board/ETS standard for test items.
World History, Combined Teachers (for New AP and Experienced AP teachers)
Charles Hart, Westmont High School, Westmont, IL
The intent of this week long workshop in AP World History is to introduce the basic strategies, pace, and content of the course to teachers new to the program and to discuss essay evaluative procedures, note-taking suggestions, and recruitment thoughts for the more experienced teachers. Best practices will be available for everyone, of course, focus will be entirely on the new format. Topics discussed will be determined, in part, by the needs of the workshop participants but typically include the following:
- The New Format: The extent to which your course needs to be “overhauled” or “tweaked” will be discussed with an emphasis on how the test has changed
- Textbook Selection: different publishers will supply an assortment of take-away textbooks for your perusal
- The Acorn Book: College Board provides it and says it’s what you need to successfully teach the course (but we will quickly get beyond it)
- To Lecture or Not: There are alternatives–to what extent do you have to repeat what the text already says?
- Note Taking Strategies: Most of your students don’t know how to do it. This workshop has several suggestions that will get your kids beyond Cornell and make the textbook relevant
- Is The Course a Stairwell, an Elevator, or an Escalator: One is too slow, one is too exclusive, and one is just right for you! Let’s talk pace.
- When Do You Hold Their Hand, when do you kick them in the butt, and When Do You Grab Their Throat: After all, It is A.P. . . and sometimes they have to just do it!
- Essays, Essays, and More Essays! Strategies, evaluative techniques, and rubrics. How do they evaluate them In Salt Lake City and how should you evaluate them in your school? What are the trends? You will read and we will evaluate.
- To Review Or Not: You better do it. And this workshop will have some tried-and-true ideas, including test-taking strategies, graphic organizers, and review terms. Literally dozens of activities will be provided
- Sample Lesson Plans: A smorgasbord of lesson plans, some requiring as little as 5 minutes to prepare, will be modeled with the idea of melding content with skills and all geared toward the AP historical thinking skills.
- The Nine Commandments of Teaching AP History: This is no return from the mountain but in reading for the College Board since the 1980s I have put together a philosophy that might be worth sharing. I know they served me well over the years.
Besides the above, a thumb-drive will be provided with best practices, sample essays and essay responses, multiple choice guidelines, over three hundred pages of AP-level multiple choice questions, and much more. Participants are asked to bring their laptop, and a copy of their classroom text. If there are questions, concerns, or suggestions, please contact me at firstname.lastname@example.org. I look forward to seeing you