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

suttonk@bsd405.org

Course Description - Online Advanced Placement Summer Institute, Biology 2020

During this workshop, new and experienced teachers will become familiar with the recently updated Course and Exam Description (CED) in AP Biology (2019). The updated CED organizes the course into eight commonly taught units:

1: Chemistry of Life
2: Cell Structure and Function
3: Cellular Energetics
4: Cell Cycle
5: Heredity
6: Gene Expression and Regulation
7: Natural Selection
8: Ecology

The major focus of this online Advanced Placement Summer Institute will be on the changes to the CED, lab investigations, and the new resources available to teachers. The updated course framework clearly connects each learning objective to specific essential knowledge and includes biology – specific science practices that build skills to help students learn to think and act like biologists. Particularly important will be the time and skill set necessary to support teachers in implementing more inquiry-based investigations and participants will be given tools and strategies for modifying traditional experiments into inquiry-based models. Participants will become familiar with both hands-on and virtual investigations, including many in the updated lab manual AP Biology Lab Investigations: An Inquiry-Based Approach (2019). We will also discuss tips, tricks, and alternatives to these lab investigations. Participants will delve into the new AP Biology exam design and essay grading. There will be time carved out for teachers to begin working on their AP Biology syllabus specific to their school’s daily schedule and calendar so the AP Course Audit process will be made easier.

*Online Learning Requirements: Participants must have a laptop/computer, WiFi/internet, Microsoft Teams app, access to certain easily accessible lab materials (list TBA) and space to conduct safe hands-on lab investigations (kitchen/garage/patio) as well as a willingness to exchange effective teaching practices with peers in an online platform.

We will:

• Discuss teaching strategies for AP Biology labs.
• Design and conduct labs, both hands-on and using virtual lab tools.
• Conduct data analysis and identify options for student reporting.
• Learn how to use existing resources most effectively in implementing the changes in the Curriculum Framework.
• Share alternative and supplemental lab activities and CER (Claim, Evidence, Reasoning) activities.
• Work together on preparing a course audit (as needed).
• Review pacing guides, sample syllabi, textbooks, and how to navigate the AP Central website, APClassroom, and the course audit portal.

Key Takeaways for Participants include the following:

• Understanding the redesigned Course
• Planning to teach the Course
• Teaching the Course
• How to assess student progress and understanding
• Becoming a member of the AP Biology Community

5-Day Online Workshop Agenda - APSI Biology 2020

Day 1

• Welcome, introductions, K-W-L sharing

• Key Takeaway 1: Understanding the Course and Exam Description (CED)

• Building conceptual understandings by linking Learning Objectives (testable) and Essential Knowledge (content) in each Big Idea.

• Applying content in new, relevant, and unfamiliar contexts using and Science Practices (Skills) and Essential Knowledge.

• Activity: Teaching for Transfer by Applying the Science Practices

• Practicing the Practices: Investigation #11 Transpiration Set-Up (kitchen chemistry 1)

• Activity: Teaching for Understanding of Content and Skills

• Activity: Understanding the Course Framework and Big Ideas

Day 2

• Practicing the Practices

• Investigation #13 Enzyme Catalysis using Potatoes and Hydrogen Peroxide (kitchen chemistry 2)

• Transpiration Data Collection Day 2 via Small Scale/Balance (from school or Amazon)

• Key Takeaway 2: Planning the Course

• Sequencing, Pacing, Scaffolding

• Activity: Exploring the Unit Guides (and treasure hunt map)

• Activity: Scaffolding and Spiraling the Science Practices

• Activity: Planning Your Course (plan the first quarter of your course)

• Activity: Reviewing Instructional Approaches

Day 3

• Practicing the Practices

• Investigation 4: Diffusion and Osmosis in Vegetables (kitchen chemistry 3)

• Transpiration Data Collection via Small Scale/Balance Day 3 (from school or Amazon)

• Investigation 9 Virtual DNA Gel Electrophoresis – https://dnalc.cshl.edu/resources/animations/gelelectrophoresis.html

• Investigation 3 BLAST

• Activity: SP 2 – Visual Representations

• Activity SP 3 – Questions & Methods

• Key Takeaway 3: Teaching the Course

• Teachers need a deep understanding of content and applications

• Using effective instructional strategies to help develop course skills and content knowledge

• Creating a community within a classroom

Day 4

• Practicing the Practices

• Investigation 8: Virtual pGLO Bacterial Transformation • • • https://dnalc.cshl.edu/resources/animations/gelelectrophoresis.html

• Wrap up Investigation 4: Osmosis and Data Analysis with Water Potential

• Transpiration Data Collection Day 4 via Small Scale/Balance

• Activity SP 5 – Statistics and Data Analysis

• Activity SP 6 – Argumentation

• Key Takeaway 4: Assessing Student Progress and Understanding

• Aligning assessments and instruction to learning goals and performance standards

• Challenging students to apply their knowledge and skills in different contexts for deeper understanding

• Time, practice and feedback

• Activity: Analyzing Science Practices and Learning Objectives on Exam Questions

• Activity: AP Biology Exam Structure

• Activity: Using Personal Progress Checks as Formative Assessments

Day 5

• Practicing the Practices

• Investigation #2 Mathematical Modeling Hardy – Weinberg Equilibrium Using Rocket Pocket Mice Spreadsheet

• Key Takeaway 5: Becoming a Member of the AP Community

• Course Audit and Curricular Requirements

• AP Teacher Community and Additional Resources

• Evaluations of workshop

• Activity: Scoring Free Response Questions

• Activity: AP Audit and Curricular Requirements

• Activity: Becoming a Member of the AP Community

• Activity: Finishing Syllabus & Sharing Favorite Activities

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.