The courses are designed to give students an overview of the basic structure and content necessary for an Advanced Placement Program* course in the specific subjects listed. In addition, the instructors cover the Advanced Placement Program* Examination in each subject as it applies to that content area by discussing sample multiple-choice and free-response questions. A major portion of each course involves the development of an Advanced Placement Program* curriculum by each participant. These courses are designed for both experienced and new instructors of Advanced Placement Program* classes. Each course is offered for three graduate credits in education.
Studio Art for Teachers of Advanced Placement Program* Teachers
The AP Studio Art APSI at La Salle University is intended for both new and experienced AP Educators who will leave with a strong knowledge of the new changes to the AP Studio Art program starting in the 2019 – 20 academic year, preparation to teach a successful AP course, and energized with new ideas to bring back to their studio classrooms. The goals of the AP Summer Institute:
- Introduction to the new AP Studio Art Program and course framework for the 2020 Exam.
- Understand the new changes, expectations, rigor and requirements of all three AP Studio Art Exam Portfolios: 2-D Art & Design, 3-D Art & Design and Drawing.
- Review the requirements for each course, including the two new sections of the portfolio; Sustained Investigation and Selected Works with less works required for submittal.
- Learn how to help students focus on in-depth, inquiry-based art and design making and skillful synthesis of materials, processes, and ideas; and on articulating information about their work.
- Research based strategies will be discussed to help students develop their inquiry-guided investigation through practice, experimentation and revision to develop creative and confident work.
- Review the new AP rubric and use it to score the portfolios and learn how to help their students achieve success and higher scores.
- Studio activities to provide curriculum ideas, lesson plans, strategies and new projects to bring back to your studio classroom. • Collaborate, share information, and discover new project ideas.
In addition to an overview of the new course and exam description for 2019 – 20, specifics such as the course audit, creating a syllabus, planning the AP year, equity and access, curation and submittal of works, photographing work, digital requirements, how to develop ideas for the Sustained Investigation, project ideas for all three portfolios, and new techniques for constructive critiques will be presented. We will discuss recruitment ideas and vertical planning to support and build your AP program. Contemporary artists and museum/gallery visits will be shared in order to help with curriculum ideas and resources. Daily studio projects will give participants a chance to experiment with new materials, unique studio ideas and bring new projects back to their classrooms. A range of hands-on projects will help support your teaching. One does not just learn from a teacher, you learn from one another and there will be lots of opportunities to share ideas, collaborate and brainstorm strategies for creating a learning centered classroom and achieving student success. Participants should bring a sketchbook and some favorite drawing materials for personal use; and syllabi, project ideas, and images of student projects to share with the workshop. Most of all, bring your enthusiasm, ideas and passion for art. Questions are welcome and you will leave the APSI feeling empowered for success!
Biology for Advanced Placement Program* Teachers
The 2015 AP Biology APSI will acquaint teachers with the four Big Ideas found in the AP Biology curriculum framework. Participants will take an in-depth look at the AP Biology curriculum framework and how it is organized into Big Ideas, Enduring Understandings, Essential Knowledge statements, Learning Objectives, and Science Practices. Each day will address a Big Idea found in the curriculum framework. Each day will also include an AP Strategy session designed to enhance an AP Biology learning environment by moving from teacher to student-centered instruction. AP Concepts will also be offered in a daily session to help teachers assist students toward skills needed in an AP Biology class. Select AP Biology labs that correlate to each Big Idea will be included. Additionally, inquiry investigation will be performed to help the teacher move from guided to more open-inquiry labs for their students. Participants are asked to bring their current AP Biology textbook, a calculator, and a laptop computer if available. Through practice, sharing of ideas, discussions, and modeling, it is the intention that participants will become more skilled in instructing their students to become more successful in achieving the skills necessary in the AP Biology program of study.
Environmental Science for Advanced Placement Program* Teachers
This course will provide information and a diversity of experiences and exercises that illustrate approaches designed to prepare teachers for this interdisciplinary course. Teaching strategies, laboratory and field work, and the selection of students will be addressed within the context of schools with varying financial and natural resources. Participants will receive copies of the course description and released multiple choice and free response questions. Participants will be expected to develop a course syllabus for use in their AP* programs.
Chemistry for Advanced Placement Program* Teachers
During this AP professional development experience participants will become familiar with the newly reorganized 2019 AP Chemistry course. Course topics and activities will fall into these categories:
* Understanding the Course
* Planning the Course
* Teaching the Course
* Assessing Student Progress and Understanding
* Becoming a Member of the AP Community
The class includes activities that focus on curricular requirements, assessment, relevant labs, and inquiry experiences. Additional course experiences provide reflection and debriefing of successful classroom and lab activities. The course includes discussion around successful strategies for teaching content areas, misconceptions, preconceptions, incorporating successful labs, and generating “new style” questions. Analysis of current test data is a course focus as well. Time and guidance is provided for collaboration and practice with the above topics. There are opportunities for participants to share successful teaching strategies for both the lab and the classroom. Each teacher is expected to bring materials to share for major content or problem areas (i.e., equilibrium, buffers, electrochemistry, IMFs), such as notes, labs, exams, formative and summative assessments, and suggestions for refining and adopting different approaches. The laboratory assignment for the week are the synthesis and analysis of an iron oxalate salt. Participants should expect one to two hours of homework daily.
Computer Science for Advanced Placement Program* Teachers
This course will provide complete coverage of the topics included in the Advanced Placement Program Computer Science (AP CS) A course. Various Java language features as well as object-oriented programming concepts and techniques will be covered. Special attention will be given to the three exemplar labs that are part of the College Board material for the course. (Note: the lab requirement is new to the course starting in 2014/15.) Participants will be shown how to introduce and use the labs.
The class will be conducted in a computer lab in order to provide extensive hands-on experience with the programming concepts and techniques presented. Time will be spent reviewing past AP CS exams to familiarize the participants with the structure of the exam. Although it is not required participants may want to bring their own laptop to the course.
The course will be designed to accommodate both beginner and experienced AP teachers.
Physics I for Advanced Placement Program* Teachers
This course provides an overview of the basic structure and content necessary for an AP Program* Physics course on Physics I. It is designed so that the new as well as the experienced teacher may gain from the presenting and sharing of ideas. This course will deal with many of the common concerns facing the AP Physics teacher as well as the presentation and review of specific topics. The make-up and grading of the exam will be discussed and sample free-response and multiple-choice questions will be written, reviewed, and evaluated. Laboratory exercises and the use of technology will be explored in detail.
Statistics for Advanced Placement Program* Teachers
This course is intended for AP Program* Statistics teachers who feel uncertain about either the content or the expectations of the AP Statistics course. We will discuss a variety of questions from previous exams, along with their scoring rubrics and some sample student solutions, as a springboard for investigating the content and how to present it. There will also be discussion regarding the use of available technology in the course, available resources, test-taking strategies, and ideas for projects and activities.
Calculus AB for Advanced Placement Program* Teachers
This course will include a detailed analysis of the goals, philosophy, and content of the AP Program Calculus AB course, strategies for teaching various topics, and discussion of helping students build their conceptual understanding (graphically, numerically, analytically, and verbally) for all the topics covered for the AB course. Numerous activities incorporating the graphing calculator as a tool for discovery and understanding will be integrated in to the program. Resources for the teacher including suggested timetables, textbooks, assignments, and tests will also be shared with participants. Participants will be engaged in working through a recently released AP test, both multiple choice and free responses questions, and an analysis of scoring standards for grading free response questions. Participants should bring a graphing calculator. A TI-84C calculator will be used for demonstrations.
This session of the AP Summer Institute is structured for teachers new to APHG or seeking a review of the course and teaching strategies. The session will include an overview of the content and teacher resources. Guest lecturers will provide in-depth discussion topics on specific content areas intended to help participants gain a broader understanding of the various scales of the topics. Attention to effective teaching strategies supporting the lecture content and building success on the AP exam will be included. A special focus on the roles of globalization and development as they apply throughout the curriculum. We will review on-line mapping and internet sources for teaching topics in Human Geography. New materials and resources will be provided to the course participants. Participants are requested to bring a copy of the Human Geography textbook and samples of the role of globalization as it applies to the APHG curriculum, which could include readings, maps, news articles or other related materials. Teachers will participate in a field study in the area to apply some of the topics in the APHG curriculum.
Economics for Advanced Placement Program* Teachers
The course invites participants to become instructed in the goals, structures, and content of the courses in Micro and Macro Economics. The course will include a detailed analysis of the AP Program* Micro and Macro curriculum, strategies for teaching various topics, resources that are available for the AP Program* teacher, and a thorough review of the content needed to teach AP Program* economics. The course will conclude with a review of past AP Program* multiple-choice and essay questions as well as the standards established for the grading of the annual exams.
World History for Advanced Placement Program* Teachers
This course will prepare participants to develop and teach an AP Program* course in World History that will prepare students for the AP Program* World History exam. In the course we will use periodization and global themes as organizing principles to discuss content coverage and constructing a world history syllabus. This course will emphasize practical strategies for teaching AP Program* World History, including setting standards for evaluating student performance, and will highlight new information and changes implemented in the latest course description.
European History for Advanced Placement Program* Teachers
This workshop is highly recommended to keep yourself updated to meet the requirements of the most recent AP European History redesign and new developments created to aid AP European history teachers which will be launched in 2019/2020.
This workshop will be tailored to meet the needs of both new and experienced teachers in AP European History and participants will have the opportunity to:
- consider ways to retool their classroom instruction to align with elements of the new AP European History exam and curriculum requirements
- examine approaches to formulating units and activities for instruction
- review AP History disciplinary practices and reasoning skills
- gain insights on the construction of multiple-choice questions and techniques for students to handle them
- compare the value of theme-based versus concept-based strategies in classroom instruction
- reflect on developmental strategies for classroom instruction
- discuss strategies and methods to improve essay writing (thesis development, sourcing, analysis and reasoning)
- share and reflect on challenges, helpful resources and best practices
- participate in activities to standardize them to the scoring requirements of the exam
- obtain samples of useful materials and tools that they might want to consider for classroom use
US Government and Politics for Advanced Placement Program* Teachers
This course provides students with an overview of the basic structure and content necessary for an AP Program* course in Government and Politics: United States. The instructor will focus on the development of the content for each of the six units included in the course as well as the development of course objectives, learning activities, teaching strategies, and the use of multiple resources. Emphasis will be placed on preparing students for the AP Program* examination. An analysis of past AP Program* examinations will be included as well as a review of the standards established for the grading of the annual exams. A major portion of the course is devoted to the development of an AP Program* Government and Politics course by each participant, including the resources necessary for the implementation of such a course.
United States History for Advanced Placement Program* Teachers
This course provides students with an overview of the basic structure and content necessary for an AP Program* United States History course. The instructor emphasizes the practical aspects involved in teaching an AP course in United States history, including teaching strategies, learning activities, and ancillary reading selections. Samples of multiple-choice and essay questions, including the document-based question, are reviewed in class. Attention is also given to how standards are established for grading student responses. A major portion of the course is devoted to the development of an AP Program* United States History syllabus by each teacher and the examination of appropriate content knowledge essential for student achievement on the AP Program* Exam.
English Language for Advanced Placement Program* Teachers
This course provides an overview of the basic structure and content necessary for a course in AP Program* English Language and Composition. The course will address selection of readings, development of instructional methods, design of writing assignments, and assessments. The class will work with a multitude of materials, including teacher-designed lessons, AP Program* examinations, and sample student responses. The instructor will emphasize strategies that promote close reading and rhetorical analysis using a variety of texts, as well as strategies to engender clear, cogent, and critical writing for different purposes. Each participant will develop a syllabus suitable for use in an AP Program English* course.
Italian Language and Culture for Advanced Placement Program* Teachers
Participants will examine the requirements of the course and exam, discuss classroom strategies and engage in a professional exchange of ideas. In addition, they will examine the components of the AP curriculum framework including: learning objectives, description of the expected student performance and themes. They will discuss instructional design for the course that integrates cultural content into language lessons and connects with modes of communication in meaningful ways. Participants will also review AP teacher workshop materials, including the teacher’s guide, course description, exam specification and examples from various exams. Other highlights include: ideas for syllabus development, scoring student work from the 2017 exam with rubrics, becoming acquainted with the electronic media used to support the AP teacher such as AP Central, Electronic Discussion Group and useful websites.
Spanish Language for Advanced Placement Program* Teachers
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.