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

Kristin Whitlock

khwhitlock2025@gmail.com

AP* Psychology

AP Seminars Silicon Valley Online 2020

Hello! I’m an AP psychology teacher from Davis High School in Kaysville, Utah. I’ve been teaching AP Psychology since 1992 (where did that time go!). I’m excited to work with you in this workshop because I enjoy discussing all things psychology, and how we can best organize our classes in order to help students understand and use these important terms and concepts. I believe our content can be transformative for students and can help them understand themselves and others and develop ways of thinking that help them more critically analyze the world around them.

This is a HISTORIC year for you to attend an AP Psychology workshop! Many of you have been through a lot: suddenly switching to online teaching, dealing with the dramatic changes to the 2020 at-home AP 2020 exams, and all the changes caused by the Covid-19 pandemic. My goal for this workshop is to RELIEVE STRESS and help us all get ready to make the 2020-21 school year a great one for us and our AP Psychology students.

Materials:

● Please have a copy (physical or digital) of the textbook you will use for your AP Psych class available
●Make sure you have a copy of the College Board AP Psychology CED (either the physical binder or the digital .pdf)
● Have access to your AP Classroom, if possible
● We will use Zoom to communicate (video conferences) so a laptop or tablet that you are comfortable using and a stable internet connection is important!
● You can find copies of all the activities, resources, in my Google Drive, which I will provide a link to as we get closer to our workshop.
●Will we also be using Google Classroom to share and submit documents.on cord if you have one available. It may be helpful in case finding an outlet in our classroom is a challenge).

Welcome! I am an AP* Psychology teacher from Davis High School in Kaysville, Utah. I’ve taught AP* Psychology since 1992. I’m excited to get to know you and talk about one of my favorite subjects! The content of the AP* Psychology course is so applicable to our students. I enjoy the challenge of creating a course that both prepares students to pass the AP* Psychology exam and think more deeply about how these concepts impact their daily lives.

We will work together at the beginning of the workshop to set goals for our time together. As you look at the schedule I’ve prepared, you will notice that most of each day is pre-scheduled with a “Special Topic,”, but during part of each day we will talk about topics the group chooses (the “Psychology Content” section of the day). Thus, the syllabus below outlines a general outline for our time together, but we may modify it based on what the group decides is most important and the time we have available. One of my goals is to make sure that you leave this workshop with the resources you need most for next year. I’ll provide copies of the materials we use/discuss, either in electronic or hard copy, so you’ll have a handy “toolkit” of activities, demonstrations, and resources to draw from as you plan your curriculum.

Overall Schedule:

● Start each day in the morning with all group video conference (7:30 to 11:ish PST)

● Lunch and small group work from 11:ish to 2:ish PST (small groups set their own schedule - responsible for getting a group task done by the end of each day)

● Individual work on a project you choose - about 2ish hours a day?

Typical daily schedule (customized each day)

• 8:00-8:30ish          Reconnect - discuss the “big important ending question” from the day before, discuss results of group work from the previous day, questions, etc.
• 8:30-9:00ish          Big CED topic for the day (an aspect of the CED we should all notice and incorporate into our planning (including AP Classroom demos, interpreting data from the Instructional Planning report)
• 9:00-10:30ish        Content/Skills topic of the day (one of the units of the CED - demonstrations/activities tied to psych vocab, pedagogy advice)
• 10:30 – 11:00        Get ready for group work - establish your goal for the day, explain how to “turn it in”
•11:00 – noon         Break
• Noon – 3:00          Afternoon is left for group & individual project work. Groups will establish their own schedules (combo of synchronous & asynchronous) - have something to “turn in” by the end of their work time.
You’ll also need to divide this time to work on your own individual project (the one you chose at the beginning of the workshop)

Topics: (note: this schedule will be modified to fit a five day schedule)

Monday July 27:

●      Introductions, orientation to our materials/resources, tour of the CED and planning sheets, discussion about “pacing guides”
●      Discussion: Group work and your personal choice project
●      Unit 1 Scientific Foundations
●      Group work: how will you use the CED for your course planning? Make a plan!
●      On your own:

○ do the released practice exam (100 multiple choice questions) - score your own exam and be prepared to discuss what you learned
○ Decide on your personal choice project: what do you want to get done by the end of our week?

Examples of projects:

■      Unit plan
■      AP review materials for students to use before the exam
■      Overall pacing/curriculum guide for your course

Tuesday, July 28:

●      Reconnect: how was the released practice exam? What did you learn? Share results of group work. Share plans for personal choice project.
●      The AP Psychology test: what’s the Multiple-choice section all about?
●      AP classroom: what it is and how we use it
●      Unit 2 Biological Bases of Behavior
●      Group work: how do or will you use AP Classroom? What resources will you use to make assessments and get your students practice with multiple choice items? FRQ items? Make a plan!
• On your own: start work on your personal choice project. Update Kristin about any changes in your plans.

Wednesday, July 29:

●      Reconnect: Share results of group work - how will you use AP Classroom? Share tips. Share updated plans for personal choice project and your progress.
●      The AP Psychology test: what’s the FRQ section all about? (you’re a reader!)
●      Unit 5 Cognitive Psychology
●      Group work: What are your favorite teaching resources? What are the things you can’t live without? Do you have favorite websites? Books? Films? Motivational ideas? Assessments? Class starters? Discussion techniques? Games? etc. etc. etc. Discuss and share with your group, then create a list to share.
●      On your own: work on your personal choice project. Make sure to let Kristin know if you have any questions.

Thursday, July 30:

●      Reconnect: share your group work – what are your favorite resources? Textbook talk. What book do you use? Why? How do you encourage your students to read the book? Share tips. Check-in - personal choice project and your progress.
●      Unit 3: Sensation & Perception
●      Group work: by now you’ve seen many (many!) psychology activities/demonstrations. How do you plan on using activities and demonstrations in your class? Choose one unit we haven’t covered and work with your group to plan a unit that includes activities/demonstrations.
●      On your own: finalize work on your personal choice project.

Friday, July 31

●      Reconnect: share your group work. What unit did you plan? What activities/demonstrations are you going to use?
●      Show off your stuff! Sharing your personal choice projects
●      The exam is over…now what?
●      Goodbyes! Final questions, tearful farewells!