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

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 http://www.phschool.com/science/biology_place/labbench/lab6/concepts1.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

ECONOMICS

Sue Weaver

rhsecon@yahoo.com

Sue Weaver was a teacher at King’s Academy in Madaba, Jordan, teaching both the AP Macroeconomics and Microeconomics courses from 2013 to 2018. She retired from teaching at Ramona High School in Ramona, California after 29 years where she developed the AP Economics program and was a member of the Palomar College Faculty in San Marcos, California, where she taught the Introduction to Economics course, the Macroeconomics course and the Microeconomics course. She had been a grader for the AP Economics Exam since 1997, having graded both Micro and Macro exams. She has received the Foundation for Teaching Economics National Teacher of the Year Award and been honored by the California Council of Economic Education as the California State Economics Teacher of the year. Sue is a consultant for the College Board and the International branch of the College Board, conducting one day workshops, two day international workshops and week-long institutes at various colleges in California and internationally. She is the co-founder of CASET (The California Association of School Economics Teachers) and has presented at the CASET Conferences and as well as workshops offered by the Federal Reserve.

AP* Seminars Silicon Valley

July 27 - 31, 2020

Course Description

The Summer Institute is designed to present an overview of both the Microeconomics and Macroeconomics Courses. The week will begin with general information about the College Board*, its website, resources and expectations for the course itself. The course will begin by looking at the basic concepts covered in both the Microeconomics and Macroeconomics course. Microeconomics will be covered first, focusing on individual markets and how consumers and producers interact with supply and demand in both the product and factor markets. The theory of the firm will discuss both perfect and imperfect competition. A transition will be made to Macroeconomics as teachers look at the principles of the economic system as a whole. Special focus will be on national income and price determination and how economic problems are solved via Fiscal and Monetary Policies. Teachers will be able to participate in interactive lessons that enhance student learning of both Microeconomic and Macroeconomic concepts. Teachers will also be engaged in the process of grading Free Response Questions and be able to apply the College Board* Rubrics to exams that have been released by the College Board*.

Distance learning will be delivered both synchronously and asynchronously. Participants will also have the opportunity to receive individual feedback during virtual office hours.

Technology: Instruction will be delivered through Zoom. Materials will be shared through Dropbox and access to a printer would be helpful since participants will have a “hands on” experience in completing worksheets that can be used in their classroom.

What to bring: Participants should have the texts they will utilize in their AP Economics classroom. Participants will be able to develop a calendar and lesson plans for the coming year.

Goals:

•       To investigate the Course and Exam Description (CED) of the AP Microeconomics and AP Macroeconomics courses
•       To align the Economics CEDs with classroom practices
•       To develop lesson plans that can be used in the classroom
•       To network with colleagues and learn from each other.
•       To gain access to course resources

Agenda:

Day 1

• Introduction to CED materials

• Equity and Access
• Create calendar
• Develop Lesson Plans Unit 1 Macro and Unit 1Micro

Day 2: Questions from Day 1

• Micro: Marginal Utility, Unit 2 Supply an Demand, Unit 3 Theory of the firm, Perfect Competition
• Supply and Demand Video ( Market in Computer Chips)
• Complete CED Materials
• Homework worksheet on shifts of supply and demand, Perfect Competition
• Develop Lesson Plan on Microeconomics Unit 2 and 3

Day 3: Questions from Day 2

• Microeconomics: Theory of the Firm (cont) Unit 4
• Monopoly models
• Oligopoly
• Factor Market Unit 5
• Market Failures Unit 6
• Develop Lesson Plans Unit 4, 5 and 6

Day 4: Questions from Day 3

• Macroeconomics: Economic Indicators Unit 2
• Aggregate Supply and Demand Unit 3
• Loanable Funds Market Unit 4
• Federal Reserve and Money Market Unit 4
•Develop Lesson Plans Unit 2, 3 and 4

Day 5: Questions from Day 4

• Stabilization Policies Unit 5
• International Markets Unit 6
• Review Comparative Advantage
• Video: Interactive Exchange Rate
• Look back at 2019 Exam FRQs