AP Seminars

A. Payment by check

Checks should be made payable to AP Seminars Silicon Valley

2625 Swanson Way

Mountain View, CA 94040

So that we can correctly match payments to registrations, all mailed payments should be accompanied the Invoice/Transmittal Form. This form is not a registration form and does not substitute for the participant having filled out the Online Registration Form.

B. Payment by credit card (VISA, MasterCard, Discover, or American Express).

Payment by credit card can be made in one of two ways:

1. Use the Payment of Fees Form. This is a secure (locked) online form. Identifying information should be for the teacher, not the district (we need to be able to match this form up with the registration form). Use Item #8 to provide any additional information (such as who to contact with questions, etc.). Please do not fill out the Online Registration form for this purpose.

In order for the data to be transmitted correctly, it is very important that VISA, MasterCard, and Discover numbers be formatted as follows: ####-####-####-####. American Express should be formatted as follows: ####-######-#####. The date should be formatted as follows: MM_YY (no slash between MM and YY!)

2. Fax a copy of the Invoice/Transmittal Form to AP Seminars at 650-967-7388. There is space on that form to enter credit card information.

C. Payment by PayPal

Use the PayPal button below. Since the PayPal submission will have the district identifying information on it, please follow up your payment by notifying AP Seminars of the teacher for whom the payment is being made. The easiest way to do this is by e-mail to apseminars@comcast.net

Questions?: Contact Duane Hinders at 650-964-3082 or at apseminars@comcast.net.

AP* Art History

AP Seminars Silicon Valley Summer Institute 2016

Agenda for Pedagogy, Content, and Organization in a flexible presentation

1. Introductions:

• Who are we and what do we hope to gain from this week?

• Reflections on the new course: What just hit me?

2. AP Courses: rigor, empowerment, and future success for our students—

• Equity and Access,

• Promoting your course

3. Assignment for Day 4: Deepening understanding of the Indigenous Americas

4. Overviews: The Curriculum Framework & the class

• Depth vs. Breadth—facilitating skills and deep understanding

•Big Ideas & Essential questions
•Learning Objectives—what students do

•3 kinds of analysis—Formal, Contextual, Comparative

•The Image Set:

• Essential Knowledge and Enduring Understanding

• The content areas & percentages

• Using works outside the list

5. Nuts and Bolts—How do I start the year?

6. The AP test:

• The AP Art History Reading

• What did students bomb?

• Goodbye to the legacy Test

• The test: MCQ’s, FRQ’s, long essays

• APAH Practice Exam & sample questions

• Analyzing and writing new MCQ’s

• Analyzing and writing new FRQ’s

7. Structuring the class: Strategies for success

• Connecting works with Themes

• Vocabulary, Note-taking, & Organizers

• Reading assignments, Flipping the classroom

• Unit Tests—MCQ, essay, identification

• Developing Writing skills

• Student Research—Teach methodology!

• Preparing students for the Exam:

• Review, Themes/works, essay topics, and Timelines

8. Powerful Teaching: Engaging Students with Exciting Pedagogy

• Designing & Projecting Powerful Presentations: PPT

• How to ask good questions—practice with a work you know.

• Making Art History fun: Projects to engage student interest.

• Best Practices

• Work on individual Presentations

9. Syllabus Design, Sample Syllabi & Pacing Guides

• Syllabus Design & approval

• Planning a daily scheme of work

• Pacing the Year: 3 guides

10. Resources for teachers and students

• Advances through AP* & Online Community

• College Board Materials

• Using Technology

• Bibliography & websites

• Video/DVD/You Tube

•The Art Store Data base

11. Choosing a text: What makes one text better than another?

--content, context, media and techniques

• Gardner’s Art Through The Ages

• Marilyn Stokstad’s Art (online)

• Gateways to Art

• Exploring Art: A Global Perspective

• Laurie Schneider Adams: Art Across Time

1 2. Making Museum Visits Valuable: Successful Visits & Prompts

13. Post AP* test: Ideas for fun and learning

14. Final Day Presentations

15: Summing up, Evaluations and Goodbyes

Description of AP English Language Workshop

This workshop is designed for AP English Language and Composition teachers and will focus on methods for teaching synthesis, argument, and analysis of texts and visuals. Participants will work individually and in groups with AP multiple choice questions, free response essays, rhetorical analysis and non-fiction texts. From the session, participants will be able to create or enhance an AP Language Syllabus. We will also discuss the relationship of our AP* course to AP English Literature. A major focus will the new College Board resources and recent changes to the AP English Language and Composition Exam.

Technology

If you have a computer or tablet, please bring it. Although having technology access in the classroom is not required, past participants have stated that it is helpful. You will have access to a computer lab, and our class will have one session in the lab for exploring electronic resources on a provided flash drive.

Please read and bring The Lost City of the Monkey God and two editorials by your favorite journalist.

Proposed Syllabus

DAY 1

• Goals of Workshop, Introduction of Participants

• Course and Exam Description Binder

Binder Components:

The Course Skills chart

The Course at a Glance page

A Unit at a Glance page

A walk through of the first unit

The “Teaching the Course Skills” section of the “Instructional Approaches” tab

The Exam information

• College Board Equity Policy

• Overview of AP English Language and Composition Exam

Past five prompts

• Changes to AP English Language and Composition Exam for 2019

• New Instructional Resources (Opening August 1)

• Strategies for Developing Critical Thinkers

• Multiple-Choice Strategies, Group Analysis of Question Types

• Close Reading Strategies

• Introduction to Analysis/Analysis Menu

• Say/Does Analysis

• Holistic Scoring, 2018 Question 2, Rhetorical Analysis

• UBD Lesson Planning (Model: “Tomatoland”)

(Complete Lesson Development in evening)

Day 2

• Sharing of Lesson Plans

• Discussion of Writing Assignments (Creative, On Demand, Analysis, Research)

• Composition Tips, Diagnostic Portfolio, New College Board Scoring Guide and AP composition expectations

• New Six-Point Rubric

• Lego Activity

• Complete Discussion of 2018 Question 2, Rhetorical Analysis

• Strategies for Teaching Satire/Horatian or Juvenalian

• Group Work: Analyze Rhetorical Devices in a JFK Speech

• Lab Assignment: Enhance Classroom Instruction (Selecting Lessons/Resources for Your Classroom

Day 3

• Sharing of Lab Assignment

• Holistic Scoring, 2018 Question 3, Argument

• Strategies for Teaching Argumentation (Sharing of Editorials)

• Research Strategies

• Personal Progress Checks (New Resource)

• Discussion of The Lost City of the Monkey God and The Library Book

• Discussion of Handling the Paper Load

• Fall Registration Overview

Day 4

• 2018 Question 1, Synthesis Holistic Scoring

• Strategies for Teaching Synthesis

• Visual Rhetoric Resources and Strategies

• Work on Creating a New Lesson or Revising Syllabus

• Reflections and Seminar Evaluation

BIOLOGY

Kristi Sutton earned her undergraduate degree in Environmental and Forest Biology from the State University of New York College of Environmental Science and Forestry. After working in the environmental testing field for a short time she returned to school at Syracuse University where she was awarded a Master of Science in Science Teaching. For 20 years Kristi taught AP Biology, Freshman Biology and Leadership in the Bellevue School District and for the last 3 years she has been an instructional coach. Kristi also ran the Debate Team for 5 years, was a LINK coordinator, served as Science Department Head, was a mentor teacher, and advised more clubs than she can remember. In addition, Kristi has developed district-level curriculum in both Biology and AP Biology, as well as working collaboratively to develop a curriculum for teaching AP Biology using a problem-based learning focus. This work was funded through a grant from the Department of Education. She has also helped to create online resources in epigenetics and evolution for the Genetic Science Learning Center at the University of Utah. In 2006 Kristi received her National Board Certification, which was renewed in 2015.

Kristi was an AP Biology Reader for 13 years, serving as a Table Leader for seven. In addition, she has written and reviewed questions for the new AP Biology exam. She resides in Bellevue, Washington with her husband and two children.

Kristi Sutton

suttonk@bsd405.org

AP* Seminars Silicon Valley Biology Institute, 2020

Participants in the AP Biology Summer Institute will increase their knowledge of, and comfort level with, the updated AP Biology Course and Exam Description. We will perform several AP Biology labs, from setup to analysis, and discuss how to tweak labs you currently use to make them student-driven and inquiry based. We will share best practices and hints on what works in the AP Biology classroom to improve student achievement. During the week we will also look at sample syllabi, textbooks, and additional resources. In addition, we will spend time familiarizing ourselves with the format, sample questions and grading of the AP Biology exam. If there is interest, time will also be provided to work on your course syllabus.

Day 1

• Introductions
• Overview of Workshop Objectives
• Introduction to Instructional Resources
• Previewing the Science Practices
• Overview of the Course Framework
• Unpacking the Course and Exam Description
• Exploring the Unit Guides
• Lab #1:Penny Lab and Statistical Analysis
• Resources to Teach Statistical Analysis
• Lab #2: Surface Area/Volume
• Lab #3: Unknown Solutions (Osmosis Lab)
• Calculating Water Potential

Day 2

• The AP Biology Exam (and Other Assessments)
• Preparing for and Assessing Lab Skills
• Lab #4a: Bacterial Transformation Day 1
• Lab #5: MiniOne PCR/Gel Electrophoresis
• Lab #6: Bioinformatics
• Planning Your Course
• AP* Classroom

Day 4

• Scoring FRQs
• Exploring Other Resources
•Lab #7: Hardy-Weinberg and Mathematical Modeling
• Lab #8: Enzyme Catalysis with Yeast Spheres
• Lab #4c: Bacterial Transformation Day 3
• Planning Time

Day 3

• Instructional Approaches
• Science Practice 6: Argumentation
• AP* Question Bank
• AP* Course Audit
• Using the Instructional Planning Reports
• Lab #4b: Bacterial Transformation Day 2
• Lab #7: Photosynthesis