There are two sessions in Seguin, Texas. See the schedule to select the session that fits your needs. Meeting times are from 8 a.m. to 4:30 p.m., Monday through Thursday, with a break for lunch served at Hein Dining Hall on campus. (Lunch is included in the cost.)
Session I: July 15-18 (from 8:00 a.m.-4:30 p.m.)
Session II: July 29-August 1 (from 8:00 a.m.-4:30 p.m.)
Deborah B. Preston
The goal of the course is that teachers work together to experience and share ways to uncover the meaning and use of the concepts and basic skills needed for success in Advanced Placement Calculus AB. A variety of activities, strategies, and methods, including manipulatives, graphing calculators, and other tools, will be used to increase student understanding of limits, derivatives and their applications, antiderivatives, definite integrals and their applications, slope fields, differential equations, and some techniques of integration. Emphasis will be on exploration and problem solving algebraically, numerically, graphically, and verbally, since facility changing a problem's representation is often critical in revealing a method of solution.
Materials to Bring
*A TI-83 or TI-84 graphing calculator, if you have one
This course will emphasize content, labs, and activities appropriate for the AP Chemistry classroom. Challenging course content and labs will be covered to assist participants in advancing their coursework and increasing inquiry labs and activities. Some labs will involve probeware technology and/or inquiry approach. There will be a focus on changes occurring in the AP curriculum and information about how teachers can adjust their curriculum to accommodate these changes, including discussion of the exclusion statements as well as a discussion of new AP objectives. Finally, the new AP lab materials will be discussed to better prepare teachers of AP Chemistry.
What participants should bring:
- Lab coat or lab apron
- Closed-toe shoes
We will focus on Style Analysis and Rhetorical Devices. We will annotate for diction, syntax, figurative language as well as looking at writer’s purpose. We will have sessions on tone, symbols, vocabulary, vertical alignment as well as many other aspects of the language and comp. course. We will also take a close look at the AP exam and discuss and study the synthesis question, analysis question, and open-ended question. We will have a session on the multiple choice section of the exam as well. Hopefully after the APSI teachers will have many more tools for which to ready their students for the AP exam.
As a participant you will be immersed in the world of AP Macroeconomics. Everything you need to teach the course will be provided by the instructor. From curriculum, to tests, to strategies, you will have the opportunity to experience firsthand what it takes to be an AP Macroeconomics teacher. David will share his years of teaching experience and knowledge of the subject so that you will walk out of the APSI ready to step into the demanding AP classroom fully equipped to help your students succeed.
All you need to do is bring a willingness to learn, a pen, paper, laptop and/or tablet device.
AP Spanish Language and Culture for New Teachers
AP Spanish Language and Culture is designed for new teachers who are interested in acquiring and sharing strategies to prepare their students to increase their command of the Spanish language and get them ready for the new Spanish Language and Culture course and exam.
Topics will include the following:
- We will address the audit process and creation of a new syllabi. By the end of the week, participants will gain practical knowledge about the New AP Spanish Language and Culture course and Examination, and ways to improve student performance.
- An overview of all sections of the AP Exam to help participants become familiar with the skills being tested: listening, reading, speaking and writing.
- Learn and share useful strategies and activities that work in the classroom.
- Experience a simulated AP reading and learn how to apply the new rubrics for writing and speaking
- Find and share authentic Spanish resources
- Integrate literature from the AP list into the Spanish language class.
- Incorporate and review Spanish grammar in the context of the AP class .
- Show how to incorporate music, videos and movies into the AP class
What participants should bring:
Prior to this week’s activities, teachers should have read the following Spanish short stories: “Un día de estos”; “La siesta del martes” de Gabriel García Márquez; “Dos palabras” de Isabel Allende; and
“El delantal blanco de Sergio Vodanovic”.
Please also bring to share with colleagues any short readings and other activities that you have found to work well in your classes.
This is the year to visit an AP Summer Institute for German! Our new exam was given for the first time in the spring of 2012 and there are many changes from the previous one. We will also have student samples of the exams from the second year. We will be able to see how the exam is evolving by hearing and reading the newest samples. This is very important so you know how to prepare your students. In this institute, participants will learn how the new exam is constructed and how best to prepare for it. Participants will also be assisted in revamping their syllabi for the new AP audit, will work on already prepared units for the classroom, and practice developing their own materials. This institute will definitely give you and your students an edge in preparing for the new AP German Language and Culture Exam.
In order to get the most from this workshop, I would like to know a little about who you are and what materials you are currently using. After registering, please contact me and let me know what experience you have had with teaching AP German and which books you have been using to teach the class. It would be very helpful if you would bring your base text with you to the workshop. In addition, it would be helpful if you would bring a thematic unit you may have developed and/or an idea for a thematic unit. Participants should bring a flash drive to share information documents. Please contact me at email@example.com
with questions and comments.
Learning Objectives: Advanced Placement Summer Institute for new teachers is designed to introduce the participants to the requirements established by the College Board for AP Government and Politics. Participants will analyze the AP Exam, acquire knowledge and abilities to establish course guidelines and procedures, attain the knowledge for teaching free response writing, practice appropriate strategies for teaching AP content and adding rigor through problem solving and document analysis.
Topics will include the following:
- College Board Expectations
- What to teach and at what pace.
- What is rigor and how to add it to your course?
- Understanding the multiple choice and free response questions.
- How to set up classroom procedures.
- Course design and teaching policymaking.
- Strategies and in-depth lesson design.
- Practice the Interactive Lecture, Paideia Seminar and Document Analysis
- Sample Lessons to take home and use.
- Develop a syllabus to fulfill AP audit requirements.
- Exam preparation and review procedures.
- Practice a mock free response reading.
What participants should bring:
- Textbook that will be used, if available
- Paper/pen or laptop computer for note-making
The AP Music Theory Combined workshop will focus on teaching strategies designed to help students develop an understanding of the materials and processes of music including visual and aural analysis, sight-singing, melodic and harmonic dictation, and composition. Special emphasis will be given to creating a curriculum employing techniques and activities similar to those presented in the Vertical Teams Guide for Music Theory published by the College Board. Significant critical, analytical, and creative thinking skills will be fostered and the course will emphasize the synthesis of musical knowledge into practical and usable musical understanding, especially with regard to music of the common practice period. All of these topics will be discussed with direct reference to the national AP Music Theory Examination. Suggested materials and resources for teaching AP Music Theory will be introduced and teaching techniques will be demonstrated throughout the workshop.
Kathleen A. Blake
This Institute will cover all aspects of the AP Studio Art courses. The strategies and assignments which will be presented in this workshop represent tried and true lessons as well as very deliberate opportunities that promote exploration and experimentation. The Drawing, 2-D Design, and 3-D Design Portfolios will be defined and distinguished, however the hands-on experiences during this institute will be of a 2-D nature, although one could convert the outcome to 3-D. This workshop will be divided into morning sessions that concentrate on approaches to organization, assessment, the digital process, resources, rubrics, and understanding the AP Studio Art curriculum in its entirety. The afternoons will be devoted to studio time with hands on art making to explore strategies, curriculum ideas and creative processes. The idea of encouraging personal voice in student work will be an important aspect through discussion, hands-on experiences and the viewing of students’ works which define the three categories of all the portfolios- Quality, Breadth and the Area of Concentration. The ultimate goal of this workshop is to give new teachers a complete foundation for which they may better understand and build upon and give experienced teachers a “re-charge” experience to enhance existing programs in visual art courses both Pre-AP and AP Studio Art.
The AP United States History Institute will include:
- What to expect with the newly revised APUSH exam.
- New ideas for the NEW CURRICULUM FOCUS
- What works in the classroom?
- What are the expectations for AP?
- How to prepare students for writing the historical essay
- Hands-on activities with proven success records
- Content-specific lectures
- Lesson planning ideas
- Advantages of vertical teaming
- And, valuable resources
What to bring? Participants are encouraged to bring copies of “best practices” that they may share with the group.
Dr. Teri Marshall
This course will focus on providing teachers in grades 9-10 with the strategies, techniques, and tools necessary to design a high school English program that prepares students for the challenge of both AP English Language and AP English Literature. In order to do this, there must be a strong focus on writing at the ninth grade level with a corresponding strong focus on literature at the tenth grade level. Teachers will have many opportunities to practice reading, writing, and discussion strategies that will challenge students to go beyond superficial thinking about poetry and prose. Participants will also receive a short course in classroom assessment design, with a particular emphasis on rubric development. The workshop will conclude with discussing possibilities related to vertical teaming. Each summer participant will be expected to complete 1-2 readings per night in preparation for the next day’s discussion. If you have a copy of the AP Vertical Teams Guide for English, please bring it with you to the workshop, but it is not necessary to bring a lesson plan to share.
- AP English Language vs. AP English Literature expectations
- Concept of Pre-AP
- Strategies for reading and writing
- Literature and nonfiction selections and analysis techniques
- Sentence sophistication and style
- Discussion techniques
- Language and literature concepts
- Rubric development
- AP Vertical Teams