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

WORLD HISTORY

Bill Zeigler

zeigler.apsi@gmail.com

2020 Agenda/Syllabus
World History

World History AP* is one of the most exciting courses, tasked with developing up-and-coming historians and world citizens. The course seems daunting – over 10,000 years in less than thirty-six weeks – but the focus on historical reasoning skills and historical processes make this intimidating task more manageable. It’s the Skills, not the memorization of countless facts.

During the week, we’ll discuss format, pace, class requirements, and day-to-day structures. In addition, we’ll work on the three major areas of concern in any social science class – reading, writing, and thinking – and the techniques that will help teachers meet students’ needs.

Many new structures have been added to the course within the last few years, requiring additional changes to the course and the way it is taught. We’ll be sure to cover all the new formats and begin a discussion over best practices for prepping and reviewing for the exam.

Finally, we’ll look at past World History AP* Exams, analyzing the multiple-choice and writing portions, to best organize our class and course around successful teaching and learning. And don’t worry…if you’re new to the course, you’ll be ready to teach it; and if you’re an “old-hand,” then you’ll be caught up with the changes. It’s a great course with tremendous possibilities…it just takes time!

Goals

• To familiarize participants with the unique perspective, habits of mind, and themes of a world history curriculum AND to develop a practical and functioning course syllabus

• To present world history content, allaying the fears of new world history teachers while enhancing the knowledge of veterans in a collegial environment

• To share instructional and time-management strategies for student and teacher success

• To explore text, visual, and internet resources that will boost any world history course

• To investigate the traits and techniques necessary for an Advanced Placement*course in world history through a thorough analysis of the AP* exam

Course Outline

• Each day will have the following elements: Course Development, Reasoning Skills, Historical Content, Teaching Resources, Historiography, and Sharing of Best Practices

• Participants will be encouraged to participate in focused discussions by analyzing academic articles, reading primary texts, and sharing best practices

• Laptops are encouraged, but not required

Day 1 – Course Introduction and Structure

Days 2 & 3 – Essay Writing and Text Analysis

Day 4 – Short Answer Questions and Multiple-Choice

Bill Zeigler lives in San Diego with his wife Marianne. He earned his BA in history from San Diego State University and MA in education with an emphasis in professional development in gifted education. He teaches history-social sciences and English at San Marcos High School. Bill currently serves as the Assistant to the Chief Reader for AP World History.

Bill has always had a keen interest in world history. He was a fellow of the Woodrow Wilson National Foundation at Princeton where he studied the “long nineteenth-century” and was awarded a two-year NEH fellowship to study India and China at Cal Poly Pomona. Bill has presented at the World History Association, National Council for the Social Studies, and the AP Annual Conference. He is a consultant for the College Board in World and US History, Social Studies, Vertical Teaming, and Interdisciplinary Strategies, with presentations in Heidelberg, Brasilia, Bangkok, Madrid, Seoul, Cairo, Manila, and Nairobi. Bill has served as a member of the program committee and the executive board of the World History Association.

An update for the 2020 five-day online World History course is pending. If you have specific questions, please contact the presenter at the email address below.