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

5-Day Online Workshop Agenda - APSI Biology 2020

Day 1

Welcome, introductions, K-W-L sharing

Key Takeaway 1: Understanding the Course and Exam Description (CED)

· Building conceptual understandings by linking Learning Objectives (testable) and Essential Knowledge (content) in each Big Idea.

· Applying content in new, relevant, and unfamiliar contexts using and Science Practices (Skills) and Essential Knowledge.

Activity: Teaching for Transfer by Applying the Science Practices

Practicing the Practices: Investigation #11 Transpiration Set-Up (kitchen chemistry 1)

Activity: Teaching for Understanding of Content and Skills

Activity: Understanding the Course Framework and Big Ideas

Day 2

Practicing the Practices

Investigation #13 Enzyme Catalysis using Potatoes and Hydrogen Peroxide (kitchen chemistry 2)

Transpiration Data Collection Day 2 via Small Scale/Balance (from school or Amazon)

Key Takeaway 2: Planning the Course

· Sequencing, Pacing, Scaffolding

Activity: Exploring the Unit Guides (and treasure hunt map)

Activity: Scaffolding and Spiraling the Science Practices

Activity: Planning Your Course (plan the first quarter of your course)

Activity: Reviewing Instructional Approaches

Day 3

Practicing the Practices

Investigation 4: Diffusion and Osmosis in Vegetables (kitchen chemistry 3)

Transpiration Data Collection via Small Scale/Balance Day 3 (from school or Amazon)

Investigation 9 Virtual DNA Gel Electrophoresis – https://dnalc.cshl.edu/resources/animations/gelelectrophoresis.html

Investigation 3 BLAST

Activity: SP 2 – Visual Representations

Activity SP 3 – Questions & Methods

Key Takeaway 3: Teaching the Course

· Teachers need a deep understanding of content and applications

· Using effective instructional strategies to help develop course skills and content knowledge

· Creating a community within a classroom

Day 4

Practicing the Practices

Investigation 8: Virtual pGLO Bacterial Transformation http://www.phschool.com/science/biology_place/labbench/lab6/concepts1.html

Wrap up Investigation 4: Osmosis and Data Analysis with Water Potential

Transpiration Data Collection Day 4 via Small Scale/Balance

Activity SP 5 – Statistics and Data Analysis

Activity SP 6 – Argumentation

Key Takeaway 4: Assessing Student Progress and Understanding

· Aligning assessments and instruction to learning goals and performance standards

· Challenging students to apply their knowledge and skills in different contexts for deeper understanding

· Time, practice and feedback

Activity: Analyzing Science Practices and Learning Objectives on Exam Questions

Activity: AP Biology Exam Structure

Activity: Using Personal Progress Checks as Formative Assessments

Day 5

Practicing the Practices

Investigation #2 Mathematical Modeling Hardy – Weinberg Equilibrium Using Rocket Pocket Mice Spreadsheet

Key Takeaway 5: Becoming a Member of the AP Community

· Course Audit and Curricular Requirements

· AP Teacher Community and Additional Resources

· Evaluations of workshop

Activity: Scoring Free Response Questions

Activity: AP Audit and Curricular Requirements

Activity: Becoming a Member of the AP Community

Activity: Finishing Syllabus & Sharing Favorite Activities

SPANISH LANGUAGE AND CULTURE

George Watson Lopez

geowatlop@aol.com

AP SPANISH LANGUAGE AND CULTURE

2020 AP* SEMINARS SUMMER INSTITUTE

Day 1 AM

1.     Welcome, Introductions
2.     Review of Materials and Agenda
3.     Encuesta “Circular”
4.     Navigating documents, Symbaloo, and George’s Resources List
5.     APSI Key Takeaways
6.     Overview of Resources and Supports for AP
7.     The new CED: Course and Exam Description
8.     Course Development and Course Skills

• Overarching Premise
• Modes of Communication / Themes and Recommended Contexts
• Skills and Learning Objectives Activities
• Assessment of Skills in the 4 FRQ’s

9. CED Unit Guides: Unit at a Glance + Treasure Hunt
10. Overview of AP* Spanish Language and Culture Exam

• 2019 AP Practice Exam: Interpretive Mode: Print Texts
• Review of Task Models
• Question Types: How do they align with Learning Objectives?
• Advanced Organizers
• Engagement in Reading Selection and Discussion of Challenges for Students

Day 1 PM

11. Review of Reading Selections #2-5 (question types and challenges)
12. Writing Comprehension Questions in Groups of 3
13. Pre-Reading/Reading/Post-Reading Strategies (Wordle, Predicting w. images, Notetaking, Categorizing vocabulary)
14. Online Sites for Practicing Reading Comprehension
15. Explanation of Project for Day #5

---------------------------------------------------------------------------------------------------------------------------------------------------------

Day 2 AM

1.     Calentamiento: IGA en Parejas
2.     Review of Takeaways + Questions + Agenda
3.     Sharing comprehension questions
4.     Teaching for Interculturality

• Productos, prácticas, perspectivas
• C1/C2 chart for Vertical Teaming
• Canciones: Latinomamérica o Milonga del moro judío

5. 2020 AP* Practice Exam: Interpretive Mode: Listening and Listening+ Print

• format and timing
• audio text types
• sample selections

6. Interpreting Charts/Graphs/Infographs
7. Listening Strategies: pre-listening/listening/extension activities

• BBC Estudio 834
• Online resources for practicing listening comprehension

8. Unit II Planning / George will share Unit VI

Day 2 PM

9. Using Music to Practice Interpretive Communication
10. 2019 Free Response Section: Simulated Conversation

• format and challenges
• scoring guidelines review
• 2019 AP exam engagement
• scoring student samples
• graphic organizers/vocabulary

11. Unit II Planning Work in Breakout Rooms

-------------------------------------------------------------------------------------------------------------------------------------------------------

Day 3 AM

1.Takeaways Review + Questions + Agenda
2. El mejor noticiero discussion
3. Teaching Strategies and Practice: Conversation Starters

• Quick Speaks: e.g. Conversaciones de un minuto
• Firma aquí

4. Assessment: Formative vs. Summative

5. 2019 Free Response: El ensayo argumentativo

• PPT
• graphic organizers
• palabras de transición
• engagement in essay writing: 2019 exam/sharing “posturas”
• scoring guidelines and one student sample
• converting scores using 100% scale

Day 3 PM

6. Review of essays
7. Free Response section: La comparación cultural

• PPT
• format and challenges
• engagement in 2019 AP* Exam
• scoring guidelines and student samples

8. Unit II Planning in Breakout Rooms

----------------------------------------------------------------------------------------------------------------------------------------

Day 4 AM

1. Calentamiento: Dilo en tu idioma nativo
2. Takeaways Review + Questions + Agenda
3. Instructional Strategies: Receptive and Productive Skills: un viejo amigo/nuevo amigo
4. Incorporating Instructional Startegies into Unit Plan
5. 2018 Free Response section: E-mail Reply

•format and challenges
•scoring guidelines
• 2019 Exam
• scoring student samples

6. Art and Images as Stimuli for Interpretive and Presentational Communication

• Carmen Lomas Garza
• Un minuto de arte
• Art as basis for the Cultural Comparison
• Using Google Earth for Museum Tours

7. Practing Presentational Communication with Images: Los sucesos inesperados

Day 4 PM

8. AP Syllabi Discussion
9. Cultural comparison with authentic text: Tapear en Granada
10.AP Audit Calendar/AP Instructional Report
11. AP Access and Equity
12. Sharing Technology Tools
13. Repaso de los 6 temas: Vídeo: Landfil Harmonic

----------------------------------------------------------------------------------------------------------------------------------------

Day 5 AM

1. Calentamiento: Diálogo circular
2. Takeaways Review+ Questions + Agenda
3. Encuesta Circular: 2019 AP Exam Statistics
4. AP Classroom
5. Role of Grammar: Online Sites y Visual Spanish Grammar Images
6. Las charlas diarias
7. Sharing Skills Assignment
8. Despedida

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 Master’s 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 13 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 granddaughters Sidney and Brynn.