All 2020 Workshops

Session 1 — June 28-JULY 3

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. Many of our consultants are table leaders and members of their respective course’s test development committee.

AP Art and Design

Instructor: Joann Winkler

AP Art and Design (formerly Studio Art)

The objective of this course is to provide both new and experienced AP® Art and Design teachers with an understanding of the requirements of the UPDATED course and portfolios. This course is designed to assist high school teachers of AP® Art and Design in understanding, planning, and teaching the course while assessing student progress. The goal is preparing students to successfully develop their portfolios. The rubrics for each section of the three portfolios will be reviewed and by the end of the session, teachers will be more effective in evaluating their students’ work and assisting them in achieving higher AP® scores.

An emphasis will be placed on ideation and strategies for assisting students in the selection of Sustained Investigation topics that are viable and inventive. Studio sessions will be dedicated to the development of a mini investigation, using action research, inquiry and exploration. Participants will engage in the same kind of creative problem solving that they will ask of their students.

The format of the Institute will include informal lectures, digital presentations and studio activities. All participants will be encouraged to share best practices and some exercises will be completed in small groups. Group critiques and activities will be conducted with an emphasis on process and the development of a theme or idea that can generate continued investigation. Participants should be prepared to share their innovative approaches with other workshop members. Museum experience will provide curriculum ideas and add strategies to enhancing student artwork.

Daily agenda will include, but is not limited to:

  1. An overview of The College Board UPDATEDportfolio materials and requirement
  2. Training materials from the 2019 Reading
  3. The Reading process

Participants can expect to:

  • Engage in inquiry and investigation through practice, experimentation, revision and reflection,
  • Investigate themes from Contemporary Art to inspire curriculum,
  • Collaborate with studio and seminar sessions structured to address the use of contemporary art practices,
  • Develop ideation for the Sustained Investigation that can support investigative research about an artistic concern,
  • Create art to support the research based inquiry into a mini investigation
  • Develop sketchbook and process strategies,
  • Select art for the Selected Works section,
  • Share strategies for portfolio development with hands-on approaches to work,
  • Review the UPDATED rubrics and use to score portfolios through mock readings
  • Museum or gallery exercises (subject to availability)

Participants are encouraged to bring their laptops, flash drives, sketchbooks, and favorite media to support art-makingin the 2D, 3D or Drawing portfolio. If possible bring utensils to cut and adhesives of choice in addition to collage making materials.

AP Biology

Instructor: 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 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 2017 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.

AP Calculus AB

Instructor: Eliel Gonzalez

In this institute participants will experience a complete overview of the new AP Calculus AB curriculum frameworks 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.Participants are asked to bring a graphing calculator.

AP Computer Science Principles

Instructor: 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. We will use various sites to explore computer science, organize workshop materials, and to collaborate throughout this week.

AP English Language and Composition

Instructor: John Williamson

AP English Literature and Composition

Instructor: Robert Brown

English Topic Course: Critical Reading and Excellent Writing with David Jolliffe

Instructor: David Jolliffe

Critical Reading and Excellent Writing: Developing English Courses that Challenge Students

This four-day workshop will engage participants in active, hands-on, classroom-oriented work focusing on the following goals:

  • Teaching students a template they can use to do close, critical readings of all types of texts: literary, “ordinary,” and visual
  • Fostering forceful and effective writing, with an emphasis on clarity and detail
  • Developing practices of “conversing” with source materials in documented argumentative texts
  • Articulating English instruction with two activities that good students are often interested in: the performing arts and athletics

Participants will leave the workshop equipped with a rich array of lessons, units, and activities that will effectively and appropriately challenge students throughout all the years of secondary school.

AP Environmental Science

Instructor: Andrew Milbauer

Combining discussion of the AP Environmental Science curriculum and the grading of its AP Exam with work in the lab and field, this intensive workshop for rookie and veteran teachers fully prepares you for teaching APES. St. Johnsbury is an ideal location for this workshop, since there are a number of interesting field trips nearby, including a wood chip electrical generating plant, a wind farm, a state-of-the-art sewer plant, and interesting sites for a soil workshop. We use St. J’s modern computer lab. Importantly, there will also be ample opportunity to exchange ideas and best practices. Additional emphasis will explore diverse perspectives on complex issues. Finally, instruction offers insight in ways to increase student self reflection while reducing the workload for AP teachers.

AP European History

Instructor: Lenore Schneider

This will be an intensive five-day workshop for new and experienced teachers of AP European History. The workshop will emphasize teaching strategies and activities that are especially designed for use in a tightly paced AP course. We will concentrate on pacing, core concepts, recent historiography, alternative assessments, and the grading rubric for the A.P. exam. Participants will also receive a 300 page AP European History Workbook prepared by the instructor, plus over 200 powerpoint presentations (each with a worksheet) that have been especially created for students to use at home in order to give teachers the option to “flip” their classroom allowing for more student centered learning in the class. Participants will also receive hundreds of activities, supplementary readings and visuals suitable for AP instruction. Finally, participants will have the opportunity to share lessons and activities with their colleagues. The workshop is designed to be an enjoyable sharing experience that will give participants the confidence and ability to affectively teach a great course.

AP French

Instructor: Mona Mulhair

Session outline for the French Test
Goals & Objectives
1. To provide the participants with ideas and techniques (Vertical Team Concept) – To prepare the students from the basic level to the AP French Language and Culture.
2. To familiarize participants with the content and the structure of the different components of the AP French test.
3. To present the three modes of written and spoken communication defined in the Standards for Foreign Language learning in the 21st Century.
4. To familiarize the participants with the Presentational, the Interpersonal and the interpretive modes of Communication in Speaking and Writing.
5. To share materials and techniques that will assist the participants to understand the new approach and will help their students to succeed on their AP test.
6. To present the cultural approach and material to be incorporated at all levels of instruction.
7. To present the websites available and how to integrate the authentic material in their daily teaching.
8. To present the six essential themes and the sub-topics recommended to be integrated in the daily instruction.
9. To provide the participants with time and opportunity for collegial interaction and exchange of successful strategies.

AP Physics I

Instructor: Barry Panas

In this week-long institute we will be covering all of the essentials needed to teach AP Physics 1 including the Curriculum Frameworks, Course Audits, and Exams.

A significant portion of the week will focus on Inquiry Based Learning and establishing an AP Physics experience that maximizes student learning. Numerous practical tips will be provided throughout the week on teaching strategies, demonstrations, audiovisuals, computer-based learning opportunities and teaching resources. Participants will have opportunities throughout the week to ask questions and to share their own strategies and approaches with other participants.

The week will also include significant content reinforcement. Topics addressed will include content that is new to the AP program, selected traditional areas that are especially problematic, as well as any other topics requested by participants. A number of experiments will be discussed and a selection of labs will be conducted by participants.

Participants are asked to bring the following to the institute:

— a calculator and laptop

— one or two Physics demonstrations to perform for the group during the week

— a written summary of a lab suitable for use in AP physics. This lab will not be conducted during the institute, but each participant will briefly present it to the group. If the lab has handouts, they should also be provided.

AP Psychology

Instructor: 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.

This workshop is updated to address the College Board's changes to the AP Psychology Course and Exam Description (CED). Key changes in the AP Psychology exam include: organizing the course into 9 units instead of 14, learning targets and skills specified in the CED and FRQs will always be 7 points. I will also share new resources and supports from the College Board.

This session is open to teachers with all levels of experience.

AP Spanish Language

Instructor: 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

May 20, 2019

Dear Spanish AP Language and Culture Institute Participant:

I am very much looking forward to our week together. We will be talking about how to set up a successful AP Spanish Language and Culture program, and/or how to expand upon an existing one. Please email me in Spanish once you get this letter: patricia.t.smith@comcast.net. Please introduce yourself, describe your school and your classes, and tell me what you hope to get out of this course. By the end of the Institute, you will have a very good understanding of exactly what makes up the AP exam, what is expected of the students, and how the exam is graded. You will be receiving many handouts, as well as a useful manual from the College Board.

We will all be sharing ideas, and I ask that you bring with you the textbooks you are using. Please bring with you any essays or CDs of your own students, with the names removed. You can also bring videos or DVDs of student projects or skits, if you would like to share them and get feedback.

Please read all the materials currently available on AP Central about the AP Spanish Language and Culture Exam. See this site: https://apcentral.collegeboard.org/courses/ap-span...

Before coming, please go to the website of ACTFL and read about World Readiness Standards and Can Do Statements. Be ready to talk about what skills and themes you deal with in your classes, at all levels. We will discuss Vertical Teaming, and how faculty can cooperate at all levels. Please reflect upon this before coming.

We will be working on the development of syllabus outlines. During the week, each participant will begin to write a unit description, according to one of the six themes. Therefore, please bring a copy of your school calendar. You will give me a preliminary copy of this guide at the end of the week. Whatever you create, the idea is that it will be something you NEED and something you will USE. The wonderful thing about a week-long Institute is the opportunity to work together with colleagues, and get feedback from me and from them. We all know that during the school year there is never time for this!

A little about me: I have a BA in Spanish and French from St. Lawrence University. I taught at the secondary level from 1970-2002, with 14 years teaching AP Spanish Language. Most of the time I was at Braintree High School, south of Boston. I am now teaching at the college level, at Tufts University. My masters is in Spanish Language, from Middlebury. I have an additional M.Ed in Special Education from Bridgewater State College, Massachusetts. I have been an AP Reader since 1987, of both literature and language exams. I have also served as a Table Leader for the AP Spanish Literature and Culture exam. I have been conducting workshops for the College Board since 2001.

Currently I am involved in a project researching historical memory in Spain.

One final request: Make a list of all your thoughts and ideas as you peruse the materials on AP Central, and come prepared for a week of immersion in Spanish, with an opportunity for new friendships and sharing.

No veo la hora de conocerles.

Hasta pronto,

Patricia Smith

AP Statistics

Instructor: 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)!

AP US Government and Politics

Instructor: Rachel Ryan

This course is being offered for the new and experienced teacher of US Government and Politics who wants to learn about the redesign of the course that went into effect for the 2018-2019 school year. This workshop will also cover the entire scope and curriculum for the course. Participants will come away from the workshop with an understanding of the content of the course, how to pace the course and how to design assessments to maximize learning and AP exam preparation. We will have time to work on course syllabi to fulfill the College Board audit. Best practices and assessments will be provided and shared and at the end of the week all participants will be able to return to their classrooms with new skills, content and assessments prepared and ready to implement. I will also weave quite a few technological resources into the course that can be used but both student and teacher.

Dear Participant,

I am so pleased that you have signed up to take my workshop on the new AP US Government and Politics exam. This is an exciting year to be teaching the course and taking the workshop as the course and the exam have just completed the first year with the redesign. My goal for this workshop is to help you feel comfortable with and excited about the new curriculum framework.

Please fill out this Google form if you are coming the week of July 7th and this Google form if you are coming the week of July 14th so I can find out more about you and make sure I answer any questions that you have going into the workshop. I took the AP US Government and Politics course and exam the first year it was offered in 1987-88. I have been teaching the course since the mid-1990s and have been an AP exam reader since 2006. I have had extensive training in the new curriculum framework and I have a plethora of resources, lessons and assignments and assessments to share with you. You will leave my workshop with a whole series of takeaways that will enable you to successfully teach the new course.

One of the best things about workshops for teachers, is we all learn from each other so be prepared to share your best practices, ask great questions and absorb what everyone else is bringing to the class. Feel free to bring in assessments and activities that work and even don’t work as we can learn from those as well. Bring your textbook and other resources worth sharing. I will set up a shared Google folder that will enable us to share information easily.

Along with your textbook, also bring your school calendar and any curriculum requirements so we can begin to work on our syllabi for the AP Audit. II am looking forward to meeting you this summer.

Sincerely,

Rachael A. Ryan

The Taft School

ryanr@taftschool.org

AP US History

Instructor: 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.

Teachers will wrestle with how to teach the best US History college level survey course they can teach through addressing compelling questions, primary sources, the course syllabus, and running classroom discussions.

Session 2 — JULY 5-10

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. Many of our consultants are table leaders and members of their respective course’s test development committee.

AP Art and Design Experienced

Instructor: Joann Winkler

Experienced (Advanced) AP Art and Design (formerly Studio Art)

The objective of this course is to provide both experienced AP® Studio Art teachers with an understanding of the requirements of the UPDATED course and portfolios. This course is designed to assist high school teachers of AP® Art and Design in understanding, planning, and teaching the course while assessing student progress. The goal is preparing students to successfully develop their portfolios. The rubrics for each section of the three portfolios will be reviewed and by the end of the session, teachers will be more effective in evaluating their students’ work and assisting them in achieving higher AP® scores.

An emphasis will be placed on ideation and strategies for assisting students in the selection of Sustained Investigation topics that are viable and inventive. Studio sessions will be dedicated to the development of a mini investigation, using action research, inquiry and exploration. Participants will engage in the same kind of creative problem solving that they will ask of their students.

The format of the Institute will include informal lectures, digital presentations and studio activities. All participants will be encouraged to share best practices and some exercises will be completed in small groups. Group critiques and activities will be conducted with an emphasis on process and the development of a theme or idea that can generate continued investigation. Participants should be prepared to share their innovative approaches with other workshop members.

This workshop will provide you with some of the tools and techniques for helping students acquire the skills needed to excel in AP Art and Design. You will review materials, course outlines, content-related handouts, student samples, and scoring guidelines that focus on pedagogical techniques and content-specific strategies that you can use in the classroom. You’ll also learn about completing the digital activation process at the start of the school year that will help your students register for AP portfolio submission.

Daily agenda will include, but is not limited to:

  1. An overview of The College Board UPDATEDportfolio materials and requirements
  2. Training materials from the 2019 Reading
  3. The Reading process

Participants can expect to:

  • Engage in inquiry and investigation through practice, experimentation, revision and reflection,
  • Investigate themes from Contemporary Art to inspire curriculum,
  • Collaborate with studio and seminar sessions structured to address the use of contemporary art practices,
  • Develop ideation for the Sustained Investigation that can support investigative research about an artistic concern,
  • Create art to support the research based inquiry into a mini investigation
  • Develop sketchbook and process strategies,
  • Select art for the Selected Works section,
  • Share strategies for portfolio development with hands-on approaches to work,
  • Review the UPDATED rubrics and use to score portfolios through mock readings

Participants are encouraged to bring their laptops, flash drives, sketchbooks, and favorite media to support art-makingin the 2D, 3D or Drawing portfolio. If possible bring utensils to cut and adhesives of choice in addition to collage making materials.

After attending this workshop, you will be able to:

  1. Align your instruction with the goals of the AP Art and Design course(s).
  2. Identify the skills and knowledge that the portfolio will assess, and identify the tasks and materials with which students might need more preparation.
  3. Design a course that meets the curricular requirements.
  4. Make equitable access a guiding principle in designing instruction.

AP Biology

Instructor: 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 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 2017 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.

AP Calculus AB

Instructor: Brendan Murphy

In this institute participants will experience a complete overview of the new AP Calculus AB curriculum frameworks 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.Participants are asked to bring a graphing calculator.

Dear AP Calculus Participant:

Greetings and welcome to the St. Johnsbury AP Summer Institute. If you have never been to St. Johnsbury or Vermont you’re in for a treat!! I’m looking forward to meeting and working with you this summer, and I’m sure you’ll find the experience to be some of the best professional development you’ve ever participated in. I’m a high school math teacher in Bangor, Maine and ran a mentoring program for the Maine Department of Education for new(er) AP Statistics teachers for seven years. I’m an approved AP Calculus Reader and have run summer institutes in AP Calculus, AP Statistics, and Vertical Teams Math. I’ve also taught both AB and BC Calculus as virtual courses for the Maine DOE for the last ten years. I am currently on the AP Calculus Test Development Committee and we’ll talk in about what this committee does and how we put the exams together.

We will review all of the major topics covered under the AP Calculus AB curriculum, the AP Exam, resources, and classroom strategies. Starting in August 2019, the AB Calculus class has a new CED (Course and Exam Description) and we will review this in some detail during the week. Typically we will have a mix of teachers with different levels of experience, which just makes for a better week and classroom discussions. Since the AP Calculus Exam is about 33% calculator active, I will use the TI-83/84 as a teaching tool during the institute. I usually assign a small amount of homework each night, but want to make sure we have plenty of time for bocce and fun.

We will review released Multiple Choice and Free Response questions from the College Board as we review various calculus concepts. If you have a textbook that you will be using, feel free to bring it, if not do not worry about it. Please bring your graphing calculator if you have one, if not I usually bring a few extra calculators which you could borrow during the week. If you have a laptop I encourage you to bring this as well. If you are newer to the calculus you might want to do some review work before our session as this will make the week more enjoyable and productive for you.

The campus is beautiful, the food is excellent, and I am sure we’ll have a great week together. Do not worry if you have not taught the course before, we’ll have some fun and laugh a lot and of course do a lot of productive work during the week.

Feel free to contact me with any questions, concerns, or issues at brendankmurphy@yahoo.com. Good luck with rest of your school year, and I look forward to working with you in July. I’ll see you in Vermont this summer and thanks for selecting St. Johnsbury. Brendan Murphy

AP Calculus Institute

Overview

Monday, July 15

8:00 a.m. – 12:00 p.m.

12:30 – 3:00 p.m.

Tuesday, July 16

8:00 a.m. – 12:00 p.m.

12:30 – 3:00 p.m.

Wednesday, July 17

8:00 a.m. – 12:00 p.m.

12:30 – 3:00 p.m.

Thursday, July 18

8:00 a.m. – 12:00 p.m.

12:30 – 3:00 p.m.

Friday, July 19

8:00 a.m. – 12:00pm

Lunch will be provided each day for 30 minutes.

There will be a morning break with typical refreshments provided.

I will be available on Monday, Tuesday, and Wednesday nights for one hour (pending room availability) for extra help, one on one help, and/or calculator instruction.

Course Outline

This session is designed for beginning (new) as well as experienced AP Calculus teachers and will focus on the three major themes in calculus: Limits, Derivatives, and Integration. Strategies and pedagogy to effectively present the calculus concepts covered under the AB curriculum (CED) will be discussed. Using numerous Free Response questions, we will discuss the scoring rubrics and how the exam is scored/read. We will also discuss in detail the AP Calculus Exam and how these calculus topics are “tested.”


AP Calculus Institute

Outline

Title: AP Calculus AB

Goal: To help prepare beginning teachers to AP Calculus the skills to develop and present an effective AP Calculus class. For more experienced AP teachers, this institute will help you refine and improve upon your existing calculus skills.

Course Description: Over the course of this institute we will discuss:

1.Topics included in the AP curriculum (including some BC topics)

2.Calculator usage

3.Teaching styles/strategies

4.Various textbooks/publishers

5.Available resources for AP teachers

6.How to present various calculus concepts

7.The AP exam format

8.Scoring the AP exam

Instruction Types: Presentations, group discussions, small group work, individual presentations, problem-solving sets

Assignments: Participants are expected to participate daily according to their comfort level, “homework” will be given on Monday, Tuesday, and Wednesday nights, with individual presentations on Thursday or Friday as applicable.

Letter of Accommodation: If you need/want me to write a letter to your superintendent, principal or department head explaining the work you did during this institute, please just leave a name and address and I will gladly do this when I get back to school in the fall.

Calculators: The TI-83 (84) graphing calculator will be used extensively during the institute, participants should bring their own calculator. If you are unable to bring a calculator, let me know and I will bring you a “loaner” calculator for the week.


AP Calculus Institute

Daily Overview

Day 1: Monday, July 15

  • Problem of the Day
  • AP Calculus Overview (New CED)
  • Textbooks
  • Reform Movement
  • Limits
  • Derivatives
  • Homework

Day 2: Tuesday, July 16

  • Problem of the Day
  • Rate of Change
  • Implicit Differentiation
  • Related Rates
  • Applications of the Derivative
  • Riemann Sums
  • Homework

Day 3: Wednesday, July 17

  • Problem of the Day
  • Accumulation
  • Integration
  • Fundamental Theorem of Calculus (FTC)
  • Slope Fields
  • New CED

Day 4: Thursday, July 18

  • Problem of the Day
  • Transcendental Functions
  • Differential Equations
  • Area/Volume Problems
  • New CED

Day 5: Friday, July 19

  • BC Calculus Overview
  • Scoring Student Samples
  • College Board Rubrics
  • Scoring the AP Exam
  • Closing Activities
  • Evaluations

AP Calculus BC

Instructor: Vic Levine

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 recent curriculum re-write will be addressed, as well as any other issues that the participants want discussed.

AP Chemistry

Instructor: Michael Schwaab

The curriculum for the AP chemistry program will appear differently starting in the 2019 – 2020 school year. While the new curriculum will continue to focus on the reasoning and inquiry skills that are essential for success at the college level, the course framework will follow a unit sequence that is more in line with textbook sequence and how most teachers currently teach the course. The curricular components (Learning Objectives, Essential Knowledge, Enduring Understandings and Science Practices) remain largely unchanged, but are realigned to the new sequence. Additionally, there are new resources available to AP teachers such as progress checks and a question bank that are designed to aid both students and teachers. We will examine and discuss what has changed and the new resources with an eye toward determining how each teacher may want to make use of the new curriculum and resources.

This summer’s APSI will continue to focus on the “guided inquiry” approach to learning as well as lab work, completing labs from the AP lab manual as well as other lab sources, and discussing strategies for modifying the lecture portion of the course to incorporate more inquiry and emphasize critical thinking and analysis outside the laboratory setting. We will devote time to evaluating a small bank of practice test question, reviewing a released exam aligned to the new curriculum, and redesigning our own questions to be more in line with conceptual objectives. We will discuss and practice activities that include formative assessment, group discussion, presentation, and prediction. We will continue with a fairly robust lab experience in order to examine challenging content and add to our collection of laboratory experiments. Lastly, and most importantly, we will discuss the topics that are most important and of interest to all participants.

AP Chemistry Experienced

Instructor: Marian DeWane

Chemistry participants should be prepared for an intensive overview of the Advanced Placement Chemistry course with particular attention being paid to laboratory work, the structure and content of the AP examination and a number of key curricular areas. We will begin with a brief discussion of the general issues that all AP teachers grapple with including timetable variations, course outlines, resources and the development of a syllabus suitable for the College Board’s Course Audit. The development of the examination rubric, the setting of standards and the process of applying them to the AP examination will be explained by an experienced exam reader. Curricular areas unique to AP Chemistry will be linked to a large variety of previous examination questions. A series of one dozen different laboratory activities will be performed and discussed. Participants can expect an institute focused largely on the inquiry-based approach that is central to the AP Chemistry course. A collaborative approach will be used so come prepared to share favorite demonstrations, lab exercises and other best practices. Teachers will leave with a wealth of knowledge, a stack of textbooks and access to a load of internet-based resources

AP Computer Science A

Instructor: 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).


Dear colleague:

I look forward to working with you at the AP Summer Institute in Computer Science A in St. Johnsbury Academy this summer. Our goals of the APSI include learning topics of the AP Computer Science A, based on the new course and exam description (CED updated by the College Board for the academic year 2019-20, and sharing and exploring innovative teaching practices. Whether you are new to Java or someone who taught AP CSA before, you will find our discussions and labs useful while challenging and fun.

Our APSI will involve a great deal of hands-on lab work and classroom discussion.

We will use Oracle’s Java 10 or Java 12 on the computers in the lab: oracle.com/technetwork/java/javase/downloads/index.html,

together with Eclipse IDE on the Windows computers (the software is free). If you plan to use your own Mac or Windows laptop, please bring it with the Java software installed (download the latest versions of Java SE and Eclipse IDE). Instead of Eclipse, you may use any Java IDE of your choice. Information about getting started with Java and which software to download and install is at: skylit.com/javamethods/faqs/index.html.

In addition, please “Download student files” (studentdisk.zip) for

Java Methods: Object-Oriented Programming and Data Structures from: skylit.com/javamethods/index.html (a CD icon is in the shaded right column).

Our textbook is Java Methods: Object-Oriented Programming and Data Structures, 3nd AP Edition, by Maria Litvin & Gary Litvin, Skylight Publishing, 2015. You will receive a copy of this book at the workshop.

To practice writing Java code, do a few exercises suggested at codingbat.com, Practice It Javapracticeit.cs.washington.edu/, and https://codestepbystep.com/.

College Board’s AP Central website for the AP Computer Science A course is apcentral.collegeboard.com/compscia. Links to many useful materials are collected at skylit.com/cblinks.html.

If you have technical questions or concerns, please e-mail me at mlitvin@andover.edu.

See you in July,

Maria

AP English Language and Composition

Instructor: David Jolliffe

AP English Literature and Composition

Instructor: John Williamson

AP Environmental Science

Instructor: Andrew Milbauer

Combining discussion of the AP Environmental Science curriculum and the grading of its AP Exam with work in the lab and field, this intensive workshop for rookie and veteran teachers fully prepares you for teaching APES. St. Johnsbury is an ideal location for this workshop, since there are a number of interesting field trips nearby, including a wood chip electrical generating plant, a wind farm, a state-of-the-art sewer plant, and interesting sites for a soil workshop. We use St. J’s modern computer lab. Importantly, there will also be ample opportunity to exchange ideas and best practices. Additional emphasis will explore diverse perspectives on complex issues. Finally, instruction offers insight in ways to increase student self reflection while reducing the workload for AP teachers.

AP French Experienced

Instructor: Mona Mulhair

AP Human Geography

Instructor: Lili Monk

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 2018-19 school calendars, and are 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.

AP Physics I

Instructor: Joe Mancino

In this week-long institute we will be covering all of the essentials needed to teach AP Physics 1 including the Curriculum Frameworks, Course Audits, and Exams.

A significant portion of the week will focus on Inquiry Based Learning and establishing an AP Physics experience that maximizes student learning. Numerous practical tips will be provided throughout the week on teaching strategies, demonstrations, audiovisuals, computer-based learning opportunities and teaching resources. Participants will have opportunities throughout the week to ask questions and to share their own strategies and approaches with other participants.

The week will also include significant content reinforcement. Topics addressed will include content that is new to the AP program, selected traditional areas that are especially problematic, as well as any other topics requested by participants. A number of experiments will be discussed and a selection of labs will be conducted by participants.

Participants are asked to bring the following to the institute:

— a calculator and laptop

— one or two Physics demonstrations to perform for the group during the week

— a written summary of a lab suitable for use in AP physics. This lab will not be conducted during the institute, but each participant will briefly present it to the group. If the lab has handouts, they should also be provided.

AP Physics II

Instructor: Barry Panas

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.

AP Psychology

Instructor: 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.

This workshop is updated to address the College Board's changes to the AP Psychology Course and Exam Description (CED). Key changes in the AP Psychology exam include: organizing the course into 9 units instead of 14, learning targets and skills specified in the CED and FRQs will always be 7 points. I will also share new resources and supports from the College Board.

This session is open to teachers with all levels of experience.



AP Spanish Language

Instructor: 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

May, 2019

Dear Spanish AP Literature and Culture Institute Participant:

I am very much looking forward to our week together. We will be talking about how to set up a successful AP Spanish Literature and Culture program, and/or how to expand upon an existing one. Please email me in Spanish once you get this letter: patricia.t.smith@comcast.net. Please introduce yourself, describe your school and your classes, and tell me what you hope to get out of this course. By the end of the Institute, you will have a very good understanding of exactly what makes up the AP exam, what is expected of the students, and how the exam is graded. You will be receiving many handouts, as well as a useful manual from the College Board.

We will all be sharing ideas, and I ask that you bring with you the textbooks you are using. Please bring with you any essays or CDs of your own students, with the names removed. You can also bring videos or DVDs of student projects or skits, if you would like to share them and get feedback.

Please read all the materials currently available on AP Central about the AP Spanish Literature and Culture Exam. Please also read the course description at this site: http://apcentral.collegeboard.com/apc/public/courses/teachers_corner/3500.html?excmpid=MTG243-PR-33-cd

Please study the list of required readings for the course. Choose two that you have not recently read, and plan to present to the workshop on Friday a plan for how you would present and evaluate these works.

We will be working on the development of unit guides. Therefore, please bring a copy of your school calendar. You will give me a preliminary copy of this guide at the end of the week. Whatever you create, the idea is that it will be something you NEED and something you will USE. The wonderful thing about a week-long Institute is the opportunity to work together with colleagues, and get feedback from me and from them. We all know that during the school year there is never time for this!

In addition to this, please review the reading list and be sure you are familiar with all the texts, in particular, the new ones. We will be discussing these during the week. You need to concentrate on Cortés: “Segunda carta de relación”, Portilla, “Visión de los vencidos”, José Martí, “Nuestra América”, and Dario, “A Roosevelt.”

A little about me: I have a BA in Spanish and French from St. Lawrence University. I taught at the secondary level from 1970-2002, with 14 years teaching AP Spanish Language. Most of the time I was at Braintree High School, south of Boston. I am now teaching at the college level, at Suffolk and Tufts Universities. My masters is in Spanish Language, from Middlebury. I have an additional M.Ed in Special Education from Bridgewater State College, Massachusetts. I have been an AP Reader since 1987, of both literature and language exams. I have also served as a Table Leader for the AP Spanish Literature and Culture exam. Finally, I have been conducting workshops for the College Board since 2001.

One final request: Make a list of all your thoughts and ideas as you peruse the materials on AP Central, and come prepared for a week of immersion in Spanish, with an opportunity for new friendships and sharing.

No veo la hora de conocerles.

Hasta pronto,

Patricia Smith

AP Statistics

Instructor: Laura Marshall

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)!

AP US History

Instructor: 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.

Teachers will wrestle with how to teach the best US History college level survey course they can teach through addressing compelling questions, primary sources, the course syllabus, and running classroom discussions.

AP World History

Instructor: Lenore Schneider

The AP World History workshop is designed to help both new and experienced teachers and will focus on recent changes to the AP World History Exam. The instructor, who has taught the course for sixeen years and has been a Table Leader at the Reading for many years, will address some of the key challenges of the course: coverage of the content in the new Curriculum Framework, pacing, development of critical thinking skills, success on the test questions, and stimulating student engagement. Participants will examine the Multiple Choice questions, Short Answer Questions, the Document Based Essay and the Long Essay Question in terms of strategies to succeed on the new test. They will examine the College Board scoring rubrics and will utilize them to analyze sample student exam essays. The workshop is interactive so that teachers can replicate the activities in their own classrooms. Participants are also encouraged to bring some of their best practices (lessons, resources, unit plans, books, films, and/or syllabi) for sharing and discussion with the group. The instructor will provide a thumb drive of hundreds of files, including Power Point presentations, assignments, tests, projects, performance assessments, and teaching strategies. Most of the strategies are also applicable in regular section world history classes.

Session 3 — JULY 12-17

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. Many of our consultants are table leaders and members of their respective course’s test development committee.

AP Art and Design

Instructor: Joann Winkler

AP Art and Design (formerly Studio Art)

The objective of this course is to provide both new and experienced AP® Art and Design teachers with an understanding of the requirements of the UPDATED course and portfolios. This course is designed to assist high school teachers of AP® Art and Design in understanding, planning, and teaching the course while assessing student progress. The goal is preparing students to successfully develop their portfolios. The rubrics for each section of the three portfolios will be reviewed and by the end of the session, teachers will be more effective in evaluating their students’ work and assisting them in achieving higher AP® scores.

An emphasis will be placed on ideation and strategies for assisting students in the selection of Sustained Investigation topics that are viable and inventive. Studio sessions will be dedicated to the development of a mini investigation, using action research, inquiry and exploration. Participants will engage in the same kind of creative problem solving that they will ask of their students.

The format of the Institute will include informal lectures, digital presentations and studio activities. All participants will be encouraged to share best practices and some exercises will be completed in small groups. Group critiques and activities will be conducted with an emphasis on process and the development of a theme or idea that can generate continued investigation. Participants should be prepared to share their innovative approaches with other workshop members. Museum experience will provide curriculum ideas and add strategies to enhancing student artwork.

Daily agenda will include, but is not limited to:

  1. An overview of The College Board UPDATEDportfolio materials and requirement
  2. Training materials from the 2019 Reading
  3. The Reading process

Participants can expect to:

  • Engage in inquiry and investigation through practice, experimentation, revision and reflection,
  • Investigate themes from Contemporary Art to inspire curriculum,
  • Collaborate with studio and seminar sessions structured to address the use of contemporary art practices,
  • Develop ideation for the Sustained Investigation that can support investigative research about an artistic concern,
  • Create art to support the research based inquiry into a mini investigation
  • Develop sketchbook and process strategies,
  • Select art for the Selected Works section,
  • Share strategies for portfolio development with hands-on approaches to work,
  • Review the UPDATED rubrics and use to score portfolios through mock readings
  • Museum or gallery exercises (subject to availability)

Participants are encouraged to bring their laptops, flash drives, sketchbooks, and favorite media to support art-makingin the 2D, 3D or Drawing portfolio. If possible bring utensils to cut and adhesives of choice in addition to collage making materials.

AP Calculus AB

Instructor: Eliel Gonzalez

In this institute participants will experience a complete overview of the new AP Calculus AB curriculum frameworks 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.Participants are asked to bring a graphing calculator.

AP Calculus AB Experienced

Instructor: Vic Levine

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.

These sessions will cover all topics on the Calculus AB syllabus which includes limits and continuity, definition of the derivative, applications of the derivative, rate of change, Mean Value Theorem, Riemann sums, the definite integral by geometric and analytic means, average value, anti-differentiation,, applications of integration, the Fundamental Theorem of Calculus, slope fields, applications of anti-differentiation and separable differential equations.

This institute will focus on the content knowledge described in the AP syllabus as well as techniques and ideas for developing a successful AP program. We will cover topic content, strategies, and teaching techniques for presenting the material for student understanding will be shared. We will use multiple representations graphical, numerical, analytic, and verbal to foster a more complete understanding of calculus.

Sample problems from previous AP exams will be given and solved together to develop an understanding of the material and the College Board philosophy. Participants will also receive a variety of classroom tested activities and calculator programs to enhance their own teaching. We will discuss ways to prepare students for the AP exam. Participants will also get several current textbooks and resource materials. Instructors will be sharing their extensive files.

Participants should bring a TI 83/84 graphing calculator and a laptop as we will look at many free web-based resources. St. Johnsbury does provide free internet access in the classrooms and dorms.

AP Chemistry

Instructor: Michael Schwaab

The curriculum for the AP chemistry program will appear differently starting in the 2019 – 2020 school year. While the new curriculum will continue to focus on the reasoning and inquiry skills that are essential for success at the college level, the course framework will follow a unit sequence that is more in line with textbook sequence and how most teachers currently teach the course. The curricular components (Learning Objectives, Essential Knowledge, Enduring Understandings and Science Practices) remain largely unchanged, but are realigned to the new sequence. Additionally, there are new resources available to AP teachers such as progress checks and a question bank that are designed to aid both students and teachers. We will examine and discuss what has changed and the new resources with an eye toward determining how each teacher may want to make use of the new curriculum and resources.

This summer’s APSI will continue to focus on the “guided inquiry” approach to learning as well as lab work, completing labs from the AP lab manual as well as other lab sources, and discussing strategies for modifying the lecture portion of the course to incorporate more inquiry and emphasize critical thinking and analysis outside the laboratory setting. We will devote time to evaluating a small bank of practice test question, reviewing a released exam aligned to the new curriculum, and redesigning our own questions to be more in line with conceptual objectives. We will discuss and practice activities that include formative assessment, group discussion, presentation, and prediction. We will continue with a fairly robust lab experience in order to examine challenging content and add to our collection of laboratory experiments. Lastly, and most importantly, we will discuss the topics that are most important and of interest to all participants.

AP Comparative Government

Instructor: Karen Waples

AP Economics (Micro and Macro)

Instructor: Patty Brazill and Nora Seeger

Throughout our short four and a half days together, the goal is for each participant to come away better prepared to teach AP Economics. This objective will be achieved through an intensive review of specific content, as listed in the Acorn Book, published by the College Board. Lessons on more difficult concepts will be modeled. Participants will study the design of the currently available part two questions and learn the use of rubrics in the grading process. A session will be dedicated to setting up the course, either for a single semester or for a year, with a focus on the redesigned course coming in 2020. Various texts and ancillary materials will be available for evaluation. I will establish a network of support for teachers seeking help in any content area.

I plan a dual approach, providing participants the opportunity to focus on their needs, based on their course design: macro only, micro only, or combined, in order to prepare teachers for teaching AP Economics through an intensive review of curriculum content, textbook evaluations and time management. Teacher will be able to choose which course topics to focus on as I plan a module approach focusing on the difficult topics in each course.

I will model for participant’s lessons on challenging economic concepts, including: graphing of market models, externalities, Aggregate Demand and Supply, Monetary policy, loanable funds market, MRP and others.
The goal is to clearly identify for teachers the need to know concepts and models, as well as provide guidelines for those concepts which will enrich the AP classroom.
We plan a dual approach with two presenters, providing participants the opportunity to focus on their needs, based on their course design: macro only, micro only, or combined, in order to prepare teachers for teaching AP Economics through an intensive review of curriculum content, textbook evaluations and time management. Teacher will be able to choose which course topics to focus on as we plan a module approach focusing on the difficult topics in each course.

We will model for participant’s lessons on challenging economic concepts, including: graphing of market models, externalities, Aggregate Demand and Supply, Monetary policy, loanable funds market, MRP and others.
Our goal is to clearly identify for teachers the need to know concepts and models, as well as provide guidelines for those concepts which will enrich the AP classroom.

AP English Language and Composition

Instructor: Peter Durnan

Over the course of the week we will fully review the AP English Language and Composition curriculum and exam. Participants will review and practice skills of argumentation and rhetorical analysis and share best practices. We will be visited by a guest writer and take advantage of local art to augment the experience. The week is intended to address the practice of inexperienced and experienced teachers.

AP English Language and Composition Experienced

Instructor: Lawrence Scanlon

AP English Literature and Composition

Instructor: Richard McCarthy

AP English Literature and Composition Experienced

Instructor: Robert Brown

AP Environmental Science

Instructor: Andrew Milbauer

Combining discussion of the AP Environmental Science curriculum and the grading of its AP Exam with work in the lab and field, this intensive workshop for rookie and veteran teachers fully prepares you for teaching APES. St. Johnsbury is an ideal location for this workshop, since there are a number of interesting field trips nearby, including a wood chip electrical generating plant, a wind farm, a state-of-the-art sewer plant, and interesting sites for a soil workshop. We use St. J’s modern computer lab. Importantly, there will also be ample opportunity to exchange ideas and best practices. Additional emphasis will explore diverse perspectives on complex issues. Finally, instruction offers insight in ways to increase student self reflection while reducing the workload for AP teachers.

AP Statistics

Instructor: Laura Marshall

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)!

AP World History

Instructor: Deborah Johnston

Session 4 — JULY 19-24

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. Many of our consultants are table leaders and members of their respective course’s test development committee.

AP Art History

Instructor: Yu Bong Ko

AP Calculus AP

Instructor: Eliel Gonzalez

In this institute participants will experience a complete overview of the new AP Calculus AB curriculum frameworks 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.Participants are asked to bring a graphing calculator.

Chemistry

Instructor: Cheri Smith

AP Biology Experienced

Instructor: Elizabeth Cowles

AP Computer Science Principles

Instructor: 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. We will use various sites to explore computer science, organize workshop materials, and to collaborate throughout this week.

AP English Language and Composition

Instructor: Peter Durnan

Over the course of the week we will fully review the AP English Language and Composition curriculum and exam. Participants will review and practice skills of argumentation and rhetorical analysis and share best practices. We will be visited by a guest writer and take advantage of local art to augment the experience. The week is intended to address the practice of inexperienced and experienced teachers.

AP English Literature and Composition

Instructor: Richard McCarthy

AP European History

Instructor: James Kirkcaldy

This will be an intensive five-day workshop for new and experienced teachers of AP European History. The workshop will emphasize teaching strategies and activities that are especially designed for use in a tightly paced AP course. We will concentrate on pacing, core concepts, recent historiography, alternative assessments, and the grading rubric for the A.P. exam. Participants will also receive a 300 page AP European History Workbook prepared by the instructor, plus over 200 powerpoint presentations (each with a worksheet) that have been especially created for students to use at home in order to give teachers the option to “flip” their classroom allowing for more student centered learning in the class. Participants will also receive hundreds of activities, supplementary readings and visuals suitable for AP instruction. Finally, participants will have the opportunity to share lessons and activities with their colleagues. The workshop is designed to be an enjoyable sharing experience that will give participants the confidence and ability to affectively teach a great course.

AP Latin

Instructor: Bob Cape

Information Literacy for the 21st Century Learner:

Instructor: Jennifer Stone

In this workshop we will explore topics that students need to be successful evaluators of 21st century information. These topics include spread of misinformation and fake news, evaluating information, determining bias, new ways of fact checking, big data, and privacy in the age of social media. You will learn about resources and tools that you can use in your curriculum and you will be given time to develop a lesson that can be integrated into your current curriculum. This workshop is suitable for any 6-12 classroom teacher or library media specialist.

Local History Topic

Instructor: John Rosinbum

AP Physics C

Instructor: Gardner Friedlander

AP Statistics

Instructor: 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)!

AP US Government and Politics

Instructor: Rachel Ryan

This course is being offered for the new and experienced teacher of US Government and Politics who wants to learn about the redesign of the course that went into effect for the 2018-2019 school year. This workshop will also cover the entire scope and curriculum for the course. Participants will come away from the workshop with an understanding of the content of the course, how to pace the course and how to design assessments to maximize learning and AP exam preparation. We will have time to work on course syllabi to fulfill the College Board audit. Best practices and assessments will be provided and shared and at the end of the week all participants will be able to return to their classrooms with new skills, content and assessments prepared and ready to implement. I will also weave quite a few technological resources into the course that can be used but both student and teacher.

Dear Participant,

I am so pleased that you have signed up to take my workshop on the new AP US Government and Politics exam. This is an exciting year to be teaching the course and taking the workshop as the course and the exam have just completed the first year with the redesign. My goal for this workshop is to help you feel comfortable with and excited about the new curriculum framework.

Please fill out this Google form if you are coming the week of July 7th and this Google form if you are coming the week of July 14th so I can find out more about you and make sure I answer any questions that you have going into the workshop. I took the AP US Government and Politics course and exam the first year it was offered in 1987-88. I have been teaching the course since the mid-1990s and have been an AP exam reader since 2006. I have had extensive training in the new curriculum framework and I have a plethora of resources, lessons and assignments and assessments to share with you. You will leave my workshop with a whole series of takeaways that will enable you to successfully teach the new course.

One of the best things about workshops for teachers, is we all learn from each other so be prepared to share your best practices, ask great questions and absorb what everyone else is bringing to the class. Feel free to bring in assessments and activities that work and even don’t work as we can learn from those as well. Bring your textbook and other resources worth sharing. I will set up a shared Google folder that will enable us to share information easily.

Along with your textbook, also bring your school calendar and any curriculum requirements so we can begin to work on our syllabi for the AP Audit. II am looking forward to meeting you this summer.

Sincerely,

Rachael A. Ryan

The Taft School

ryanr@taftschool.org

AP US History

Instructor: Susan Pringel

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.

Teachers will wrestle with how to teach the best US History college level survey course they can teach through addressing compelling questions, primary sources, the course syllabus, and running classroom discussions.

AP World History

Instructor: Deborah Johnston