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 email 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

Palo Alto High School

50 Embarcadero Rd.

Palo Alto, CA 94301

ENVIRONMENTAL SCIENCE

Susan Berrend

berrendsci@gmail.com

This Environmental Science workshop will cover the Advanced Placement* course and the supporting resources in AP Classroom, the structure and grading of the examination, appropriate assignments, labs and texts, and the relationship of these materials to the preparation of students for college-level work. This course is designed to benefit both new and experienced AP* Environmental Science teachers. We will explore instructional strategies and assessments using a variety of texts as well as examine course syllabi, structure, and pacing. We will break down the parts of the May exam and investigate instructional approaches for supporting students’ use of appropriate level vocabulary, logic, math skills and experimental design. We will discuss how to scaffold students’ development of expected science skills, helping prepare students for the tasks found on exams, and how to manage the workload of an AP* course. The recently expanded resources from the College Board will be explored, with ideas on how to make best use of them. Participants will engage in researching, crafting, and sharing new course materials using a variety of distance-learning platforms that will support student learning in situations requiring electronic instruction. We will share activities designed to cultivate the critical thinking skills necessary for student success in the AP* classroom and beyond.

Labs: For this integral part of the course, we will directly experience a number of labs from a variety of sources, including the newly released labs available on the AP* course site

What to Bring: Besides a computer, participants should bring a copy of the text they will use in their AP* class to them as they work to develop lesson plans and units aligned to the curriculum requirements (if known). Having a copy of your 2023-24 school calendar also helps in the planning of your units.

Goals

• To identify and apply the standards of the AP* Environmental Science Exam to classroom practices
• To explore and develop effective and engaging AP* Environmental Science units, lessons, and syllabi
• To expand participants’ “toolboxes” with successful instructional strategies
• To explore course resources
• To network with colleagues and learn from each other

• To return to classrooms with ready-to-use instructional activities and labs

Day 1: Course Content and Pacing

CED overview
Equity in your program
The science practices
Allelopathy lab design
First week activities
Pacing guide structure
FRQ #2 – structure and scoring

Day 2: Text Resources and Human Concerns

Text resources
Long term lab set up
What should be graded?
AP* progress checks
Population resources
FRQ #1 – structure and scoring

Day 3: Lab Resources

Lab resources and equipment
Labs for all units
The new AP* labs
Field work
How not to teach topics you don’t want to but still get the content to students
Revisit pacing guide
Labs with complex set up
The multiple-choice exam
AP* Classroom test generator and report resources
Managing the ‘teaching’ of FRQ’d

Day 4: AP Communities and Review Strategies

Urban planning activity
Review strategies
Energy stations
Audit guidelines
Share-a-thon
Citizen science

Susan graduated with a degree in Ecology and Systematics from San Francisco State and pursued graduate work in limnology at Uppsala University, Sweden. This was interrupted when she accidentally fell into teaching and joyfully stayed, working in private and public high schools in Northern California and Utah. She completed her Master’s degree in Science Education from Montana State University where her studies focused on the role of student affect in science course success. Susan Berrend is the Science Chair at Pacific Bay Christian School in Pacifica, California. She has been involved with the AP* Environmental Science exams since 2000 as reader, table and question leader and has had the honor of being a consultant in Environmental Science since 2005. Believing in teaching as an ever-developing craft, Susan has recently incorporated her students' service-learning projects into the AP with WE Service program, as well participating in local programs that support student agency in environmental justice issues. She stays busy dabbling in calligraphy, backpacking, gardening and being a fantastic dog aunt.