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

European History

AP European History Course Description

Attending this AP summer institute will be a different experience this year, since we will be meeting online, but it will be a great chance to find out more about the latest updates to the AP European History course and exam and to examine new materials for the course. This institute will provide many practical resources and ideas for organizing the recently updated AP European History course and will help both experienced and new teachers prepare to confidently teach the curricular, thematic, and skill components that launched in August 2019. Time will be spent making sure that all teachers are ready to prepare their students for success in the course and on the exam, with the latest released College Board materials and test samples being explored.

The following are some of the goals for the week:

1. To understand some of the basic elements involved with teaching the AP European History course:

• AP European History Curriculum, Themes, and Skills (CED)
• Understanding the Course Requirements
• Mapping out the Year—Pacing the AP European History Course and Outlining the instructional plan by Unit and Topic in your academic calendar
• AP Classroom Instructional Resources
Using Instructional Planning Reports
• Instructional Strategies and Tools to teach the Content and Skills in the CED
• College Board Processes
• The AP Audit
• Test Taking Strategies
• Document Based Question Writing
• Long Essay Writing
• Stimulus Based Multiple Choice Questions
• Short Answer Questions
• Student Enrollment
• Textbook Selection
• Supplemental Readers
• Resources
• Test Development
• Equity and Access

2. To understand the content and structure of the AP* European History exam, and to develop appropriate strategies for maximizing student scores and to examine ways to provide students with the analytical skills and factual knowledge necessary to deal critically with the content, skills, and materials in AP European History.

3. To achieve an understanding of necessary course content for the course curriculum and exam by looking at sample questions provided by the College Board, examining the latest AP reading samples released by the College Board, and analyzing the rubrics for all parts of the exam.

4. To examine a variety of ways to structure the course so that students will be prepared to score well on the AP exam.

5. To acquire many resources from the instructor and from other participants to help make the teaching of the course more manageable. These will include:

• Sample test questions for the exam provided by the College Board
• Available samples from the most recent AP Reading
• College Board information concerning the themes and skills in AP European History
• Long Essay Rubrics
• Document Based Question Rubrics
• Instructional Handouts
• Instructor-prepared Classroom Resources in an instructor-created google drive
• Online access to materials provided by publishers
• Materials provided by College Board

What to Have Available for our Online Workshop:

Please have available any materials you will be using to plan and teach your course (textbook, supplemental materials, etc.) and your schoolyear calendar for next year, since you will have some time throughout the week to work on planning and organizing your course pacing and units.\

What to Expect During the Week:

Schedule is for 5 days, Monday to Friday.

●    Morning session       8:00 - 11:00
●    Lunch break              11:00-12:00
●    Afternoon session   12:00 - 3:00

Daily workshops will be a blend of synchronous learning via Zoom Meetings and asynchronous learning. Each morning and afternoon session will start with the synchronous presentation of information offering two-way, real-time video and audio with short videos, demonstrations, Q & A, and instructions for the asynchronous time.

The ratio of synchronous to asynchronous instruction will vary depending on the day, but approximately 75 - 80% of the time will be spent in synchronous activities, large group discussions, and examination of College Board materials. Asynchronous learning will include a mix of independent planning and small break out group activities. Participants will have a specified amount of time to complete various tasks, and the presenter will be available during asynchronous time to answer questions or to provide additional support. Each day will end with a Zoom wrap-up.

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Daily Summer Institute Schedule

***Each day will have a theme and tentative list of topics, but expect that the agenda may be revised in order to satisfy the needs of the group.

Day 1: 8:00 a.m. – 3:00 p.m.
Understanding the Course, Curriculum Framework: Themes, Skills, and Content, and Online Learning Resources

• Introductions and Wish List
• Orientation to our Online Workshop Format
• Equity in AP
• What's New in AP European History? Curriculum, Course and Exam Description (CED), College Board Resources
• Exploring the AP European History Required Course Themes (CED)
• Exploring the AP European History Required Course Skills (CED)
• Exploring the AP European History Content Requirements (CED)
• AP Classroom Resources for Teachers and Students
• Instructional Strategies and Tools to incorporate in Lesson Plans to teach the Content and Skills in the Course and Exam Description

Day 2: 8:00 a.m. – 3:00 p.m.
Exam Format, Sample Exam Questions, Instructional Strategies, and Online Learning Resources

• Exploring the AP Exam Content/Format: Overview of available practice test materials    (Multiple Choice, Short Answer, and Essay sections)
• Skills and Content: What do students need to know to be successful on the AP Euro exam?
• The Stimulus-based Multiple Choice Section of the AP Exam
•  Multiple Choice Strategies for Students
•  Internet Resources
•  Reading Strategies for Students
• Choosing a Textbook
• Using the Instructional Planning Report to identify student strengths and weaknesses and reflect on implications for instruction
• Instructional Strategies and Tools to incorporate in Lesson Plans to teach the Content and Skills in the Course and Exam Description

Day 3: 8:00 a.m. – 3:00 p.m.
Sample Exam Questions, Instructional Strategies, and Lesson Planning

• Document Based Question Writing Activities and Strategies
• Document Analysis (SOAPS and APPARTS), Authorship, and Attribution
• Grading of the DBQ: Using the Scoring Rubric—What do students need to do to write a successful DBQ?
• Grading of latest released DBQ Samples from the AP exam
• Strategies for Teaching Historical Context, Intended Audience, Purpose, and Point of View
• Contextualization
• Internet Document Archives
• Converting “Old” DBQs into the “New” DBQ
• Strategies for Analysis of Visual Sources & Using Art to Teach Social History
• Instructional Strategies and Tools to incorporate in Lesson Plans to teach the Content and Skills in the Course and Exam Description

Day 4: 8:00 a.m. – 3:00 p.m.
Sample Exam Questions, Instructional Strategies, and Unit Development

• Grading of the Long Essay Questions: Using the LEQ Core Scoring Rubric—What do students need to do to write a successful Long Essay?
• Grading of latest released Long Essay Samples from the AP exam
• Strategies and Activities for Teaching the Long Essay
• Thesis Writing Strategies
• Building an Argument: Strategies for Students
• Grading of Short Answer Questions: What do students need to do to be successful on Short Answer Questions?
• Curriculum ideas: films, literature, documents, simulations, etc.
• Supplemental materials: books, primary sources, etc.
• Instructional Strategies and Tools to incorporate in Lesson Plans to teach the Content and Skills in the Course and Exam Description
• Unit Development: Development of Units that include the New Themes/Skills/Content Requirements and the New Types of Exam Questions

Day 5: 8:00 a.m. – 3:00 p.m.
Sharing Session and Online Learning Resources

• Mapping out your School Year: Outlining the instructional plan by Unit and Topic in your academic calendar
• Hub Dates
• More Reading and Critical Thinking Strategies for Students
• Creative Ideas for Teaching AP European History
• Sharing of Developed Units and Exam Questions
• Roundtable of Best Ideas
• Equity in AP
• Questions/Answers

If you have any questions or concerns prior to the APSI please email Susie Gerard at trgerard@comcast.net (home) or susieg@spokaneschools.org (work)

Susie Gerard

trgerard@comcast.net

My name is Susie Gerard. I have been teaching AP European History for Spokane Public Schools for over 35 years, both in the brick and mortar classroom at Lewis & Clark High School and in the virtual classroom for Spokane Virtual Learning. Currently, I am also the Secondary Social Studies Coordinator for Spokane Public Schools. I graduated with a degree in History from the honors program at Gonzaga University in 1984 and earned a MAT in education and history in 1987. Since that time, I have earned over 200 quarter hours in my subject area.

I have been a reader of AP European history exams since 1996 and over the years have been a question leader, a table leader, and a sample selector. I am a College Board endorsed presenter and have taught AP workshops and summer institutes since 1998. Currently, I am a member of the AP European History Test Development Committee and the AP European History Instructional Design Team.

I was chosen as the 2018 Civics Educator of the Year by the League of Women Voters and the 1998 VFW teacher of the year, and I received an award from the Stratmore Foundation for educational leadership in the field of history in 2000. In 2001, I received a Gates Foundation Teacher Leadership Grant which provided me with a computer lab and projection system for my classroom. In 2004, I received the Spokane Public Schools Distinguished Teacher Award. I also received a Spokane Public Schools Equity Award for promoting racial and cultural equity and for encouraging more students to challenge themselves in AP classes at my school. In 2007, I earned my National Board Professional Teaching certification in adolescent and young adult history/social studies and renewed it in 2016. I recently received several Microsoft Corporation Peer Coaching grants and a Microsoft Innovative Educator grant. I am currently teaching and developing several online courses through my district’s virtual learning program. Over the years, I have written curriculum modules for College Board, along with teachers’ manuals and review guides for several publishers.

I enjoy reading, fishing, hiking, and music and am very involved in family activities with my husband and family.