This workshop provides participants with the tools they need to implement effective AP Calculus BC courses. During this training, participants will explore the mathematical practices for AP Calculus (MPAC’S) and the components of the curriculum framework, including the big ideas, enduring understandings, learning objectives, and essential knowledge. Participants will understand how to use activities that organize the course content to develop students’ proficiencies in the skills identified by the curriculum framework. In addition, participants will work on a course plan that will help them decide how they will teach the skills and content of the AP Calculus BC course. Special topics will focus on strategies and activities that will help ensure student success.
A basic overview of the week’s agenda includes:
Day One: Participants will discuss an overview of the AP Calculus BC course including the curriculum framework, the MPAC’s, the AP Course Audit, and the AP Exam. Special Focus for Day One will include advanced integration techniques, improper integrals, parametric and vector-valued functions and planar motion.
Day Two: Participants will develop a scope and sequence for the AP Calculus BC course including strategies to build the skills and enduring understandings required in the course. Special Focus for Day Two will include Euler’s Method, logistic growth, polar curves, and polynomial approximations.
Day Three: Participants will create units of instruction that incorporate the essential knowledge skills that lead to the enduring understandings. Special Focus for Day Three will be series, including MacLaurin and Taylor series, power series, methods to determine convergence, and operations on power series
Day Four: Participants will analyze and discuss the various BC applications that connect differential and integral calculus along with strategies to maximize student success. Special Focus for Day Four is the AP Calculus BC exam with an in-depth discussion of the 2018 BC Exam including comments about the AP Exam from the point of view of an AP Reader and an exploration of the scoring guidelines using student samples.
This session will address the breadth of the AP Language and Composition course and focus on developing classroom activity, content, assessment, and organization to enhance students’ understanding of the rhetorical theory and practice that underlie the AP Language and Composition Exam. Participants may bring a sufficient number of copies of a successful strategy or mini-lesson in close reading, argument, synthesis, or rhetorical analysis to share with the group.
This 2018 Summer AP English Literature and Composition Institute at the University of Oklahoma will focus upon various elements of an AP English Literature course – the study of prose and poetic works. Beowulf,Chaucer, Hamlet, Oedipus,AP Comedy, The Multiple Choice Question, the AP Research Paper, New Approaches to Teaching the Novel or Play and a Simulated Reading of the 2018 AP Literature Examination are just a few of the units that will be presented and discussed.
New teachers in an AP English Literature and Composition course will be introduced to the AP Course Audit and successful and hands-on AP strategies that they will be able to introduce immediately to their own students. Experienced teachers will be introduced to new strategies in teaching classic works as well as preparing students for the AP English Literature Examination. These strategies require higher order thinking and are designed to engage students and rejuvenate your high school curriculum. Teachers should bring a best practices lesson and enough copies for 25 teachers and be prepared to present the lesson to other participants on Wednesday afternoon and Thursday morning.
We will examine the course requirements and expectations for Advanced Placement Literature & Composition, including simulated readings of student responses to AP essay prompts and a careful exploration of multiple choice questions from released exams. Workshop materials will offer pragmatic resources for participants to adapt and use with their students to develop academic skills for success: critical thinking, close reading, and writing literary analysis and argument. And, hopefully, all participants will be able to design and share with the group their own activities to use with students. We will also engage in passage analysis, timed writing, sharing best practices with colleagues, and finding connections with Common Core State Standards.
Please bring your summer reading novel or play, the text you might use in your AP Literature course, and materials you might need to develop your course syllabus/audit. Also, please read and bring with you Tom Stoppard’s comedy Arcadia.
Like any other plan in education, this one is subject to change/adjustment to fit our needs as the weeks develops. I hope that our 4-day seminar will offer all participants opportunities to ask and answer questions, develop a syllabus/audit, share ideas and materials, engage in lively discussions from philosophy to practicalities regarding AP Literature & Composition.
College Board Equity Policy
Overview of AP Handbook: Basic Elements for an AP Literature and Composition Course
Syllabus and Course Audit (continue development throughout the week)
Terminology, Generic Rubrics, etc.
Working with Summer Reading
College Application Essays
AP Essay Prompt Three: The Open-Ended Question
Major works (novels and plays)
Close Reading with Beowulf
Tragic Vision: Frankenstein and Hamlet
Three Levels of Questioning
Comedy and Satire
The Irony Family
Comedy Is Criticism
Chaucer’s Canterbury Tales
Ernest and Alice
18th Century Satire: Candide, “God Owes Us an Apology,” “A Modest Proposal,” Hogarth engravings
Computer Lab: searching for AP Composition and Literature materials
What is available at AP Central?
Working with Multiple Choice/Multiple Guess Questions (Handbook)
AP Essay Two: The Prose Question
Modern and Post-Colonial Literature
A Portrait of the Artist as a Young Man
Begin Participants’ Presentations
AP Essay One: The Poetry Essay
No Fear Poetry (w/4 Poetry Seminars)
Oral Presentation of Poetry by Students
A Visual Essay with Poetry
Participants’ Presentations continued
So long, farewell, auf wiedersehen, good-bye
The workshop will cover the traditional summer institute topics necessary to set up and start a successful AP Statistics course. This will include how to recruit students and where the AP Statistics course fits into your school’s mathematics sequence. Textbook selection, grading and preparing students for the AP Exam will also be covered. The workshop will be different in that it will look at teaching AP Statistics using simulation based on the computer/graphing calculator as a tool to explore and discover Statistics.
The four main topics of the AP Statistics syllabus – Data Analysis, Producing Data, Probability and Inferential Statistics will be introduced with an exploration/hands-on approach based on simulation, which will motivate students as well as teachers. The morning sessions will be devoted to the academic content of the AP syllabus, with the afternoon sessions stressing hands-on activities and explorations emphasizing computer/graphing calculator technology, computer software packages will include Fathom, as well as extensive use of the TI-83/84 graphing calculator as well as the TI-Nspire.
This workshop will provide the first year AP teacher with all the materials necessary to successfully start an AP Statistics class, as well as offer the experienced AP teacher different and innovative approaches to presenting the traditional statistics topics using the latest computer and graphing calculator technology. All participants will receive copies of a variety of different AP Statistics textbooks. Participants are asked to bring their favorite textbook and a couple of their favorite projects/activities to share.
AP US Government and Politics participants will have an opportunity to examine and analyze the structure of the redesigned AP US Government course the exam for which will be administered May 2019. During the week, participants focus on the content and pedagogy necessary for developing an academically rigorous course. Discussions will include strategies for improving student success in critical reading, writing, and performance on the exam, as well as, the content necessary to create an engaging and successful course. This institute will be an active learning environment. Various strategies will engage the attendees in the demonstrations. With the mixed session, some differentiation will be provided to meet the needs of both new and experienced government teachers. Participants will examine political science models used at the college level to explain the process of government. Samples of some student work will be available to review. Topics will include the followingas set forth in the AP Course guide: Constitutional Democracy, Civil Right, Civil Liberties, American Political Culture and Beliefs, Political Participation, and Interaction among Branches. Additionally, we will review the required Foundational Documents and Supreme Court Cases for the redesign. The development of critical thinking skills, document and data analysis, and writing skills will be stressed as writing will be a component of the redesigned exam which will have a quantitative analysis FRQ. During the week, the group will examine classroom resources, textbooks, and online multi-media resources. Since all will be required to submit a new syllabus because of the new curriculum, we will explore the elements needed to be successful in its development. Participants should bring Post-it notes or flags, highlighters, a jump drive, and possibly a digital copy of a best practices strategy or lesson to share during the week. Interested parties may contact Mrs. Dumerer at firstname.lastname@example.org for additional information.
This course will cover both the content and pedagogy necessary for teaching the AP U.S. History course successfully. Focus of the course will be on the new time periods in AP U.S. History, analysis of the Historical Thinking Skills, and breaking down the writing requirements for the new redesign Exam. Presentations and discussions of teaching strategies will be divided equally between strategies for improving student success on the AP Exam and the content necessary to create an engaging and successful course. Teaching strategies will focus on the development of critical thinking skills, document analysis, and writing skills. Historical content will focus on American social, political, economic, and intellectual thought and we will explore the ever-changing interpretations of U.S. History. Participants will also explore classroom resources, including online and multimedia resources. Participants are encouraged to bring successful lessons they have created and share these with the entire group. This AP U.S. History Summer Institute will create an active learning environment, all participants will be expected to read, write, and actively engage with the material, please come prepared to participate.
This interactive workshop gives educators the tools to create, strengthen and maintain an AP* Vertical Team and to align curriculum vertically across grade levels, 6-12) within the English discipline. Through implementation and articulation of concrete strategies, educators will gain a deeper understanding of the skills and the knowledge students need to know and master at the Pre-AP level.
During this AP* Summer Institute, participants will examine the components of critical reading, textual analysis and understand the vital connections between how students read, what they read, and how they develop academic proficiency in their writing skills. Participants will receive a multitude of pre-AP and AP resource materials, ready-to-use instructional handouts, and practice instructional strategies to enhance students’ reading and writing skills in middle and high school courses, leading to AP course levels. This workshop will culminate in the creation of engaging Pre-AP lesson plans that are ready to implement in each participant’s classroom and for the ongoing development of English vertical teams within their specific districts.
I look forward to meeting and working with each of you at The University of Oklahoma in Norman and assisting you in developing your English Vertical Teams. If possible, please bring to the APSI workshop, a copy of any/all textbooks and/or any novels that you teach in your various grade levels.
Preparation for rigorous coursework in AP classes begins in middle school. A foundation based on best instructional practices in reading, writing, vocabulary, and syntax will be the focus of this course. Emphasis will be placed on assisting middle school teachers with their understanding of Pre-AP classwork and their active participation in encouraging students to develop the skills necessary for high school. Confidence in the power of vertical teaming between middle and high school teachers will provide a framework for the participants. Hands-on activities will be used abundantly in this course.
This course is designed to help teachers incorporate AP/Pre-AP strategies and concepts into their math curriculum. It will emphasize math topics such as: accumulation, area, coordinate geometry, functions, limits, optimization, sequences and series, rate of change, probability and statistics and how these topics can be appropriately included in different math courses. There will be a variety of teaching strategies including activities, projects, alternative assessments, graphing calculators, CBLs, and internet. Participants will discuss Pre-AP philosophy, resources, vertical teaming, AP exams and grading and how to get support from parents, and administrators.
Participants are encouraged to bring their graphing calculator if they have one and their best lesson or activity to share.
This course is designed to help middle school teachers strengthen their existing Pre-AP teaching strategies as well as introduce new methodologies and activities into the curriculum. Participants will explore a variety of topics appropriate for the Pre-AP student at the middle school level. Activities will be hands-on and the use of various forms of technology will be encouraged. Assessment methods and classroom management strategies will also be examined.
It is not necessary to bring your laptop.
Pre-AP® is a registered trademark of the College Board, which was not involved in the development and delivery of this professional development.
College Board, AP®, Advanced Placement®, Advanced Placement Program®, AP Vertical Teams®, Pre-AP® and the acorn logo are registered trademarks of the College Board. Used with permission.