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

SPANISH LANGUAGE AND CULTURE

George Watson Lopez

geowatlop@aol.com

AP SPANISH LANGUAGE AND CULTURE

2020 AP* SEMINARS SUMMER INSTITUTE

DAY 1

1.     Welcome and Introductions
2.     Rompehielos y Encuesta Circular
3.     Review of Materials y Agenda
4.     Navigating AP Central and Dropbox
5.     Overview of AP Curriculum Framework and Course
            • Overarching Premise
            • Proficiency Levels and Can-Do Statements
            • Themes and Recommended Contexts
            • Focus on Language Forms vs. Communication
            • The Six Primary Learning Objectives
6. What is Culture? / What is Interculturality?
            • Defining products, practices, and perspectives
            • Analyzing a cultural event/phenomenon
7. Contextualizing Language Teaching: Essential Questions
8. Overview of AP* Spanish Language and Culture Exam
9. AP* Practice Exam: Interpretive Mode: Print Texts

10. Pre-Reading/Reading/Post-Reading Strategies
11. Role of Literature in AP* Spanish Language and Culture
12. Interpreting Charts/Graphs/Infographs
13. Music for Reinforcing Interpretive Communication
14. Online Sites for Practicing Reading Comprehension
15. Assignment for Tues: “El arrepentido”

Day 2

1.   Calentamiento
2.   AP* Practice Exam: Interpretive Mode: Listening
3. Interpretive Communcation: Listening
            a. strategies: pre-listening/listening/extension activities
            b. Dictogloss activity: “El retrato”
            c. online resources
4. Mesa redonda: “El arrepentido”
5. Using Music to Practice Interpretive Communication
6. 2019 Free Response Section: Simulated Conversation
7. Teaching Strategies and Practice: Conversation Starters
8. Vocabulary for Interpersonal Commmunication
9. Using Music to Practice Interpersonal Commuication
10. Sharing Best Practices
11. Assignment for Wed: AP* Syllabus ReviewP* Syllabus Review

Day 3

1. Calentamiento: Dilo en tu idioma nativo
2. 2019 Free Response section: E-mail Reply
3. Email practice and Blogging
4. Review of Six AP* Themes: Landfill Harmonic
5. Developing a Curriculm Unit
6. AP* Syllabus Discussion
7. AP* Audit
8. The 2019 Cultural Comparison
9. Music as Basis for the Cultural Comparison
10. Sharing Best Practices
11. Assignment: AP* Textbook Analysis

Day 4

1. Calentamiento
2. 2019 Free Response: El ensayo persuasivo
3. AP* Access and Equity
4. AP* Textbooks and Materials
5. Cultural comparison based on an audiovisual text: Tapear en Granada
6. Las charlas diarias
7. 2019 Digital Submission of Audios
8. 2019 AP Resources
9. Sharing Best Practices
10. Visual Prompts for Presentational Communication
11. Role of Grammar: Online Sites y Visual Spanish Grammar Images
12. Final Review of Products, Practices y Perspectives

George Watson-López taught Spanish at Walpole High School for over 35 years before retiring from public education in 2011. The son of Costa Rican immigrants, he majored in Spanish at Boston University and attained his Masters degree from Middlebury College. George chaired the Foreign Language Dept. from 1980-2011 where he oversaw five language programs, coordinated an exchange program with Palmares, Costa Rica, and instituted a Global Studies Certification program. In 2009 he was named Massachusetts Teacher of the Year by The Council of Chief State School Officers and was honored at The White House in President Obama’s first Rose Garden reception. Currently, George is Visiting Instructor of Hispanic Studies at Wheaton College in Massachusetts. Besides AP* Spanish Language and Culture, George has given Pre-AP* workshops in Strategies for Vertical Teaming, Interpretive and Interpersonal Communication. He has also given numerous workshops in MA on the use of Latin music in the Spanish classroom, a topic he weaves into all his workshops and institutes. For the past 12 years George has been a Table Leader at the AP Reading where he has led his table in the grading of the speaking portion of the AP* Spanish Language and Culture exam. His publications include: EntreCulturas 1, a textbook program for teaching Spanish language and Hispanic culture to Novice level learners and “Dream, Vincent, Dream” in Chicken Soup for the Soul: Teacher Tales.

George lives in Mansfield, MA with his wife Janet. They both enjoy traveling to Villa Watson in Costa Rica and spending time with their sons, Marcus and Michael, their daughters-in-law, Shannon and Jesse, and their granddaughter Sidney Marina.