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

PSYCHOLOGY

Amy Jones

jonesie04@hotmail.com

Her career objectives are teaching and encouraging students to love to learn, to respect and love themselves, to appreciate and respect the diversity in others and to learn to work together to solve the problems and challenges of the future. She is committed to the idea that critical thinking skills can be taught and employed in inspiring students to assume responsibility for their own learning. She has taught AP* Psychology , English, and Self Esteem for sixteen years and taught eleven years in Davis County School District's Alternate High School Program "3-6." She has been an AP* Psychology Exam Reader for 19 years, and an AP* National and International Consultant for the College Board* for 19 years.

She was the Student Government advisor at Bountiful High School for two years. She has been nominated twice for the Disney Teacher of the Year Award and listed multiple times in Who's Who in American Teachers. She has been voted "Most Favorite Teacher" at BHS and "Teacher of the Year" at Copper Hills High School by student vote. She has been married for 52 years, is the mother of six children, and the grandmother of 23. She is active in her community, church and PTSA, and has served in many different capacities involving people of all ages. Recently returned from serving a mission to Canada for her church, she is currently teaching in Davis School District in Utah.

• Trained to teach Self-Esteem curriculum at the Self-Esteem Center in Salt Lake City, Utah in August, 1990 • BS degree, December 1992, University of Utah, Salt Lake City, Utah. Major: Psychology

• Minor in English and Secondary Teaching Certificate, December 1993, Weber State University, Ogden, Utah, Endorsements in Psychology and English

• Began Master's Degree in Therapy and Counseling, 2000 at the University of Phoenix, Salt Lake City Campus, Salt Lake City, Utah.

• Served as Chairperson of Davis County's Commission on Infants, Children and Youth for two years.

Objectives:

1. To give new or experienced teachers organizational strategies to succeed including familiarity with the requirements of the AP* Psychology and meeting the needs of AP* students.

2. To provide instructional strategies for addressing common themes and teaching of the various perspectives in Psychology.

3. To provide guidance in selection of appropriate textbooks and other resources for teaching AP* Psychology.

4. To share interesting and meaningful learning activities that help increase knowledge of psychological concepts and methodology.

5. To provide content updates and strategies that will enable a teacher to be more current in the topics of psychology.

Level of Participants

It is expected that participants will vary in both teaching experience and in psychology background. Teachers may range from a beginning level to many years of experience in teaching psychology and/or AP* Psychology. The objectives are designed to meet the varying needs of this diverse group and many activities are planned that draw upon the experiences of the participants.

Description

The course offers strategies for use in presenting the main topics of psychology as well as the methods being used to study psychology. Participants will explore techniques geared toward teaching a college-level psychology course to high school students and tips on preparing students for the AP* Psychology exam including multiple-choice and free response questions. Materials published by the College Board will be part of the course reading. Participants will have the opportunity to share best practices with other new and continuing AP* psychology teachers. Tips on textbook selection, source books, audiovisuals and Web-based sources will also be provided. Additional resources will be provided for the participants, and each participant will be expected to design a lesson, activity, or unit based on the AP* Psychology curriculum.

Course Content

Course content will focus on strategies and resources for teaching major curriculum units which may include: Methodology (Experimental and non- experimental methods and Testing); Biological Basis of behavior (the role of genetics and the environment, Brain and Nervous system, neurotransmitters); Sensation and Perception; Consciousness; Cognitive Perspective; Learning Perspective (including Behaviorism and social Learning Theory); Social Psychology; Development; Personality; Abnormal Psychology (including symptoms of disorders and Therapeutic Systems). Additionally participants will receive guidance towards designing curriculum, addressing common themes among the various psychology perspectives, preparation for examinations and incorporating AP* exam strategies throughout the year

Syllabus for AP* Seminars Silicon Valley

MONDAY

• Introductions and Overview Layout of the week; What do you want from this workshop? Etc.

• Overview of the Acorn Book, Teacher’s Guide and Philosophy. (Geared to AP* Exam, geared to fun. Why not have BOTH?)

• Logistics: Ordering textbooks, finding websites and web sources, joining the list serve,

• TOPPS and APA organizations, amassing a textbook reference shelf, copy of key books (DSM V, DSM Case Study Books, Hock’s book, etc. Collegeboard.com

• Pacing calendars, Summer assignments, Criteria for admission, Who sits for the test,

• Intro Class Ideas, (starting the year, setting the tone, etc.) Outside reading suggestions, video lists and resources, activity guides and review books, sample syllabi.

• The AP* Test: Take the 2007 released exam. Score and discuss, Discuss the Free Response section of the exam.

TUESDAY

• Intro to Psych: ideas and suggestions, activities and contributions

• Perspectives

• Research

• Statistics

• History

• The Brain

WEDNESDAY

• Sensation

• Perception

• States of Consciousness

• Thinking and Language

• Memory

• Learning

• Motivation and Emotion

THURSDAY

• Personality, Psychological Assessment

• Psychological Disorders

• Treatment of Psychological Disorders

• Physical and Cognitive Development Social Development

• Social Psychology

• Health and Stress,

• What to do after the AP* exam

• 4th quarter projects, research

• Wrap up of week, final suggestions, ideas, questions,

• Exchange contact information.