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

PHYSICS C (Mechanics and E&M combined)

Gardner Friedlander

gfriedlander@mac.com

Gardner Friedlander earned a BA at Princeton, majoring in Physics and Philosophy. He introduced AP* Physics C to his school and taught it for almost 30 years (as well as teaching physics at four other levels.) He was an AP* Physics reader for most years from 1998 to 2016 and served on the AP* Physics Development Committee for two years and on the AP* Physics C Development Committee when the B and C courses were split off. He has taught physics in three different states, finishing with 33 years at University School of Milwaukee, an independent coed day school in Milwaukee, Wisconsin

AP* Physics C—Mechanics and E&M (combined)

Summer, 2019

Overview: AP Physics C is a year-long calculus-based physics course equivalent to a typical introductory university course for scientists or engineers. The College Board recommends that this course not be a first-year course in physics, but in recognition of differing demands at different schools, the exam is broken into two 90 minute parts—Mechanics and Electricity and Magnetism. Thus if students have had no physics prior to this course, they can take a full year covering just Mechanics. If they have had a good prior exposure to physics, then both halves can be taken in a single year.

This institute is designed to assist teachers using either model. Participants will have the chance to engage with other teachers who teach courses similar to their own, work on pacing and syllabus development, and design and execute laboratory and demonstration activities for use in their own classrooms, with participants encouraged to share their own ideas for demonstrations and best practices. They will leave the institute with access to almost 50 years of past exams and solutions. Emphasis will be placed on teaching problem solving techniques and approaches to teaching AP Physics C with an emphasis on encouraging higher order thinking skills and remediating student misconceptions. Participants will often work in small groups to allow them to choose the activities and portions of the course that best fit their needs. For each course (Mechanics and E&M) as appropriate, the presenter will familiarize participants with the whole framework for the curriculum, with emphasis on the portions that have proved most difficult for students in the past. The following is a preliminary outline of the week, although it may easily change based on participants’ wishes.

Day 1

• Introductions of presenter, participants, supplied materials, and the course(s)

• Particular challenges in teaching AP Physics C

• Small group examinations of the Course Objectives (Mech.)

• Whole group work with some sample Free Response items (Mech.)

• Small group preparation of 2019 Free Response answers (Mech. and/or E&M)

• Discuss a plan for preparation of individual course syllabi and the Audit

Day 2

• Presentation of solutions to 2019 FR questions

• Whole group discussion of the process of scoring AP Exams with the 2019 Mech. exam as a model

• Whole and small group discussion of how to implement AP-level problems into a high school AP course.

• Whole group consideration of what makes AP Physics C laboratory experience different from a typical HS course. What should lab reports look like? How are they evaluated and made into a portfolio?

• Small group experiment work #1

•Choice of

o Small group work on some of the Mech. problems student have found most difficult in this millennium

o Recognition of the different approach of the E&M course. Small group examination of the E&M Course Objectives and the 2019 E&M exam.

Day 3

• Whole group discussion of when and how calculus should be introduced in different school situations

• Presenting Rotation, historically the hardest area in Mech. for students to understand

• “Best Practice” presentations by participants

• Individual and small group examination of MC questions

• Small group experiment work #2

•Choice of Mech. or E&M small group work on some of the problems student have found most difficult in this millennium

Day 4

• Online resources: presentation and examination

• “Best Practice” presentations by participants

• Small group experiment work #3

• Develop a summary of ideas for implementation of a laboratory plan that includes both classic equipment and adding new technology, all while laddering different levels of student inquiry

• Laboratory notebook and syllabus (and/or completed problem records) due from credit participants

· Workshop conclusion and evaluation