Dr. Umadevi Garimella

AP Biology

During this AP Biology training, participants will explore the course framework, the exam,
and the new 2019-20 AP resources that will help plan and focus instruction—and give
feedback throughout the year on the areas where individual students need additional focus.
Participants also learn about completing the digital activation process at the start of the
school year that will give immediate access to the new resources and will help ensure that
participant students can register for AP Exams by the new fall deadlines.
Learning Goals
By attending this workshop, participants will gain deeper insight into the following key
takeaways, among several others:
• Understand the Course. AP courses focus on building conceptual understandings and
developing transferrable skills.
• Plan the Course. Helping students develop mastery of the course skills requires careful
planning to sequence skills in a developmentally appropriate way so that students master
prerequisite skills before being asked to complete more complex tasks.
• Teach the Course. Students need multiple opportunities to practice skills in order to
develop mastery over time. Specific strategies can help students explicitly practice those
skills.
• Assess Student Progress and Understanding. Assessments, instruction, and resources
should be aligned to learning goals and matched to performance standards and/or
expectations. Students should be progressively challenged, just beyond where they are, to
apply their knowledge and skills in different contexts to deepen their understanding.
• Engage as a Member of the AP Community.
Specific attention will be paid to the following AP Classroom resources: unit guides,
personal progress checks, and the AP question bank.

James "Ed" Howell

AP Calculus - AB

This session is specifically designed to assist interested teachers build a successful AP Calculus AB course in compliance with the new redesigned AP Calculus curriculum. The week will include an analysis of the current curriculum, including an examination and discussion of various teaching strategies that reflect the current philosophy and goals of the course. An overview of the AP program will be included; suggestions for pacing and sequencing of concepts; a study of numerous AP level problems; activities with graphing calculators (TI84+, TI89); a review of the AP Exam including format, scoring standards, and student responses; a discussion of the grading process from the perspective of an AP Reader; and an overview of resources and materials available to AP teachers. Teachers should bring a graphing calculator and a USB memory stick with them.

Bill Cumming

AP Chemistry

Rachel Stokes

AP English Literature and Composition

This four-day course is designed to benefit all AP Literature and Composition teachers.  Using contemporary and classic literature, the course will explore a wide variety of instructional strategies, assessments, and classroom practices to help teachers prepare their students for college-level reading, writing, and analysis. Attendees will examine the structure, development, and scoring of the AP exam.  They will practice methods of increasing student reading skills, discuss approaches for helping students through the multiple-choice exam section, and examine methods of analyzing and writing poetry.  They will also read and discuss short works of fiction, discuss using major works of fiction (novels and drama), examine the need for studying and reviewing grammar and syntax, and practice a variety of writing skills their students will need. 

Attendees should bring teaching resources they want to revise or incorporate into the coming school year, as well as examples of lessons or materials they are willing to share with the class during a discussion of best practices and innovation. The workshop will be largely hands-on and differentiated to the degree needed.

*The College Board has developed new course materials, both print and online, available in August 2019. The daily syllabus will include overview and discussion of these materials in conjunction with the regular coursework, subject to change, contingent upon participant needs, including, but not limited to a guided overview of the Course and Exam Description binder, allocation of time for course- and exam-description oriented lesson planning—developing a curriculum for two selected units, and an overview of the Personal Progress Checks, AP Classroom, and how they link to the Course and Exam Description and Fall Registration information.

Any attendee wishing to discuss specific goals for the course may email me at rstokes@greenvilleschools.us   This course and tentative schedule will be modified and amended as necessary.

Goals:

• To Identify and Apply the Standards of the AP Literature and Composition Exam
• To Explore and Develop Effective AP Literature Units
• To Expand Participants’ Repertoire of Successful Methods and Activities
• To Explore Print and Electronic Resources
• To Develop a Network of AP teachers
• To Understand the Power of English Vertical Teams

Brook Bullock

AP English Language and Composition

Designed for the English instructor seeking to learn or improve teaching strategies pertinent to AP English Language, this course will focus on preparing students for the national exam but have an emphasis on application to the rhetorical situations present in communications “of the real world” so that students may also become critical thinkers beyond the classroom as well. Participants will leave the institute with lessons and strategies they can immediately incorporate into their curriculum.

Topics will utilize examples from fiction, non-fiction, poetry, and drama with an overall emphasis on improving students’ close reading/analysis skills and improving the syntactical maturity of students’ writing. Possible APSI discussion topics include: 

• An in-depth study of the 2020 AP English Language Rubric and the 2020 free response questions with sample student responses for each participant. We will focus on integrating the rubric into our own scoring methods as well as using the student samples for instructional purposes in our own classrooms.

• Developing an AP English Language course as part of an effective Vertical Team 

• Improving close/ reading, critical thinking, and rhetorical/language analysis

• Improving students’ writing through their ability to read and analyze complex text

• Introducing/Improving Argumentative Writing (for the Eng Lang & Comp Exam)

• Utilizing multiple genres in the AP English Lang & Comp classroom

• Utilizing high-interest non-fiction (including images and video as rhetorical text)

• Research time for lesson planning, enrichment pieces, and application

What to Bring for APSI Class:

• Writing tools, writing supplies, and note-taking resources (pens, pencils, highlighters, sticky-notes, etc, plus notebook paper, legal pad, or a writing journal).

• Bring your learning technology (laptop, ipad, etc) to best access digital content via USB and cloud/network downloads.

• Please be familiar with the basic tenets of the updated AP English Course and Exam Description (CED) available as .pdf download at the AP Central website.

•  A list of your District’s required curricular pieces (novels, short stories, poetry, etc) for the AP or Pre-AP course(s) taught, plus the major works of your vertical team, if possible.

Tammy Nettles

AP French

AP is my favorite course to teach because it allows me the creativity and flexibility to touch on themes covered in other AP courses in a personalized and meaningful way. With reference to teaching AP, split-level classes are a reality for me and I am happy to share my resources and tips on how I address the III/IV split. Additionally, I am a fan of French music and cinema and enjoy sharing my latest interests and how I integrate them into my program. I like to present with a fully loaded website of materials that I encourage teachers to use in order to create a thematic unit while at the summer institute.

Leslie Keeney

AP World History

This 4-day course is designed for new and experienced AP World History teachers.  Participants will review College Board policies and materials in order to decide how best to organize their courses, pace the materials in the time allotted and address the concerns of equity and access.  Participants will explore the most recent revisions for the 2020 AP World History exam.

OBJECTIVES

APSI World History Participants Will:

• Review the AP World History exam in order to understand its structure and content
• Learn how to assess student performance in a manner that reflects the most recent  AP reading
• Consider how best to approach the teaching of skills and content necessary to be successful on the APWH exam
• Analyze the exam skills and tasks and use that to inform the sequencing of their course
• Expand their repertoire of successful teaching lessons and activities
• Understand the College Board mission of Access and Equity; consider how to make equitable access a guiding principle when designing instruction
• Expand their knowledge of print and on-line resources for the AP World History Course
• Design or enhance their AP World History syllabi and instruction (depending on experience) to meet the curricular requirements of the course

MATERIALS

AP® World History Workshop Handbook. The College Board: New York, 2018 - 19.  

Copied Material: Released AP® World History Exam questions.

Christine Bond-Custred

AP United States History

This week will consist of a mix of pedagogy and content all focused on the successful implementation of the Advanced Placement United States History course. We will focus on the writing and the analytical skills needed for the course as well as the curriculum framework. Participants are encouraged to bring a flash drive (at least 16 gigs) or a laptop; they will receive numerous resources.

Course Syllabus
Day 1-Introductions/AP History Practices and Skills /Understanding the Structure of the Course Framework/Reading Comprehension activity (Inner outer circle)/Historical Reasoning Skill of Comparison (Comparison Activity) HOMEWORK-Bring your favorite primary and secondary source.
Day 2-Analyzing Primary and Secondary Sources/Writing Thesis Statements and the Document Based Question! Multiple Choice and writing our own Multiple Choice questions and mini-DBQ’s! Historical Skill of Change and Continuity. HOMEWORK-Bring your favorite Political Cartoon!
Day 3-The Short Answer Question/Long Essay Question/ Historical Thinking Skill of Causation and Argument Development. HOMEWORK-Bring your favorite lesson!
Day 4-Sequencing the Course/Syllabus Development/Bringing Skills and Content together with a lesson from the 1950’s! Share Best Practices