Consultant Information and Course Descriptions

All consultants teach or have taught AP or Pre-AP and are endorsed by the College Board. They include AP Exam Readers and AP award winners, and they serve as lead consultants for other regional and national AP Institutes. In addition, outstanding faculty from UALR and other institutions serve as guest faculty throughout the Institutes.

Consultant Information and Course Descriptions

June 13-16, 2017

Spring Sandra Effinger – (Retired), Oklahoma City, OK

Pre-AP High School English  

During her 40 years in the classroom, Sandra Effinger has taught English, Social Studies, Journalism, Film Studies, and Classical Literature.  Recently retired from teaching at American Naples High School in Naples, Italy (DoDEA), she has also taught in Heidelberg, Germany, and at both public and private schools in Oklahoma. National Board Certified, she has presented at conferences for the College Board in Oklahoma and Texas and read the Advanced Placement Literature and Composition exam for ten years. Sandra has also been a consultant and presenter for the Oklahoma Writing Project for more than 30 years. Sandra is known for her involvement in the National Endowment for the Humanities Summer Seminars and Institutes and for her website for English teachers – MsEffie’s Lifesavers for English Classes at http://mseffie.com

Course Description: Covering Advanced Placement Literature and Language concepts, this pre-AP course includes an overview of both exams, as well as strategies pertinent to each, and methods to re-purpose curriculum to better meet Pre-AP abilities. To help prepare students for the challenges of upper-level AP courses, we will explore instructional strategies for different genres and practice the deeper analysis and critical thinking that distinguishes the pre-AP course. We will cover class expectations; text selection, adaptation, and annotation; developing AP-style rubrics and multiple-choice questions; discussion strategies (Socratic seminar, fish bowl, inner/outer circle); creative projects; and online resources. We will learn how to use the short story, prose passages, and poetry selections as a way to do more with less. We will also use music, art, and advertising to introduce AP concepts of style and analysis. Tips on how to handle the paper load that can be overwhelming will also be given. You will leave with hands-on activities and lessons for integrating these tools into your existing curriculum. In addition, participants will take partial exams (Language and Literature), score their responses, and discuss the reasons for answers.

Supplies Provided: College Board Bundle and Instructor Printed Material

What to Bring: highlighters, sticky notes, laptop, thumb drive.

Jan-Harris-Photo1 Jan Harris – Crosby Middle School, Crosby, TX

Pre-AP Middle School English- Teachers Experienced in  Pre-AP

Jan Harris has taught English for twenty-four years in Houston area school districts.  Jan has her undergraduate degree in English and Psychology from Stephen F. Austin State University and her Master’s degree in Literature from the University of Houston, Clear Lake (specialty – poetry).  Jan has been privileged to teach grades seven through twelve, and freshman and sophomore college English.  As a former Advanced Placement IV teacher, Jan finds her fun teaching literature foundations to Pre-AP seventh graders in Crosby, Texas.  Jan enjoys mentoring teachers in her department, hanging with her nephew, and traveling when she isn’t at summer institutes.

 

Course Description: Our week will be spent looking at all areas of English for the Pre-AP Classroom: Organization, Reading, Writing, and Poetry.  This class can have combined teachers of varied master levels – experienced or new.  The levels we cover can also range from 6th grade Pre-AP to 10th grade Pre-AP skills.  We will look at rigor and how to bring a Pre-AP classroom up to a rigorous level of reading and analyzing that our students need to not only be prepared for high school, but for the AP Exams and college also.  If you wish, you may bring your favorite poem, your favorite short story, any questions you may have, and any items your students may struggle with during the year.

What to Bring:

  • Your favorite poem
  • Your favorite short story
  • Any questions you may have
  • Any items your students may struggle with during the year
  • Your Pre-AP Vertical Teams Guide will be provided

FullSizeRenderTeresa Tyra – Johnson – Moore Public Schools, Moore, OK

Pre-AP Middle School English – Teachers New to Pre-AP 

Teresa Tyra, a 31-year veteran educator, is in her third year as a Literacy Instruction Coach for Moore Public Schools. Ms. Tyra is also an adjunct instructor for the University of Central Oklahoma where she teaches a class titled “Adolescent Literacy,” a graduate-level course for future Instruction Coaches. She has taught English to grades seven through eleven, college-level Composition I and II, Survival Reading for College, eighth grade and high school U.S. History, honors Oklahoma History and adult basic education/GED preparation. Ms. Tyra has been a College Board Pre-AP consultant since 2003 and has presented at numerous summer institutes and one- and two-day conferences. She has been a mentor teacher-trainer for the University of Oklahoma College of Education and its K-20 Authentic Teaching and Authentic Learning grant program. She holds a B.S. in Education (language arts and social studies) and a Master’s in Liberal Studies from the University of Oklahoma.

Course Description: During this Pre-AP Middle School English institute, participants will learn practical applications for guiding learners to higher-level thinking. In addition to strategies to prepare students for AP courses, we will also discuss how Pre-AP strategies can be used in all classrooms for all students. Teachers experienced in Pre AP strategies and teachers who are new or have never attended a Pre AP session are all welcome; we will collaborate and learn from each other. Participants will have opportunity to share best practices, especially those implementing technology effectively. Mostly, we will discuss the power of language and how we can empower our students with language analysis in both their writing and reading.

What to Bring: Participants should bring a favorite unit and/or a unit or lesson that needs an infusion of critical thinking activities.

Moore_0924Lorie Moore- University of West Georgia, Carrollton, GA

Pre-AP Math I (Pre-Algebra Focus)

 Lorie Moore is the Mathematics Master Teacher in the University of West Georgia’s secondary STEM teacher preparation program, UTeach.  Previously, she worked for 22 years as a middle and high school mathematics teacher in Fulton County in metro Atlanta.  In that position, she coached middle school students in mathematics competitions at the local, state, and national level. She has extensive experience developing and implementing summer institutes for mathematics teachers as a consultant for the College Board’s Pre-AP Mathematics initiative.   Additionally, she is a master of technology in the mathematics classroom, including Texas Instruments calculator technology.

Course Description: Guided by a mathematics teacher educator/consultant, teachers will gain experience and confidence with problem solving. As it stands, problem solving is at the heart of mathematics, and adolescent learners are expected to solve non-routine problems with the new Common Core Standards. This training will allow teachers to solve meaningful, authentic problems responsive to the needs of all students, including Pre-AP students. Moreover, this training will be orchestrated such that teachers problem solve in accordance Standards for Mathematical Practice such as: construct viable arguments and critique the reasoning of others (SMP3), model with mathematics (SMP4), use appropriate tools strategically (SMP5).

Building a Culture of Problem SolvingParticipants will explore obstacles to the problem solving classroom such as mistakes, persistence, stereotype threat, and mindset.  Additionally, participants will examine performance data on mathematics achievement and race, gender, and social class and read research on the culturally responsive mathematics classroom.

 Inquiry and the Mathematics Classroom  – Leaders will define inquiry and the 5E model for the mathematics classroom: Engage, Explore, Explain, Elaborate, and Evaluate.  Participants will engage in demonstration lessons that incorporate guided inquiry techniques with content from a variety of grade levels.  Activities include the Factor Game, the Painted Cubes Problem, and Bridge Building.  Participants will apply the Eight Standards for Mathematical Practice and identify qualities of rich mathematical tasks with a focus on communication and reasoning.  The instructor will model formative assessment questioning techniques that both promote and reveal student understanding.

 Multiple Representations in Mathematics – Participants will present solutions to problems using at least three different representations: physical model, verbal, numeric, graphic, and algebraic.  Through a series of tile arrangements, participants will make use of structure and repeated reasoning to develop algebraic expressions.  Participants will discover the flexibility and creativity in mathematics solutions.  Activities include “number talks”, surface area and volume of spheres, cones, and cylinders, and surface area to volume ratio with cubes.

 Technology in Mathematics Problem Solving – Participants will use the latest technology and digital learning environment in order to engage students in creative problem solving while using appropriate tools strategically.   Participants will utilize iPad apps including, but not limited to the following:  TI-nSpire, Educreations, and NCTM’s Illuminations apps.

Community Math Involvement  – Participants will rotate through 14 carnival game stations adapted from Connected Mathematics Project (Pearson, 2006) to simulate implementation of “Community Math Night.”  Participants will plan and organize their own community math  event.

Mathematics Club and Competition Programs Participants will explore problem sets from local and national mathematics competitions such as the MATHCOUNTS club and school competition program.  Participants will organize and enter at least one team of students for one competition.  Participants will prepare to complete a small group video entry for MATHCOUNTS.org or mathematicscollaborative.org.

Outstanding Math Guide Participants will create an interactive notebook for student review and skills maintenance.

 

Thetford-61-4x6Stephanie Thetford – Ft. Walton Beach High School, Ft. Walton Beach, FL 

Pre-AP Math II (Algebra I Focus)

Stephanie Thetford is a mathematics teacher of more than 20 years. She has taught all levels of math. Her love is for calculus in which she spent for more than 10 years successfully helping students pass the Advanced Placement Exam. She also serves as an Advanced Placement reader for the calculus exam.

Stephanie received her Bachelor of Science in Mathematics Education from the University of Central Florida in 1992. She is currently working on her masters in Educational Leadership. Her teaching career began in South Florida teaching Algebra 2 students. She then moved back home to Northwest Florida where she taught middle school math for 5 years proceed by 14 years at Fort Walton Beach High School. At the high school she taught various levels of math. Her last 10 years at the school she was able to build an Advanced Placement calculus program from 15 students to more than 70 students with more than 95% of the students passing the exam.

She currently supervises all secondary math professional development in the county in which she resides. Furthermore, she has worked on state level mathematics content committees. While on these committees, Stephanie has used her knowledge of math to help in test development for Florida’s students. Stephanie has also received numerous awards during her tenure of teaching mathematics. She was named a top 5 finalist for Florida’s Teacher of the Year in 2012. Stephanie’s extensive knowledge of math content has allowed her to successfully present at both state and national conferences. She has been a consultant for College Board for the past 5 years. Stephanie’s educational mission is to spread her love of math to students because she believes all students can have success with mathematics.

Course Description: Teaching Pre AP mathematics provides a wide variety of math lessons to explore.  Preparing students to understand AP mathematics begins with a solid understanding of Pre-Algebra and Algebra. Teaching Algebraic skills in the context of a problem is developed in four ways; numerically, verbally, algebraically and graphically. There will be a variety of lessons comprising Pre- Algebra and Algebra skills as well as ways to help students see patterns that lead to a deeper understanding and application of Algebra. Graphic organizers will be explored and used by the participants. This institute will consist of several hands on activities that you will make and take. There will be time to discuss different components of The College Board and its philosophy of equity and access to all students.

What to Bring:

  • Copies of activities that you use in your classroom to share during our best practices session
  • A portable travel drive to save work
  • Loose Leaf notebook
  • Post-its
  •  Pencils, pen, highlighter
  •  Scissors
  •  Scotch tape
  •  Ruler
  •  Glue sticks
  •  Colored pencils or markers
  • If you have a graphing calculator you can bring it but I will have calculators as the workshop.

 

Vivian-Stephens-2_smallVivian Stephens- Kennesaw State University, Kennesaw, GA

Pre-AP Math III ( Geometry/Algebra II Focus)

Vivian Stephens received her B.S. Ed. from the University of Georgia in 1976, her M. Ed. from Georgia State University in 1983, and her Ed. S. from Georgia State University in 1991. She began her teaching career in 1976 and has taught mathematics in grades 7-12 in public schools for 31 years. Mrs. Stephens has also taught mathematics at the college level. She currently supervises teacher candidates during their field experience for the college teacher-training program at Kennesaw State University. She has been a College Board Consultant for Mathematics Vertical Teams Workshops, Problem Solving in Mathematics Workshops, Algebraic Thinking, Analyzing Data, Systems of Equations Using Technology Workshops, Effective Thinking Strategies, and Cornerstones Workshops since 1999. Mrs. Stephens has presented workshops at NCTM and Georgia Council of Teachers of Mathematics (GCTM) conferences and taught many staff development courses for the Dalton Public School System. Named as one of the three Georgia Secondary Mathematics State Finalists for The Presidential Awards for Excellence in Mathematics and Science Teaching in 1998, Mrs. Stephens has received numerous awards for the teaching of mathematics.  She is married to Mr. James Stephens, has two daughters, one son-in-law, and is the proud grandmother of one grandson.

Course Description: This workshop will focus on strategies and activities that help to facilitate the student’s ability to access higher levels of mathematics such as AP courses. Teachers will participate in activities that involve students in higher level thinking processes that reinforce the skills, concepts, and strategies needed to be successful in their mathematics classes. Discussions will include making connections in mathematics using multiple representations of mathematics concepts with a focus on activities that help to connect the content standards with the mathematics practice standards. Activities will involve the use of manipulatives, calculators, experiments, data collection and much more. Connections will be made between Pre-AP and AP as we review mathematics problems that correlate to the concepts taught in our AP Mathematics courses.

What to Bring:

  • Pencils, highlighter, paper
  • Computer or Tablet (for online activities)
  • USB drive so that you may save your work.
  • Ideas, smiles, and enthusiasm!

 

Professional-PicCorey Boby- Bryant High School, Bryant, AR

Pre-AP Math IV (Algebra II, Pre -Calculus Focus)

Corey Boby is currently teaching AP Statistics and Geometry at Bryant High School and has been in education since 1994. During his career he has worked for the Arkansas School for Mathematics and Science, Benton Public Schools, and Texas Instruments. Corey believes in the appropriate integration of technology. He uses a SMARTBoard, iPads, TI-Nspire CX, and TI-Navigator in his classroom, but technology should be used as a tool to support the mathematics not to do it for students. He is married to Tracy Watson, who also teaches math. They live out in the country and have 6 dogs and a cat.

Course Description: This course is designed to delve into the content standards for Pre-calculus and Algebra II. Participants will experience classroom activities designed to help prepare students for Advanced Placement Calculus. Under Common Core some people feel like Pre-calculus is no longer needed, however for a rigorous AP Calculus class requires a strong foundation in these two subjects. Number and Quantity, Functions, and Mathematical Modeling will be the focus of the course. Multiple representations of mathematics from Linear Functions up to, and including, Trigonometric Functions will be addressed throughout the course. Participants will explore classroom tested activities and will the opportunity to share some from their rooms.

 

KoehnPhotoSemiProfDallas Koehn – Union 9th Grade Center, Tulsa, OK

Pre-AP Middle School Social Studies – Teachers New to Pre-AP

Dallas Koehn has taught various Social Studies and History classes of all ability levels at Union Public Schools in Tulsa, OK, for 17 years.  He has been a consultant for the College Board for 14 of those years and has helped lead his department in implementing Pre-AP strategies at all levels (a work always “still in progress”).  Dallas has worked with both the State Social Studies and Fine Arts Conference and numerous school districts in Oklahoma, Arkansas, and Texas to throw as many starfish back in the ocean as possible – whether they wish to go or not. He is National Board Certified and is fairly tolerable after enough caffeine. 

Course Description:   This week is loosely constructed around essential Social Studies skills like practicing inquiry, analyzing primary sources and visuals, reading effectively, and bringing it all together to write a reasonable argumentative thesis. (We might go really crazy and outline a basic essay if the spirit so moves.)  Our focus will be on practical, usable, classroom-ready ideas, both those aimed at effective content crunching and those designed to help shift the responsibility for learning onto our dear students. There will be some discussion of pedagogy and Pre-AP philosophy, but mostly we’ll be doing the actual activities and discussing to what extent they’ll work in our classes with our kids, or how we’d change them, improve them, discard them, etc.  In our Pollyanna fervor, we’ll explore the ways in which digging in a bit more deeply on some subjects, skills, and historical touchstones can help make the rest of what we want our little darlings to learn a bit ‘stickier’ (so that while we care most about their long-term academic, professional, and personal success, maybe they’ll also remember enough content to pass a state test or two and not embarrass us with next year’s history teachers).  In short, we’ll try to do lots of usable stuff while collaborating over pretty much anything we can try to unlock the signs of life and smartness our little darlings work so hard to bury and deny.

What To Bring:

  • Please bring your best lesson plan or idea, in hopes we’ll have time to share
  • Your greatest challenge, insecurity, or weakness in the classroom (don’t worry—we’ll be gentle)
  • Something to write with and on for various activities

 

Shaffer SS Nancy Schaefer – Cabot Junior High School, Cabot, AR

Pre-AP Middle School Social Studies- Teachers Experienced in Pre-AP

 Nancy Schaefer draws from her teaching experiences in private and public schools to present ideas and strategies that work well with young adolescents. She holds B.A. and M.Ed. degrees from the University of Arkansas at Little Rock.  Nancy is a College Board Consultant in the Southwestern Region, and she has twenty-four years of teaching experience at the middle school level with seventeen years as a Pre-AP teacher.  She has presented at three AP National Conferences and at numerous workshops and summer institutes throughout Arkansas, Oklahoma, Texas, New Mexico, Florida, Maryland, West Virginia, Illinois, Mississippi, and Alabama.  Nancy spends much of her time developing curriculum for middle school social studies, and her instructional experience includes U.S. history, world cultures, economics, Model United Nations, and English.

Course Description: Pre-AP Social Studies will assist middle school teachers in developing lessons that will prepare students for the challenges of Advance Placement.  Participanats in the summer institute will have opportunities to share ideas and engage in hands-on learning activities.  Teachers will learn a variety of instructional strategies to motivate their students and help foster the development of skills necessary for success in history classes in high school and in college.  Activities for this course will include journal writing, critical and analytical thinking, note-taking, vocabulary building, cartoon analysis, generalizations, research, document-based questions, student-directed discussions, close reading techniques, ladders of questions, timed writings, rubrics, designing effective test questions, technology, and interdisciplinary projects.  Middle school teachers should come ready for an informative and intellectually stimulating week.

*The AP Vertical Teams Guide for Social Studies is recommended for all participants and is provided to you at no cost by UALR APSI.

What to Bring:  Participants should bring one lesson or teaching idea to share with the class.

 

Eugene-Chase-PhotoEugene Chase – Edmond North High School, Edmond, Oklahoma

Pre-AP High School  Social Studies (Civics/Economics Focus)

Eugene Chase teaches US and Comparative Government and Politics at Edmond North High School in Edmond, Oklahoma, where he also serves as social studies department chair. A table leader at the AP US Government reading, he has been consulting for the College Board since 1999 and has presented at AP and Pre-AP workshops nationwide and at the AP National Conference. He is a National Board Certified Teacher (AYA Social Studies – History) and has also served as an assessor for the National Board. Gene has been an AP Government advisor for three textbooks and has provided staff development to many school districts including Chicago Public Schools and Boston Public Schools. Also working with the Education Testing Service, he has been an item writer for the US and Comparative Government and Politics exams and has been assessor for the Praxis Series teacher licensure tests. He holds a BA in political science from the University of Oklahoma and an MA in political science from the University of Central Oklahoma.  Gene occasionally services as an adjunct instructor at the University of Central Oklahoma and Oklahoma Baptist University teaching American National Government and Social Studies Methods.

Course Description: Successful AP programs are dependent upon the quality of Pre-AP instruction.  This is especially vital in schools with large numbers of students from underrepresented populations.  This session will focus on helping students develop the skills necessary for success in AP Social Studies classes. The content focus will be civics and economics.  In the session, teachers will develop instructional techniques for presenting primary and secondary sources, argumentation and writing, as well as data analysis.  Also discussed will be the curricular and skill requirements as well as scoring for AP Social Studies Exams.

What to Bring: Participants are encouraged to being their favorite lessons.  Additionally, please bring your wireless connected device (tablet or laptop).

 

IMAG0191Angela McCollum- South Hills High School, Ft. Worth, TX

Pre- AP Spanish

Angela McCollum teaches Pre-AP Spanish 3H and Spanish Language 4AP and Spanish Literature 5AP at Arlington Heights High School in Fort Worth, Texas. She has a BA in Spanish from Florida State University and a MA in Education Administration from Texas Woman’s University. She studied at the Yale College Teacher Preparation Program PIER-Latin American Studies at Yale University and Austin College Foreign Language Technology and Immersion Program in Texas. She received a fellowship to the College Board Institute in Honolulu, Hawaii. She is selected as Who’s Who Among America’s Teachers and Who’s Who Among Executive and Professional Women. Ms. McCollum has served on state and local textbook panels for Spanish. In addition to teaching the aforementioned subjects, she has taught Spanish I and II as well as Spanish for Heritage speakers I-IV. She has also served as a reader for the AP Spanish Language exam.

Course Description: Pre-AP Spanish course is an activity-based approach which will provide participants with practical strategies, materials and recommendations for developing and maintaining a successful program which is designed to prepare students for AP Spanish. This workshop will focus on the following topics:

  • An overview of the AP Spanish Language and Literature Exams.
  • Presentation of materials and online resources.
  • Tips for vertical and horizontal alignment for Pre-AP Spanish.
  • Strategies and activities for increasing student proficiency in the four language skills.
  • Ideas and materials for integrating technology, art, music, culture and literature.
  • Participant sharing session of activities, assessment, projects, and ideas.

What participants should bring:

  • 30 copies of a favorite project, tape, music, video, assessment, professional/student organizations, tests, online resources or any other successful activity to share with other participants.
  • Post-it notes, note paper, note taking supplies.
  • Read the novel In The Time of the Butterflies by Julia Alvarez prior to the institute and bring your copy of the novel to the institute.

English version: ISBN 10-100452274426

Spanish version: ISBN 10978-0452286867

PRosas photoPenny Rosas- Mayde Creek High School, Houston, TX

AP U.S. History –  Teachers New to AP

An educator for over 30 years, Penny Rosas has enjoyed teaching history at Mayde Creek High School, Katy ISD, for the past 17 years.  Prior to coming to MCHS, Penny taught at South Texas Community College and Mission Junior High, gaining valuable experience in her chosen profession.  Her formal education includes a B.A. from Pan American University and M.ED. from the University of Texas—Pan American, where she combined her two loves–history and teaching.

Attending workshops and institutes to continue learning is a luxury Penny enjoys after her three children got older.  While she has participated in many professional learning experiences, the two that bring the greatest sense of accomplishment are the Fund for Teachers grant and the Gilder Lehrman Summer Institute.  Chosen from a group of many teachers from the state of Texas, Penny was awarded $5000 to travel in Europe as a tourist, so she could share the knowledge of western civilization with her students.  The Gilder-Lehrman Summer Institute at Stanford University allowed her to work with the author of The American Pageant, Dr. David Kennedy, in a study of the Great Depression and World War II.   Both opportunities were extremely rewarding and memorable.  Recently, she was selected to attend the Congress in the Classroom workshop at The Dirksen Congressional Center in Illinois.

As an Advanced Placement teacher, Penny has the occasion to serve as an exam reader for AP US History.  She spends a week of her summer grading hundreds of essays written by students from across the nation.  While reading the essays can be rewarding, it’s the potential for learning that is most valuable.  Over 1100 history teachers from high schools and colleges around the world are in one place and they are talking history!  The exchange of ideas and knowledge shared during that one week is truly amazing.

In addition, as a consultant for the College Board, Penny serves as a presenter at AP workshops and summer institutes.  She presents pedagogy to high school teachers in week long seminars or one day workshops.  Often she prepares sessions on specific content like nullification, Five Points, New York, or the Constitution.  This extra ‘job’ allows her to travel, meet lots of teachers, and share her love of teaching history.

A shared interest in our nation and its history has made working with the members of the Sons of the American Revolution for the last several years a privilege. The Robert Rankin Chapter SAR honored Penny with the Martha Washington Medal. In addition she was chosen as the SAR Texas Outstanding Teacher of the Year.  Recently Penny received the Junior Historians of Texas 2013 Sponsors Award in her role as MCHS History Club sponsor.

Course Description: The primary focus of the institute will be to address the parameters of the course redesign and look closely at the new Curriculum Framework, including Historical Thinking Skills with thematic learning objectives.  In addition, time will be spent examining the new exam—multiple choice, short answer, long essay and DBQ.

This workshop will also provide strategies and resources for every new teacher to organize their course, reflecting content specified in the College Board guidelines.  Participants should come expecting to gain information and skills including writing instruction, grading essays, specific instructional strategies focused on analytical thinking, and student centered activities. This institute has something for every teacher, regardless of experience.

 

 Professional_Photo_2 John Irish – Carroll Senior High School, Southlake, TX
AP U.S. History – Teachers Experienced in AP 

John P. Irish teaches AP U.S. History, coaches UIL Social Studies, and is the UIL Academic Coordinator at Carroll Senior High School in Southlake, Texas. He is a nationally certified consultant in AP U.S. History and AP European History for the Southwestern Region of the College Board and serves as a Reader and Table Leader for the AP U.S. History Exam. He was a member of the College Board AP U.S. History Curriculum Development and Assessment Committee (CDAC) for the redesign, which oversaw the changes in the course curriculum and exam. He is currently a member of the College Board AP U.S. History Test Development Committee (TD), which is the group responsible for creating the new exam, overseeing continuing changes to the curriculum, and developing / presenting trainings for teachers across the country at state and national venues. He published the Student Guidebook for the 15/e of American Pageant and has published the Instructor Resource Guide and the Testbank for previous editions of that textbook. He was also on the writing team that published a four volume updated edition of the AP U.S. History Workbooks by the Center for Learning, along with a curriculum unit on Edward Bellamy’s novel “Looking Backward” also by the Center for Learning. Mr. Irish holds a B.A. in Political Science and Philosophy from Southern Methodist University and an M.A. in Philosophy from the University of Arkansas. He has also done post-graduate work in History from Rice University. He is currently working on a Masters Degree from Southern Methodist University with a concentration in Humanities and American Studies. He is a member of the American Historical Association, Society for History Education, and the Organization of American Historians.

Course Description: This course will cover both the content and pedagogy necessary for teaching the AP U.S. History coursesuccessfully. This Summer Institute will be dedicated to the Course and Exam redesign, which went into effect the 2014-15 school year (with the first test administration in May 2015), as directed by the College Board. Focus of the course is on the new time periods in AP U.S. History, analysis of the Historical Thinking Skills, and breaking down the 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 (for a meaningful and ongoing discussion of current historical literature, participants are encouraged to bring favorite books or articles to share). 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.

 

 OLYMPUS DIGITAL CAMERALisa Tobias – St. Peter Prince of the Apostle School, San Antonio, TX, 

Pre-AP Middle School Science

Lisa Tobias currently teaches Middle School science and the Elementary Science lab at St. Peter Prince of the Apostle School in San Antonio, TX. Mrs. Tobias started at St. Peter Prince in 2014. Prior to that, Chemistry, Pre-AP Chemistry, and AP Chemistry at Central Catholic High School; Pre-AP Physics, Pre-AP Chemistry, Earth Science, and Physics 1 at John Paul II Catholic High School in New Braunfels, TX; Pre-AP eighth grade physical science and sixth grade robotics. She has been teaching science since 2000. Mrs. Tobias holds a BS in biology and history from Bates College and an MA in education from Barry University. She has been consulting for the College Board since 2007 in Pre-AP Science and inquiry-based laboratories, as well as science vertical teams, and is currently a consultant mentor.

Course Description: The Pre-AP Science APSI is designed to take participants through each of the major components of a Pre-AP curriculum and then show participants how to incorporate the components into their own classrooms. The week opens by defining what Pre-AP Science is and how it can facilitate to a student’s future success in science. Specific ideas such as what language to use in general questioning, what basic skills to incorporate and when, as well as how to integrate both components into assessment will be looked at during these early days. As we move farther into the week, we will begin looking at the different types of inquiry-based classrooms and how a class can be inquiry-based and still move forward through the necessary material at a reasonable pace. Teachers will also learn how to present inquiry in a way that makes even open-ended inquiry approachable to students who are new to the process, saving time, frustration, and resources. In the last main component, we will assess different labs and evaluate how student vs teacher based (inquiry vs cookbook) they are. Once that is completed, we will begin to modify them in a constructive manner, making sure to incorporate other aspects of a successful Pre-AP classroom into the final products. If teachers bring their own labs, we will work on modifying their material and labs, rather than the stock labs provided. Throughout the whole week, we will be looking at and doing a variety of labs, activities, and projects that illustrate some aspect of the wide spectrum that makes up Pre-AP Science.

Participant’s Manual: Pre-AP: Topics for AP Vertical Teams in Science will be provided.

June 20-23, 2017

 

1 Bernie Phelan – (Retired),Barrington, IL
AP English Language and Composition – Teachers New to AP

Bernie Phelan, who received a BA in English in 1968 and his MA in 1970, taught high school English for 40 years, AP English language and Composition for 30 years. For the past 25 years, he has been a reader and table leader at the AP English Language exam and worked recently with sample selection for the exam as well. He is working with College Board on a project involving performance-based assessments for the exam. He is the chairperson for the SAT test development group for the Writing portion of that exam. He has taught over 80 APSI’s the past 17 years and consults for the Elgin school District in Illinois. In addition he does work in Arkansas, Kentucky, Alabama, Texas, and Hawaii having to do with teacher training under a state NMSI grant.  He consults with the College Board as well, both for AP and SAT. From 2000-2004, he was an elected trustee of The College Board.

Course Description:This course will help prepare new AP teachers to meet the rigorous standards required of AP teachers in the subject. We will focus on a number of important topics. All participants will be thoroughly schooled in the core competencies for this course: rhetoric and argument. We will, as well, spend much time on how to teach the reading of non-fiction to high school students, especially rhetorical reading. We will deconstruct the exam itself, looking at the skills necessary for success on each portion of the exam. We will examine the multiple-choice section in detail as well. Some time will be spent on the writing requirement for such a course, and we will, of course, examine the student responses that help us see the thought processes necessary for success on the essay portion of the exam. We will, finally, spend a fair amount of time on the building of a syllabus so that each participant will be ready to meet the challenge of teaching an AP course for the first time this coming autumn. Participants should bring with any potentially pertinent materials, plans, etc., in addition to ideas of how they might teach such a course, since they will have brainstorming and workshop time throughout the course.

 

IMG_1534-2Beth Priem-  (Retired), Austin, TX

AP English Language and Composition – Teachers Experienced in AP

Beth Priem works as a consultant with teachers and students throughout the College Board’s Southwestern region. She has 35 years of teaching experience including AP English Language and Composition and AP English Literature and Composition at Westwood High School in the Round Rock Independent School District. Ms. Priem, a graduate of the University of Texas with a BA in English, is a nationally endorsed College Board consultant, an APSI instructor, and a veteran reader for the AP Language exam.  Ms. Priem retired from teaching in May, 2010 and has since worked on projects for the National Math and Science Initiative and the Initiative for Public School Improvement. In addition, she observes student teachers for the UTeach program at the University of Texas in Austin.

Course Description: This course will focus on strategies to prepare students for the multiple choice and free response parts of the AP Language and Composition exam.  Special emphasis will be placed on close reading and notation of nonfiction texts and analysis of rhetorical techniques employed by authors to create and convey meaning.  We will examine methods to make students aware of the rhetorical situation present in every communication so that they can interpret prose insightfully and construct sound arguments.  Simulated readings of the 2017 language free response questions will be conducted, and participants will receive sample student responses and strategies for using those samples for instructional purposes.

Snapshot of the Week:

Day 1:  an overview of the exam

the rhetorical analysis free-response question

Day 2:  the multiple choice questions

the argument free-response question

Day 3:  the synthesis free-response question

Day 4:  simulated readings

What Participants Should Bring: Participants are asked to bring several colors of highlighters, red pens, and post-it notes. A laptop or tablet will also be needed.

 

Joyce-Herr11172014Joyce Herr – Tascosa High School, Amarillo, TX

AP English Literature and Composition – Teachers New to AP

With over 40 years experience teaching, Joyce Herr currently teaches AP English Literature and Composition, Humanities and Dual Credit Freshman English Literature and Composition at Tascosa High School in Amarillo, Texas. She received her B.A. in English from Le Moyne College in Syracuse, NY and earned a M.A. in English from Syracuse University, Syracuse, NY and a M.A. in Educational Social Policy from Empire State College, Saratoga, NY.   She has serves as the senior English teacher team leader and  is the AP Lead English teacher for the Tascosa cluster grades 6-12, responsible for vertical and horizontal curriculum alignment in Pre AP and AP English courses. In addition, since 2001 she has been an adjunct instructor at Amarillo College teaching Freshman Composition and Literature and Humanities courses in both online and traditional classroom settings. Joyce is an AP English Literature teacher mentor for new and experienced AP Lit teachers in several states. Since 2000 she has been a nationally endorsed College Board lead English consultant presenting at one and two day workshops and Advanced Placement Summer institutes as well as presenting numerous years at the Advanced Placement Annual Conference. For the past ten years, she has served as a reader and table leader for the AP English Literature and Composition exam scoring. In addition to her College Board associations, she has presents AP English professional development for teachers and conducts Saturday AP student study sessions for the National Math and Science Initiative.

Course Description: This course is designed as a summer conversation about AP English Literature. You will be engaged throughout the week with hands-on materials that will give you a clear understanding as to how and why, as a beginning AP teacher, you should organize an AP English Literature and Composition course. High-level reading skills, concrete to abstract analysis, use of rhetorical devices, strategies for the objective test, and strategies for prompt writing will be stressed. During our summer conversation, we will work with each of the main areas of the Literature exam—the multiple choice questions, poetry essay, prose essay, and “open” essay—and discuss different ways to prepare our students with the skills they will need on the AP test. We will collaborate on strategies, practice test-taking, analyze readings and share best practices. We will also discuss the scoring process for the test and review the current resources available.

What to Bring: 3 different colored highlighters, Post it notes, current syllabus or the one you will be using.

 

Baker, LisaLisa Baker – Wilburton High School, Wilburton, OK

AP English Literature and Composition – Teachers Experienced in AP

Lisa Baker has been teaching in Wilburton, Oklahoma since 1993.  Currently, she is teaching students in grades ninth through twelfth, including AP English Literature and Composition and Pre-AP English. In previous years, she has taught AP English Language and AP Studio Art.  Her primary teaching concentration is senior English. She helped found her school’s AP program in 1998.  She became a College Board Consultant in 2001.  She has presented numerous summer workshops throughout Oklahoma, Arkansas, Texas, and New Mexico. Ms. Baker has been National Board Certified in English Language Arts since 2002.  She co-coaches her school’s academic team.  She has two amazing daughters and a terrific husband who works for the Oklahoma Highway Patrol.

Course Description: This workshop will be geared towards teachers who have been teaching AP English Literature for at least three years.  We will be working on strategies to help students become successful on the AP exam, including multiple choice strategies, timed writing ideas, and style analysis methods.  We will be writing sample multiple choice questions and closely examining AP rubrics in order to better prepare our students.  We will also be looking in-depth at several novels including Heart of Darkness and Poisonwood Bible.  The class will be discussion driven and provide ample opportunities for teachers to be involved.

 

12803112_10153402947966863_514242044252034710_nKrista Boivie – Reedy High School, Frisco, TX

AP World History

Hamilton fanatic, travel photographer and voice-over actress. Krista Boivie has eleven years of experience in the classroom, with ten years teaching AP World History, the past three of which were focused on the redesigned exam. When asked what inspired her love of world history, she credits the experience of traveling to England at the age of 15 and visiting the British Museum. After graduating with a B.A. in Communications and then a Masters in Education from the University of Nevada Las Vegas, Krista began her career teaching in Las Vegas. She attributes the opportunities to travel to Turkey, Germany, United Arab Emirates and Jordan as a teacher delegate as some of the most profound experiences of her life. She has spent her tenure writing AP World History curriculum, and leading extensive professional development seminars for AP history teachers. After seven years teaching in Las Vegas, Krista moved to North Texas where she accepted a position as an Instructional Coach with Frisco Independent School District. Although Krista still adores teaching her students, in this role she has come to love working one on one with teachers to help them grow their professional capacity. When Krista isn’t in the classroom, you can find her designing custom photo books, planning her next overseas adventure, watching comedies on Netflix, attempting to play tennis, or perfecting the art of homemade pizza.

Course Description: 

Day 1 Understanding the Course 1.5 hours Lesson 1: Historical Thinking Skills and the AP World History course 1 hour Lesson 2: Developing Student Understanding 2 hours Lesson 3: Understanding the Thematic Learning Objectives & Key Concepts Planning Your Course 2 hours Lesson 4: Planning Your Course Day 2 Historical Thinking Skills 1.5 hours Lesson 5: Analyzing Historical Sources and Evidence – Primary Sources 1.5 hours Lesson 6: Analyzing Historical Sources and Evidence – Secondary Sources 2.5 hours Lesson 7: Chronological Reasoning – Causation, CCOT, and Periodization 2 hours Lesson 8: Making Historical Connections – Comparison & Contextualization Day 3 1.5 hours Lesson 9: Making Historical Connections – Synthesis 2 hours Lesson 10: Creating and Supporting a Historical Argument Teaching the AP World History Course 2 hours Lesson 11: Sequencing the AP World History Course 2 hours Lesson 12: Selecting Resources to Support Teaching AP World History Day 4 2 hours Lesson 13: Strategies for Teaching AP World History 2 hours Lesson 14: Unit Development 2 hours Lesson 15: Assessing Student Understanding Curricular Requirements and Syllabus Development 1.5 hours Lesson 16: Curricular Requirements and Syllabus Development

Learning Goals: Teachers will be able to…

1. Explain how the historical thinking skills tie the course together.2. Explain how the parts of the curriculum framework fit together and complement one another. 3. Explain the scope of the course. 4. Explain the themes of AP World History and explain how the thematic learning objectives define what students should know and be able to do by the end of the AP World History course 5. Explain how student understanding will be assessed on the exam. 6. Explain the rubrics for the free-response questions and applying them to students’ responses. 7. Describe the Instructional Planning Report and evaluate the information in order to improve instruction. 8. Explain and apply the historical thinking skills. 9. Utilize effective instructional strategies to develop historical thinking skills and content knowledge. 10. Apply their knowledge of content and pedagogy to build a unit of instruction. 11. Align instruction and assessment, as well as instruction and the learning objectives. 12. Assess student understanding and providing feedback. 13. Implement the curricular requirements and include them in their syllabi. 14. Describe available resources and how to use them in class. 15. Explain how students demonstrate understanding. 16. Sequence their courses to scaffold concepts and historical thinking skills. 17. Explain the value of including all students in AP. 18. Describe the equity and access policy and how they can implement it in their classrooms. 19. Identify the supports available to teach the AP World History course.

 

Eugene-Chase-PhotoEugene Chase – Edmond North High School, Edmond, Oklahoma

AP U.S. Government and Politics

Eugene Chase teaches US and Comparative Government and Politics at Edmond North High School in Edmond, Oklahoma, where he also serves as social studies department chair. A table leader at the AP US Government reading, he has been consulting for the College Board since 1999 and has presented at AP and Pre-AP workshops nationwide and at the AP National Conference. He is a National Board Certified Teacher (AYA Social Studies – History) and has also served as an assessor for the National Board. Gene has been an AP Government advisor for three textbooks and has provided staff development to many school districts including Chicago Public Schools and Boston Public Schools. Also working with the Education Testing Service, he has been an item writer for the US and Comparative Government and Politics exams and has been assessor for the Praxis Series teacher licensure tests. He holds a BA in political science from the University of Oklahoma and an MA in political science from the University of Central Oklahoma.  Gene occasionally services as an adjunct instructor at the University of Central Oklahoma and Oklahoma Baptist University teaching American National Government and Social Studies Methods.

Course Description: In this course, participants will cover the six areas of AP US Government and Politics and practice scoring the AP Exam.  A variety of instructional techniques will be presented including close reading and the use of scenarios. Also discussed will be pacing for both one and two semester courses.  New teachers will be given assistance in writing their syllabi.  Participants will be able to exchange ideas with their colleagues.  Of special interest will be the development of a “hybrid” or “flipped” course (partial online instruction).  A special focus will the the upcoming changes to the AP US Government course that have been recently announced.

What to Bring: Participants are encouraged to bring their favorite lessons.  Additionally, please bring wifi connected device.

 

 

hastedt2016photo-1Glenn Hastedt, James Madison University, Harrisonburg, VA

AP Comparative Government

Glenn Hastedt holds a Ph D. in political science from Indiana University.  Formerly the chair of the political science department at James Madison University he is now professor and chair of the justice studies department.  He is the author of American Foreign Policy:  Past, Present, Future, 11th edition (forthcoming Rowman & Littlefield, 2016), senior author of Pathways to Conflict and Cooperation (CQ Press, 2014) and editor of Readings in American Foreign Policy (Rowman & Littlefield, 2016). He edited Controlling Intelligence (Frank Cass, 1991) and co-edited Intelligence Analysis and Assessment (Frank Cass, 1996).  Hastedt has also authored articles on in intelligence in Intelligence and National Security, Journal of Intelligence History, Defense Intelligence Journal, International Journal of Intelligence and Counterintelligence, The Journal of Intelligence History as well as chapters in edited volumes on intelligence.

 Course Description:

The AP Comparative Government and Politics Workshop will provide a comprehensive overview of all aspects of the course including the examination through a combination of discussion, topical presentations, data exercises for students, and practice for participants in writing and scoring exam questions.   Handouts will include country specific material and conceptual material.  Topics covered will be adjusted to reflect the interests and needs of participants.

Tuesday, June 20

 Introduction and Expectations

  • Inclusion-equity-access
  • Goals and objectives of AP Comparative Government and Politics course
  • Syllabus construction and audit process
  • Review of 2016 AP Comparative Government and Politics Exam
  • Special Topic: Brexit

Wednesday, June 21

  • Teaching the AP Comparative Government and Politics course:
    • Identification of textbook options and teaching resources
    • Best Practices
    • Perennial Problems (using history)
    • Future Directions (civil liberties exercise)
  • Special Topic: Building Democracy:  Russia
  • Special Topic: Civil Society in Crisis/ Global political protest
  • Writing (and answering) objective questions

Thursday, June 22

  •  Special Topic: Supra-nationalism, Sovereignty and International Cooperation
  • Special Topic: Globalization
  • Data exercises: Constructing a Globalization Index, Constructing a Fragile State Index
  • Writing (and answering) short answer essay questions

Friday, June 23

  •  Special Topic: Comparative Public Policy
  • Data exercise: Good Governance Indicators
  • Writing (and answering) long answer essay questions
  • Concluding questions and concerns
  • Evaluations

 Picture-of-MeCameron Stephen, Cy-Fair High School, Cypress, TX

AP Spanish Language and Culture

Cameron Stephen teaches at Cy-Fair High School in the Cypress-Fairbanks Independent School District located in Cypress, Texas. He has taught there since 2000 and has served as department chairman since 2009.  He is a product of the AP Spanish program at Kearns High School in Salt Lake City, Utah where he took the AP Spanish Language exam in 1993. His passion for teaching was born while serving a mission for his church to the Dominican Republic from 1994 to 1996. Upon returning home, he graduated with a Bachelor of Arts degree in Spanish Literature from the University of Utah in 2000. He completed a Master of Arts degree in Spanish Literature from the University of Houston in 2009.  He has taught Pre-AP Spanish and AP Spanish Language since his first day in the classroom.  He was responsible for re-starting the Native Speakers program at this school in 2001 and started the AP Spanish Literature program in 2002.  When Mr. Stephen started at Cy-Fair, only 3 students participated in the AP Spanish Language exam.  Now, his school regularly has more than 70 students that participate in AP Spanish Language & Culture and more than 20 that participate in AP Spanish Literature & Culture on a yearly basis.  Mr. Stephen has served as a reader for the AP Spanish Literature exam since 2005, a Table Leader since 2009, and as a Question Leader since 2015.   Mr. Stephen has been a College Board Consultant since 2011, conducting workshops and summer institutes all over the country.  In 2012, Mr. Stephen became a member of the College Board’s Test Development Committee for AP Spanish Literature and Culture and since 2015 as the high school co-chairman of the committee. In 2016, Mr. Stephen received the prestigious Outstanding Teacher of the Humanities award from Texas Humanities, the state affiliate of the National Endowment for the Humanities.

Course Description: This AP Spanish Language & Culture workshop is for new teachers and for teachers with fewer than 3 years experience teaching the course.  The course introduces teachers to the course learning objectives, curriculum framework, and AP exam.  The session will also elaborate on resources to use when teaching the course.  Finally, participants in the session will begin to develop lessons/units.

The goals of the four-day session are to assist participants with:

  • review the Course Exam and Description
  • assess the Equity and Access statement
  • examine the course’s Learning Objectives and ALDs
  • synthesize the course themes, organizing concepts, and essential questions
  • differentiate between cultural products, practices, and perspectives
  • select and evaluate supplemental resources
  • preview and evaluate the practice exam
  • define summative and formative assessments
  • participate in a prepared unit of instruction to model formative and summative assessments
  • prepare formative and summative assessments that can be implemented immediately
  • participate in example lessons using the new works
  • create a thematic unit or lesson for a unit
  • evaluate supplementary resources
  • reflect upon a unit of instruction
  • take the sections of the practice exam and evaluate the experience
  • select elements of the course that could be integrated into Pre-AP courses
  • share strategies for incorporating literature and culture into the Pre-AP courses
  • review the syllabus development and preparation requirements

What to Bring: Participants should bring laptop or tablet computers and should bring any lessons, materials, or websites that they wish to share!  Also, other recommended supplies include highlighters and sticky notes.

Monday- Introducing the Course and Exam

Tuesday- Strategies for Success on the Exam using Formative and Summative Assessments

Wednesday- Teaching Thematic Units using Contextual Resources

 Thursday- Integrating Culture, Vertical Teams, and Preparing Effective Units

 

Infosys Confluence | April 27-29th, 2016 | San FranciscoOwen Astrachan – Duke University, Chapel Hill, NC

AP Computer Science Principles

Owen Astrachan is Professor of the Practice of Computer Science at Duke where he has taught in four decades and two millennia. Before teaching at Duke he was a high school teacher for seven years, and he received an MAT in mathematics teaching in 1979 as part of a program very similar to the current Teach for America Model. He has an AB degree from Dartmouth and MAT, MS, and PhD degrees from Duke. In addition to teaching computer science, he builds curricula and approaches to teaching intended for broad adoption and adaptation. He thrives on learning about interdisciplinary aspects of computer science and using them in his teaching. He received an NSF Career award for introducing design patterns into undergraduate courses, was an inaugural recipient of the NSF/CISE Distinguished Education Fellow Award for emphasizing problem-oriented approaches, and is the PI for the NSF/College Board CS Principles Project designed to create a broader, more accessible AP course in computer science. In 1995 he received Duke’s Robert B. Cox Distinguished Teaching in Science Award, in 1998 he received the Outstanding Instructor Award while on sabbatical at the University of British Columbia, and in 2002 he received Duke’s Richard K. Lublin award for “ability to engender genuine intellectual excitement, ability to engender curiosity, knowledge of field and ability to communicate that knowledge”. He enjoys thinking, running, collaborating, and pushing limits gently.

Course Description: The College Board provides a set of materials for AP Summer Institutes in the AP Computer Science Principles (AP CSP) course. These materials, including the course and exam description, practice exams, and Performance Tasks provide the foundation for the AP CSP summer institute. Using principles of cooperative learning, a view of interdisciplinary computer science, and current events as warranted along with the materials provided by College Board, this course will provide background for new and experienced AP CSP teachers to be able to deliver a course that engages students, is built on the Big Ideas and Computational Thinking Practices of the course, and will prepare students to succeed on the exam.

 

Jane Harlow 2016 SLC (1)Jane Harlow – (Retired), Fayetteville, AR

AP Studio Art –  Teachers New to AP

Jane Harlow is a master teacher of 47 years and recently retired from teaching. She served on the state OAEA Board as the Secondary Division Chair and Secondary Art Chair for both Bartlesville Schools and Broken Arrow High School. She served on the APAC Steering Committee for the College Board from 2012 – 2014, and served as an AP Arts Director for the O’Donnell Foundation/ AP Strategies in Dallas, TX. She is the Co-Author of the College Board Vertical team Guide for AP Studio Art – 1st, 2nd and 3rd Editions. Jane has been a College Board Consultant for APSA for 22 years and an APSA College Board Exam Reader for 21 years. She established the first AP Studio Art classes at Broken Arrow High School and edited the district Art Curriculum Guide. Jane has presented at both AP and Pre-AP SA Institutes since 1995 in Alaska, Arkansas, Connecticut, Florida, Nevada, New Mexico, Oklahoma, Illinois, Texas, and in Singapore. She was the first APSA consultant to present workshops for the AP Experienced teachers in the Southwest Region. She has presented AP workshops for AP Studio Art, Pre-AP Art and Vertical Teaming.  Jane holds a Bachelor of Science in Secondary Education from Jacksonville State University with a triple major in Art, Biology and Physical Education.

Course Description: This AP Studio Art course will focus on preparing students for the AP Studio Art Exam through a rigorous and challenging curriculum.  We will discuss ways to organize the class, ways to develop a challenging and successful curriculum, and ways to motivate the students to develop strong work ethics and master skills.  We will discuss ways to accomplish the AP goals through Vertical Teaming and Pre-AP curriculum, will discuss the Reading Process, the Digital Submission Process and the “New Changes” made in AP Studio Art. The class will enjoy two exciting “hands-on” activities. The participants will receive a Flash Drive containing the APSI presentation and shared information.

Quiquia Calhoun – Oklahoma City, OK

AP Studio Art- Teachers Experienced in AP

 

Terry-Eder-Resume-PictureTerry Eder – Plano Senior High School, Plano, TX

AP Music Theory

Dr. Terry Eder is a choral conductor and music teacher with over 35 years of experience at both the college and secondary levels. He is currently the music theory teacher at Plano Senior High School in Plano, Texas, where he teaches AP Music Theory. He also serves as master teacher for the O’Donnell Foundation’s Creating Schools of Excellence in the Arts grant program involving ten high school music theory programs in the Dallas-Fort Worth metroplex. He is a College Board Consultant and has presented at many AP summer institutes and two-day workshops. He also serves as a question leader in the reading of the AP Music Theory exam each summer. Dr. Eder has also developed a one-day workshop on vertical teams in music theory for the College Board, has written an article on strategies for dealing with the sight-singing portion of the AP exam, and has presented an online professional development session entitled, “Sight Singing and Its Influence on Melodic and Harmonic Dictation.” He is currently co-chair of the College Board AP Music Theory development committee and serves as a member of the Music Writing Team for National Standards in the Arts.  Recently he was named Plano Senior High School Teacher of the Year.  He holds a BME and an MME from Texas Christian University and a DMA in choral conducting from the University of Oklahoma.

Course Description: This workshop will focus on teaching strategies designed to help students develop an understanding of the materials and processes of music. 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. Discussions will make 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.

Topics will include the following:

  • Visual and aural analysis, sight-singing, melodic and harmonic dictation and composition
  • Synthesis of musical knowledge into practical and usable musical understanding, especially with regard to music of the common practice period

 

OLYMPUS DIGITAL CAMERALisa Tobias,

Pre-AP Middle School Science

Lisa Tobias currently teaches Middle School and one class a week of Elementary Science at St. Peter Prince of the Apostle School in San Antonio, TX. Prior to that, Chemistry, Pre-AP Chemistry, and AP Chemistry at Central Catholic High School; Pre-AP Physics, Pre-AP Chemistry, Earth Science, and Physics 1 at John Paul II Catholic High School in New Braunfels, TX; Pre-AP eighth grade physical science and sixth grade robotics. She has been teaching science since 2000. Mrs. Tobias holds a BS in biology and history from Bates College and an MA in education from Barry University. She has been consulting for the College Board since 2007 in Pre-AP Science and inquiry-based laboratories, as well as science vertical teams, and is currently a consultant mentor.

Course Description: The Pre-AP Science APSI is designed to take participants through each of the major components of a Pre-AP curriculum and then show participants how to incorporate the components into their own classrooms. The week opens by defining what Pre-AP Science is and how it can facilitate to a student’s future success in science. Specific ideas such as what language to use in general questioning, what basic skills to incorporate and when, as well as how to integrate both components into assessment will be looked at during these early days. As we move farther into the week, we will begin looking at the different types of inquiry-based classrooms and how a class can be inquiry-based and still move forward through the necessary material at a reasonable pace. Teachers will also learn how to present inquiry in a way that makes even open ended inquiry approachable to students who are new to the process, saving time, frustration, and resources. In the last main component, we will assess different labs and evaluate how student vs teacher based (inquiry vs cookbook) they are. Once that is completed, we will begin to modify them in a constructive manner, making sure to incorporate other aspects of a successful Pre-AP classroom into the final products. If teachers bring their own labs, we will work on modifying their material and labs, rather than the stock labs provided. Throughout the whole week, we will be looking at and doing a variety of labs, activities, and projects that illustrate some aspect of the wide spectrum that makes up Pre-AP Science.