Kaye Autrey, Mauldin High School, Mauldin SC
This institute will focus on the AP Calculus AB curriculum as outlined by the College Board. Major topics in the 2014-2015 curriculums will be investigated from a numerical, graphical and analytical point of view. Graphing calculator technology will be incorporated. Curriculum topics will be introduced via lecture and demonstration, problem solving activities, and cooperative learning. Participants will review calculus topics, develop teaching strategies and formulate forms of assessment. Group discussions will focus on the issues of teaching an AP Calculus course – such issues to be determined from the needs and interests of the participants at the institute. Some issues identified for discussion in the past: student selection, prerequisite coursework, homework, grading, Free Response Questions, AP exam preparation, etc.
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. 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.
Steven Thompson, Brookwood High School, Snellville, GA
With the roll out of the new curriculum in AP Chemistry, we will be discussing audit and new syllabus requirements, the 6 big ideas with learning objectives, and guided inquiry based labs. 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 24.
English Language and Composition, Beginner (for teachers who have never taught AP or who have 1-3 years teaching AP experience)
Terry W. Filippo, Wren High School, Piedmont, SC
Participants in this institute will engage in a comprehensive, collaborative exploration of designing and teaching an Advanced Placement English Language and Composition course. We will review and discuss rhetorical terminology and concepts with an emphasis on how to help students apply them in critical reading and analytical writing. Special topics and focus areas will be determined by participant needs, experience, and interests, but our primary work will include syllabus development, AP Audit preparation, assessment/examination strategies, text/materials selection, and basic to advanced teaching strategies. While we will analyze print and non-print texts from a range of areas and issues throughout the week, our feature theme for this APSI will be “Reading the Image: Art and Media as Argument.” A couple special features of our week will be a field trip to the Reynolda House Museum and a simulated AP essay reading that will include a review of prompts and sample student essays from past AP English Language exams.
English Literature and Composition, Beginner (for teachers who have never taught AP or who have 1-3 years teaching 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, creative and journal writing, and what to do after the AP exam.
Government and Politics, United States
Terri Susan Fine, Ph.D. University of Central Florida
This workshop will address the scope and sequence of the AP US Government and Politics course, including a basic outline, important concepts, and suggested time lines for instruction. There will be a strong emphasis on utilizing multiple pedagogical strategies within a strong content-driven approach.
Topics and activities of the course
- Succeeding on the national exam, including strategizing through the multiple choice portion and Free Response Question writing
- Integrating AP-U.S. Government required components into the course
- Fulfilling the requirements for the AP-U.S. Government syllabus audit
- Developing lesson plans, syllabi and course activities to meet course requirements
- Utilizing freely available Internet based resources into the course
- Integrating individual and group work into the course
- Developing course syllabi
- Sharing best practices
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
Liliana Smith, Weston High School, Weston, MA
This summer institute will address the redesign of the AP Spanish Language and Culture course. We will analyze with detail the new examination, learn how to use the new curriculum framework, address the importance of “culture”, study the modes of communication, and share best practices and techniques for a successful implementation of the new thematic contexts.
By the end of the week, participants will gain practical knowledge, instructional strategies, and innovative activities to successfully teach this course, as well as share effective techniques.During this week, we will review goals, curriculum, pacing guides, and methodology. The audit process and creation of syllabi will be analyzed and samples will be provided.Participants will have the opportunity to learn strategies for holistic assessment and develop activities that reflect the integration of modes. Moreover, we will explore hands on ways to incorporate technology and authentic sources into the classroom to improve the integration of skills. We will work with many authentic sources and websites, learn how to develop and use essential questions, and sample various thematic units to increase proficiency. Participants are encouraged to bring a laptop or iPad, current syllabus (if applicable), and a successful class activity to share.
This course is intended for both experienced and new teachers. Contact: firstname.lastname@example.org
United States History, Combined Teachers
Warren Hierl, The Career Center, Winston-Salem, NC
The 2015 AP U.S. History Summer Institute at Wake Forest will focus on developing strategies to facilitate student success in the newly revised AP U.S. History course and exam. While many of those strategies remain the same as in previous years, particular emphasis will be placed on mastering the seven new themes around which the course is built, intense examination of the historical thinking skills emphasized in the redesign, and a thorough study of the curricular framework as an outline for the redesigned course. Significant changes in the structure and scoring of redesigned essays and DBQs necessitate a new mindset on the part of AP U.S. History teachers and, to some degree, a discarding of traditional ways of looking at the DBQ and free response sections of the exam. As well, significant changes to the multiple choice section will be examined in depth as the redesigned exam moves to stimulus based questions. Please come with an open mind, willing to share ideas, and make use of different instructional strategies.
Thomas Funk, Melbourne Beach, FL, Satellite High School, Satellite Beach FL
The AP World History Institute at Wake Forest University is focused on mastering the strategies necessary for teachers to prepare their students for success in scoring points on the AP exam! The workshop is skills based with an emphasis on writing systems that are tied to maximizing the student’s ability to write essays that are tied to the College Board scoring standards. Special emphasis will be placed on the ability of students and teachers to master the art of navigating through the process of writing the document based essay (DBQ). Teachers will also be exposed to instructional strategies for success in the multiple choice area of the exam as well as methods for interpreting visual documents which become integral parts of both the essay and multiple choice sections of the exam. All aspects of the curriculum requirements will be examined in detail.