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

PRECALCULUS - new in 2023

Lawrence Yee

yeel@esuhsd.org

Lawrence Yee is a mathematics educator with fifteen years of experience teaching all levels of high school mathematics and is currently the Mathematics Curriculum Coordinator for the East Side Union High School District in San Jose, California. He started teaching AP Calculus AB in 2009 and helped grow the AP mathematics program at the Title 1 urban public school he taught at for over 12 years by introducing AP Statistics, AP Calculus BC, as well as AP Seminar. Lawrence has served as an exam reader for the AP Calculus AB and BC exams since 2020.

Through his involvement with the National Math + Science Initiative in various roles, Lawrence works to improve student equity, inclusion, and access to STEM opportunities and increase achievement in Advanced Placement courses among students underserved, underrepresented, or disadvantaged socially or economically. He is a four-time Yale National Fellow through the Yale National Initiative to strengthen teaching in public schools where he authored four curriculum units to support student learning of topics including arithmetic sequences, rates of change, word problems, combinatorics, and statistics.

Tentative Agenda

With the new AP Precalculus course, more students have the opportunity to earn potential college credit or placement in mathematics for a course they are already currently taking. Participants will spend the duration of the APSI familiarizing themselves with the Course and Exam Description (CED). Each day will focus on one of the four units that comprise the AP Precalculus course. Throughout the week teachers will be engaged in a variety of activities, practicing teaching strategies, designing or modifying existing teaching resources, and strengthening their content knowledge to best support all students who will be taking the AP Precalculus course.

Objectives:

• Participants will become familiar with the information and resources found in the new AP Precalculus Course and Exam Description

• Strengthen content knowledge pertaining to the topics covered in AP Precalculus

o NOTE: The following agenda lists possible topics that will be reviewed. Adjustments will be made based on participant feedback during the APSI.

• Plan for teaching the new AP Precalculus course

• Share existing teaching strategies

• Modify existing resources to the new course

Materials:

• Participants should bring the graphing calculator that will be used with their students.

• Copy of the current precalculus textbook (physical or electronic) being used in their school

•Laptop/Computer

Day 1: July 24

• What is AP Precalculus?

• Introduction to the Course and Exam Description (CED)

o Understanding what is included (and not included) in AP Precalculus

• Mathematical Practices & Skills

• Unit 1: Polynomial and Rational Functions

o Rates of Change

o Limit Notation

o Modeling

• Graphing Technology

Day 2: July 25

• Overview of the AP Precalculus Exam

• AP Classroom & AP Daily

• Unit 2: Exponential and Logarithmic Functions

o Arithmetic & Geometric sequences

o Modeling with Data

o Semi-log Plots

• Adapting existing resources for AP Precalculus

• Planning time

Day 3: July 26

• Unit 3: Trigonometric & Polar Functions

o Sinusoidal modeling

o Equations and identities

o Polar functions and graphs

• Practice Exam Questions

• Syllabus development and planning time

Day 4: July 27

• Unit 4: Functions Involving Parameters, Vectors, and Matrices (optional content)

o Determining what topics to include

• Sharing of resources modified to meet the CED expectations

• Recap of the AP Precalculus course

• APSI Evaluation