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 16-19, 2015
Pre-AP High School English – Teachers New to Pre-AP
Teresa Tyra, a 28-year veteran educator, recently retired from the classroom; however, she recently accepted a position with Moore Public Schools as a Literacy Instruction Coach. 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 several 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 High School English institute, participants will learn practical applications aligned with the Common Core Standards 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. 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: Your favorite argument or synthesis writing activity or lesson to share.
Pre-AP High School English -Teachers Experienced in Pre-AP
Sandra Effinger, currently teaching in Naples, Italy, for the Department of Defense, has more than thirty years experience teaching AP and pre-AP English in Oklahoma. Since 2004, she has read the AP Literature and Composition exam and been a College Board consultant. During her forty years in the classroom, Sandra has taught English, Social Studies, Journalism, Yearbook, Reading, Film Studies, and Classical Literature. Currently teaching at Naples American 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, National Council of Teachers of English, and the National Writing Project. Sandra has also been a consultant and presenter for the Oklahoma Writing Project for more than 30 years. Although her primary interest and focus in Advanced Placement is pre-AP Literature and Language, she has taught several Advanced Placement courses — Literature, Language, US History, World History, European History, Government, and Human Geography. Sandra is known for her involvement in the National Endowment for the Humanities Summer Seminars and Institutes and for her website for teachers – MsEffie’s LifeSavers for Teachers (http://mseffie.com).
Course Description: Covering Advanced Placement Literature and Language concepts, this pre-AP course for experienced teachers includes an overview of both exams, as well as ways to adapt AP materials and strategies for the texts you plan to use in your course. To help you better prepare your students for the challenges of upper-level AP courses, we will explore instructional strategies for different genres, practice the deeper analysis and critical thinking that distinguishes the pre-AP course, and learn to modify curriculum materials to meet Pre-AP abilities. You will leave with hands-on activities and strategies 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. We will cover class expectations and contracts; text selection, adaptation, and annotation; developing AP-style rubrics and multiple-choice questions; adapting AP prompts; discussion strategies (Socratic seminar, fish bowl, inner/outer circle); creative ways to teach literary analysis (literature circles, body biography, mind map, reading response journals, etc.); project-based activities; 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.
What to Bring: Participants should bring highlighters, markers, small post-its, thumb drive or recordable CD, and laptop for computer access. Please bring 25 to 30 copies of a selected piece of literature, no longer than one page, front and back, for which you will develop AP activities to share with other participants. This piece may be poetry, short short story, or non-fiction.
Pre-AP Middle School English- Teachers New to Pre-AP
Jan Harris has been an educator for twenty-two years in Texas junior high schools, high schools, and junior colleges. Jan has worked in Aldine ISD, Galena Park ISD, Cypress-Fairbanks ISD, La Porte ISD, Clear Creek ISD, and currently teaches 7th grade lovelies in Crosby ISD. Jan has been an adjunct professor at Lee College in Baytown, Texas. Jan has worked for the College Board for fourteen years. In that time she has given the following Advanced Placement Summer Institutes: Lamar I.S.D., Rosenberg, Texas – 2009, The University of Texas, Brownsville – 2010, The University of Texas, Austin – 2010, Texas Christian University – 2010, Donna I.S.D., Donna, Texas – 2011, The University of Arkansas, Little Rock – 2011, The University of Arkansas, Little Rock – 2012, The University of California, Riverside – 2012, The University of Arkansas, Little Rock – 2013, The University of Texas, El Paso – 2013, Texas A&M University, Laredo – 2013, The University of California, Riverside – 2013, The University of Arkansas, Little Rock – 2014, The University of California, Riverside – 2014, Lafayette, Louisiana, and Parish Schools – 2014. Jan also does other institutes for the College Board, such as the Differentiation Seminar, Composition, Reading, and Vertical Teaming. This school year, she has been to Broken Arrow, Oklahoma, and Charleston, West Virginia, for professional development opportunities dealing with the College Board. Jan loves to travel, takes care of her seventh- grade nephew, Josh, and tries to read when she has a chance.
Course Description: Our week will be spent looking at all areas of English for the Pre-AP Classroom: Organization, Reading, Writing, and Poetry. 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.
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
Since 2001, Christian Cicorisa has taught at Saint Mary’s Hall in San Antonio, Texas. Prior to his arrival in San Antonio, Christian taught sophomores and juniors in Corpus Christi, Texas. For the past nine years, he has led Pre-AP English sessions at one, two-day, and week long workshops in Texas, Oklahoma, New Mexico and Arkansas. Additionally, he has worked with several school districts in Teas focusing on curriculum alignment, strategy-based instruction and vertical teams to increase classroom rigor while also equipping students for success. For the past five years, he has served as an instructor for he Independent School Association of the Southwest’s annual Beginning Teacher Institute.
Course Description: This workshop will emphasize a variety of analytical, close reading strategies appropriate for middle school students with the goal of fostering greater student independence and proficiency with poetry, prose and non-fiction as well as preparing them to do more analtyical, more insightful, and more substantial inquiry in high school. Additionally, the course places considerable emphasis upon the reading-writing connection, asking students to read as writers and write as readers.
- bridging the fiction – non-fiction divide
- exploring style, syntax, voice and word choice, through mimics of quality sentences and longer pieces of prose
- utilizing strategies that shift the “brain work” to the students to build confidence and independence with text and with writing
- utilizing quality professional models as foundation for student writing, toward student adoption of “mature” elements in their own writing
- constructing quality, targeted rubrics for student writing
- broadening the approach to syntax within the middle school classroom to help students refine voice and style in the context of their own writing
- integrating student-led literary and style discussions into the middle school classroom as a means of increasing both student understanding and higher level thinking, as well as assessing these skills
- equipping students with strategies to facilitate independent analysis of poetry and fiction, as well as pinning down that pesky tone
- building and maintaining a working vertical team and examining how middle school Pre-AP aligns with the high school program and the exam
What to Bring:
- one significant/major piece of prose that you teach in your classroom
- sticky notes
Pre-AP Math, Pre-Algebra/6th Grade
Ms. 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 Solving –Participants 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.
Pre-AP Math, Algebra I
Lisa has taught for 38 years, not only in different states but also in private (9 years) and public schools (29 years), including a couple of Title One schools. She has taught various subjects and grade levels, but her favorite remains middle school math and/or algebra, where she has remained for the last 25 years. Retirement is still in the distance as her love of creating new math lessons is still a creative priority in her life. Looking for new and fresh ideas has always kept her interest in the classroom. Lisa has a Master’s Degree in Education along with two endorsements from the state of Virginia: in middle school education and in algebra. Within her career she has been named Reading Teacher of the Year and Teacher of the Year and named in Who’s Who Among America’s Teachers. Lisa has been an independent Certified College Board consultant for the last 15 years, teaching workshops for The College Board in over 20 states. She continues to teach workshops not only in her own school system but also with her local and state mathematics conventions. This is her 6th summer teaching summer institutes. Lisa lives in Virginia with her husband of 23 years along with her two teenage sons and their dog, Max. Besides gardening and reading Lisa loves to walk along the beach, which is not far from her home.
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. Manipulatives will be explored and used by the participants. This institute will be a hands-on workshop with a variety of activities that you will make and take. You will delve into different concepts with a Goldilocks type of approach. Within the concept there will be a simple beginning lesson, a more in depth lesson, and then a lesson with more rigor. This will provide you with a variety of ideas and a way to reach a diversified group of students in your classroom. There will be time to discuss different components of The College Board and its philosophy and well as taking time to learn how to create as well as create and tailor your own performance task activities.
What to Bring:
- Your state’s standards
- Your computer
- Some extra paper
- A lesson or idea you could share with the group that you have found successful in your classroom.
- 27 wooden cubes: they can be ½” or 1” cubes for a make and take activity. You can use ¼” cubes but while they’ll travel well I find that most students do better with a slightly larger size. You might want to get these early as I find many craft stores do not carry an abundance of cubes.
- 2 – 3 small tubes of Super Glue JELL glue to go with the wooden cubes. It works the best with the wooden cubes since regular super glue seems to soak into the wood. With the thicker jelly type glue you use less.
- If you have a graphing calculator you can bring it but I will have calculators as the workshop.
- Pencils, pen, highlighter, scissors, Scotch tape, ruler, glue sticks, colored pencils and permanent markers will be provided by the Institute
Pre-AP Math, Algebra I, Geometry
Mrs. 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 and has two daughters and one son-in-law.
Course Description: This workshop will focus on the alignment of curriculum and instruction using AP Vertical Teams to facilitate 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 upper level mathematics classes. Discussions will include making connections through the use of Common Core Standards with a focus on activities that help to connect the content standards with the mathematics practice standards. We will attempt to make connections between Pre-AP and AP as we review and adapt AP problems that may be used to help facilitate student learning and to reinforce concepts at different grade levels.
Another focus of the workshop is to help teachers understand the philosophy and goals of the College Board Pre-AP Program and the importance of establishing equity for all students. Planning goals, activities, timelines, and evaluations, are important functions of the vertical team. Using the strategies and knowledge you gain about vertical teams, along with some content specific plans, we hope you will be able to integrate new content into your academic courses that lead to the content and skill expectations found in an AP Course.
What to Bring: Please bring the following items when you come:
- An activity or lesson you would like to share
- A graphing calculator if you have one (A calculator will be provided if you do not have one)
- Pencils, highlighter
- USB drive so that you may save your work.
Pre-AP Math, Algebra II, Pre -Calculus
Corey Boby is currently teaching Trigonometry and Calculus at Lakeside 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 3 cats.
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.
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 15 years. He has been a consultant for the College Board for 12 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. We’ll attempt to balance discussions of pedagogy and Pre-AP philosophy with a scattershot of actual activities, with more “doing” than mere listening on the part of participants. 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
Pre-AP Middle School Social Studies- Teachers Experienced in Pre-AP
Rhonda Johnson is in her fourth year of teaching history at Metro Christian Academy in Tulsa, OK. The primary US and APUSH history teacher, Rhonda spent last year teaching World History to facilitate curriculum realignment. She is thrilled to be back with her first love, American History. Prior to this she taught American History at Union Intermediate High School for 12 years. At Union she was involved with Pre-AP since the district implemented the program and has been a consultant for the College Board for the last nine years. She spent time developing a pilot program, with fellow teacher Dallas Koehn, to team teach and loop a group of freshman Pre-AP students in an attempt to make them successful in the areas of content as well as skills. She is in first year of teaching an American Studies program for Metro and became National Board Certified in November of 2007.
Course Description: We’ll be looking at the purpose(s) of a Pre-AP class and some different ways to approach both content and skill-building. We’ll explore the use of music, movies, and other media to help students connect with history and look at ways of helping them learn document analysis and higher-level thinking. Because SO many students are coming to us with fewer and fewer basic reading skills, we’ll look at some content-appropriate literacy strategies that will work with primary sources, outside reading, and textbooks. We’ll talk about the various uses of primary sources, and discuss ways to help our students become comfortable with different types of prompts (FRQs, DBQs, and so on). In general, we’ll add to our repertoire of strategies for building students’ skills while trying to keep them from hating history. Somewhere in the mix of artsy-craftsy, hands-on goodies and academic skill-building, we’ll try to help them learn what they need to know now AND lay a foundation for what they need to succeed down the road.
What to Bring: Your best lesson plan or idea (you will be presenting these to your colleagues, and your most challenging idea, concept, time period to teach.
AP U.S. History Teachers New to AP
Christine Bond currently teaches Advanced Placement (AP) United States History and AP World History at Edmond Memorial High School, in Edmond OK. She has taught AP United States History since 1998 and AP World History since 2007. She holds a Masters degree in Education Administration (M.Ed.) and is a National Board Certified Teacher (NBCT).
Ms. Bond has been a College Board consultant since 2000, presenting at numerous College Board institutes including international institutes. She has been an AP Summer Institute consultant since 2003, presenting at well over 50 summer institutes. She is a contributing author of the AP World History multiple choice questions on Learnerator.com, a website that provides students with comprehensive AP review materials. She has developed and team taught a combination course that bridges AP U. S. History and AP English Language and has co-presented at a Southwest Regional College Board conference. She has served as a reader for both the AP United States and AP World History exams. She recently co-authored the REA test prep book for the new AP United States history course.
Course Description: This course will be a mix of pedagogy and content needed to successfully implement an Advanced Placement United States history course for new teachers.. Teachers will learn about the exam and the rubrics used to score the essays as well as document analysis activities and reading strategies. Equal time will be spent on the curriculum framework and the historical thinking skills needed for the AP exam. Numerous student centered activities will be provided.
What to Bring: Please bring a laptop or 16 a tablet as well as your favorite lesson to share with your colleagues. WiFi will be available in the classroom.
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 will be in effect the 2014-15 school year (with the first test administration in May 2015), as directed by the College Board. 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 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.
AP Art History
Jaime Rollans has been teaching AP Art History for twenty-eight of her thirty-eight years of teaching. Since 1994, she has been teaching at W. D. Mills University Studies High School in Little Rock, Arkansas where she teaches a history of philosophy in addition to AP Art History. Jaime taught AP Art History, world history, AP European History and served as the Talented and Gifted Facilitator for North Pulaski High School in Jacksonville, Arkansas, from 1976 through 1994. Jaime is a consultant to the College Board in AP Art History and social studies. She has served as a reader of the AP Art History exam. She also served on the committee that wrote the College Board’s Advanced Placement Social Studies Vertical Team Guide. Jaime received her BA from the University of Central Arkansas, and MA from the University of Arkansas at Little Rock, where she has also pursued further graduate study in gifted and talented education. Having grown up as a military “brat” and living for many years in England gave Jaime her love of history and art. While teaching leaves little time for hobbies, she and her husband John spend their free time traveling, working on their “old” house, which they share with their cats.
Course Description: AP Art History teachers will be engaged in an exploration of various methods used to meet the goals of the AP Art History curriculum and prepare students for success on the AP Art History Exam. “Nuts and Bolts” topics that will be discussed include: a definition of AP Art History, developing a syllabus, resources, student recruitment, building support with parents and the school community, and pacing. A close examination of the AP exam will include the grading of the exam, what students are expected to know and do on it, and review strategies. Participants will examine and discuss instructional strategies for helping students develop the writing and higher order thinking skills necessary for success in an AP Art History class. Topics such as the teaching of context and form, document based questions, resources, incorporation of art from beyond the European tradition, and a review of the exam will be explored during the week. This course will also provide a focus on the changes coming to AP Art History curriculum and exam in the 2015 – 2016 school year.
Pre-AP Middle School Science
Lisa Tobias currently teaches Chemistry and AP Chemistry at Central Catholic High School in San Antonio, TX. Prior to that, she taught Pre-AP Physics, Pre-AP Chemistry, Earth Science, and Physics 1 at John Paul II Catholic High School in New Braunfels, TX and 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.
June 23-26, 2015
Bernie Phelan is a retired teacher whose career spanned 40 years of active, high school teaching, thirty of them involving teaching AP English Language and Composition. He currently consults for individual school districts and with numerous programs within College Board. He is currently chair of the test development committee for SAT: Writing and has been a member of the committee since its inception in 2003. He is a long-time table leader and reader for the AP English Language and Composition exam, having read the exam since 1987. He conducts 1 and 2 day workshops during the school year in AP and Pre-AP. He has conducted over 85 four or five day AP Institute since 1997. From 2000-2004 he was an elected trustee of The College Board.
Course Description: This one-week institute will focus on the core areas for any AP English Language course: Rhetoric and Argument. Initially, we will explore and delineate rhetorical and argumentative theory, then apply these theories to short texts. As we transition to a full day on the subject of teaching the reading of non-fiction, we will apply theory to full essays, then unpack definitions of reading from AP multiple-choice questions as we work toward a methodology for teaching reading. By mid-week, we delve into writing, focusing at first on last year’s questions and samples, then on broader topics of writing process. Our discussion will segue into assignment design, assignment sequencing, and assessment issues. We will also attempt to tackle the issue of curriculum, to modify existing practice, and to show how we might do some parts of our course differently for the upcoming school year.
AP English Language and Composition – Teachers Experienced in AP
Over the past ten years, Patricia Cain has served as the Lead AP English teacher for the Pasadena ISD in Texas, where she assists both AP English Literature and AP English Language teachers at five separate high schools. In addition, she has 35 years of teaching experience, including 20 years in AP English Language and Composition. Mrs. Cain is a College Board consultant, a veteran reader for the AP Language Exam, a presenter at the AP National Conference, a writer for the College Board’s publication, College Ed, and an AP Language presenter for the National Math and Science Initiative.
Course Description: AP English Language and Composition will focus on providing participants with the strategies, techniques, and content necessary to design a college-level course in rhetoric and argumentation. Participants will learn key strategies for critical reading and analysis of nonfiction along with other innovative methods, activities, and assessments for teachers to use in their AP English Language classroom. We will discuss and share strategies for teaching AP skills, including rhetorical analysis, close reading, writing and analyzing argument and synthesis. In addition, a simulated reading of the 2015 AP Language Exam will enable participants to examine the methods needed to prepare students for both the multiple choice and the exam essays.
What participants should bring:
- Post it notes
- Writing pad
AP English Literature and Composition – Teachers New to AP
A veteran of 36 years teaching public high school students, Michael (Jerome) Evans, NBCT, has served as an AP Consultant since 2004 and has read both AP Literature and AP Language exams for 13 years. He has presented workshops for the UT Permian Basin AP® Summer Institute, the Phoenix Desert Summer Institute, the Tulane University AP® Summer Institute, sessions at AP® National Conferences, as well as 1 and 2-Day AP® Workshops in New Mexico, Texas, and Oklahoma. He became a National Board Certified Teacher in 2011.
Course Description: In this session designed for teachers new to teaching AP Literature, we will examine the course requirements and expectations for Advanced Placement English Literature & Composition®, including simulated readings of student responses to AP® essay prompts and a careful exploration of multiple choice questions from previous 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 exploring ways to implement Common Core State Standards with AP® English Literature.
What to bring: Please bring a summer reading novel (if you have one), the text you might use (if you have one), and Tom Stoppard’s play Arcadia.
AP English Literature and Composition – Teachers Experienced in AP
With over 38 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: Participants in this course will learn the skills and strategies necessary to prepare high school students for success in AP Literature and Composition classes. The course materials will provide participants with ample resources to anchor their curriculum and to guide the progress of their students. The workshop leader will place particular emphasis on activities involving higher-order thinking skills and student-centered teaching.
Topics will include the following:
- Close reading and annotation
- Writing about literature, including both timed and process writing
- Composition, including grading, rubrics, and writers’ conferences
- The content of the Advanced Placement test in Literature and Composition
- Teaching grammar in the context of writing
- Building better, more confident thinkers
- Strategies for challenging students without leaving them behind
- Using visual texts and graphic representation to aid student understanding
What to Bring: Post it notes, 3 colored highlighters, writing paper, a lesson to share with other participants…30 copies, and the textbook you are currently using/ anthology
AP World History
Cheralyn Pinchem currently teaches Advanced Placement World History at the #1 ranked school in Massachusetts and the oldest school in America, Boston Latin School. A recent transplant from Atlanta, GA, she has taught Social Studies for the past 17 years. She currently serves as a member of the AP World History Test Development Committee and plays a critical role in the preparation of the curriculum framework and exam. The Development Committee represents a unique collaboration between 4 high school and 4 college educators with diverse knowledge and points of views of global history.
Cheralyn works as a Consultant with the College Board, training both new and experienced AP World History educators. She also has participated in the AP Reading since 2005, scoring hundreds of thousands of student essays alongside other teachers from around the globe. Outside of the classroom, she has coached cheerleading and sponsored student trips abroad to China, Greece, Italy, England and France. She truly enjoys bringing history alive in her classroom through hands on, collaborative, and fun activities.
COURSE DESCRIPTION: The Advanced Placement (AP) Program offers a course and exam in World History to qualified students who wish to complete studies in secondary school equivalent to an introductory college course in world history. The AP World History Exam presumes at least one year of college-level preparation.
Students will be expected to learn selective factual knowledge in addition to certain analytical and historical skills. Major interpretative issues among historians will be explored, as well as the techniques used in interpreting primary historical evidence and secondary sources. Themes will be employed throughout the course, though the basic approach will be periodization. Students will pay particular attention to change and continuity over time, to the characteristic institutions and values of societies, and to the way such institutions and values are affected as a result of cultural contacts among peoples. In assigned readings and class discussions, there will be an emphasis on critical thinking.
This class will be both rigorous and rewarding. Attention will also be given to preparing students with skills necessary to engage the AP World History examination given in May 2015. One of these skills involve taking good notes, both in class and while reading. The ultimate benefit of this class will be an informed view of how the world has developed to the start of the third millennium, plus intellectual growth.
What to bring:
- 2015-2016 school calendar
- Sample Course Syllabus
- Note-taking materials
- Classroom text
- Portable monthly academic calendar with squares to enter information for planning
- 8 gig or higher flash drive, if possible
- Favorite lesson to share
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 two 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. At the college level, Gene teaches American National Government and Social Studies methods.
Course Description: In this course, participants will cover the six areas of AP U.S. Government and Politics and practice scoring the AP exam. AP U.S. History teachers transitioning to AP U.S. Government will have the opportunity to examine the different scoring method of the free response section of the exam. New teachers will be given assistance in writing their syllabi. The course will also cover test item design and construction, and participants will be able to exchange ideas with their colleagues. Of special interest will be the development of a “hybrid” course (partial online instruction).
What to bring: Participants are encouraged to being their favorite lessons. Additionally, please bring your wireless connected device (tablet or laptop).
AP European History
Robert Wade has been a teacher at John Paul II HS in Plano, Texas for the past 5 years. Mr. Wade teaches College Prep World Cultures as well as AP European History, and serves as a sophomore class sponsor. He is also Social Studies Department Chair. Prior to teaching at a private school Robert taught at a large urban high school in Dallas for 32 years where he taught AP World History, AP US History, AP US Government, and AP Comparative Government Robert has served as both a reader for the AP European History Exam for 15 years, as well as a National College Board AP Consultant for the past 15 years. He is presently one of the National Consultants trained to present the new AP Euro course and exam. He is the author of the Teacher’s Resource Guide for “The Making of the West by Lynn Hunt.“ as well as writing new material for the Kagan textbook to be used as preparation for the new exam. He received his BA in education from Texas Tech with minors in History and Political Science, and a M. Ed. from Texas A&M, Commerce. He enjoys Cycling, Swimming, Reading, spending time with his wife, Karen, 3 children, and 3 grandchildren.
Course Description:This AP European History Summer Institute is designed to help guide teachers as they prepare for the new course and exam. Participants will be introduced to the format of the Exam as well as the topics that should be covered in the AP course. In addition, teachers will receive guidance in preparing lessons to help students be successful taking the new exam
Topics will include the following:
- Developing a calendar to cover necessary material before the AP Exam
- Power Point presentations and other types of activities that can be used to enhance learning.
- Guidance in developing lessons based on the use of primary source and secondary source documents.
- Helping teachers write answers to Free Response Questions as well as Document Based Questions.
- The opportunity to develop lessons for classroom use.
AP Spanish Language and Culture
Thomas Soth, a National Board Certified Teacher, has taught AP Spanish Language since 2001 at Northwest Guilford High School in Greensboro, North Carolina, where he also serves as co-department chair and as a teacher mentor. He has taught courses at the University of North Carolina, Greensboro, and is a former president of the Foreign Language Association of North Carolina (FLANC). He contributes to the AP program in many ways, including presentations at state and regional conferences, as a consultant for the College Board, as an AP reader and Table Leader, and as one of the authors of The Teacher Resource Guide for Cumbre, curso AP de la lengua española.
Tom was an ACTFL Teacher of the Year finalist after being named the 2012 Southern Conference on Language Teaching (SCOLT) Teacher of the Year. Currently, he is on the board of SCOLT, is part of The North Carolina Governor’s Teacher Network, and writes the teacher’s notes for EL SOL magazine.
Course Description: This workshop is designed to familiarize teachers with the AP* Spanish Language & Culture Course and Exam. The course will provide sample materials and classroom activities to help students improve their communicative competence and prepare them for the 2016 exam. Participants will actively participate and share best practices about how to integrate the three modes of communication into instruction (Interpretive, Interpersonal and Presentational). There will also be a special focus and overview of teaching the themes of the AP* Spanish Language and Culture course through the use of authentic materials.
What to Bring: Participants should bring a laptop and a list of their top ten online sites to find authentic print, audio and audiovisual sources.
Computer Science A
Robert Glen Martin is a computer science teacher at the School for the Talented and Gifted in Dallas (US News and World Report’s Best High School). His program has been recognized by the College Board for “Leading the nation/world in helping the widest segment of their total school population attain college-level mastery of AP Computer Science.” He is a member of the AP Computer Science A Test Development Committee and serves as an AP Computer Science A Reader and Question Leader. He is also a co-author of the APCS A Elevens Lab. Glen’s recognitions include the National Center for Women and Information Technology Aspirations in Computing Educator Award, O’Donnell Texas AP Teacher Award Finalist, the Texas Instruments STEM Innovation in Teaching Award, and the Siemens Advanced Placement Teacher of the Year Award for Texas.
Course Description: This course is for both new and experienced AP Computer Science (APCS) A teachers. It will increase the participant’s knowledge of required course content, and provide materials, resources, and techniques for use with students. Participants will receive information about the current and future direction of the APCS A course as well as the latest information from the 2015 APCS A Reading. A broad range of AP Computer Science A topics will be covered including 1D and 2D arrays, Lists/Array Lists, generics, sorting, searching, recursion, object oriented programming, the APCS A Labs, and AP Examination free response problems. Participants will obtain substantial hands on lab experience utilizing programming projects authored by the presenter. Participants will also participate in a mock APCS A Reading. Participants are expected to have a basic knowledge of the Java programming language in order to receive maximum benefit from this workshop.
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
AP Studio Art – Teachers New to AP
Jane was the Oklahoma Art Education Association “Art Educator of the Year Award for 2009-2010.” Jane is a master teacher of 47 years and recently retired from teaching. She has served on the OAEA Board as the Secondary Division Chair and Bartlesville Schools Secondary Art Chair. She holds a Bachelor of Science in Secondary Education from Jacksonville State University with a triple major in Art, Biology and Physical Education. She served as an AP Arts Director for the O’Donnell Foundation and AP Strategies for 3 years in Dallas, TX. She was also named the “National Outstanding AP Studio Art teacher of the Year Award” in 1995. She is the Co-Author of the National Vertical team Guide for AP Studio Art, 1st, 2nd and 3rd Editions. She has been a College Board Consultant for APSA for 21 years and an APSA College Board Reader for 20 years. She established the first AP Studio Art classes at Broken Arrow High School and edited the district Art Curriculum Guide. She has presented at both AP and Pre-AP SA Institutes since 1995 in Oklahoma, Texas, New Mexico, Arkansas, Nevada, Florida and Alaska. She was the first APSA consultant to present workshops for the AP Experienced teachers in the Southwest region. She has been awarded the “Apperson-Hearst PTA Teacher of the Year Award”, “The Golden Apple Award”, was named Stanford’s “Who’s Who Among American Educators”, the “National Person of the Year for American Educators”, was twice named “Who’s Who Among American Teachers” and was recognized in Washington, DC as “Special Speaker, National SA AP Poster Recognition”.
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 share lesson plans and ways to accomplish the AP goals through Vertical Teaming and Pre-AP curriculum. We will discuss the Reading Process, the Digital Submission Process and the “New Changes” made in AP Studio Art. The class will enjoy an exciting “hands-on” activity. The participants will receive a flash-drive full of Power point presentations, lesson plans, images of student work and much, much more.
What to Bring:
Please bring one written lesson plan that has been highly successful in your art class. Bring digital samples of student work of that lesson. Be prepared to make a 5 minute presentation on that lesson, showing images and a written lesson plan.
Supplies that participants should bring: Interesting paper that has nice designs and is absorbent (non-metallic wrapping paper, old book pages, Rice paper, Japanese papers, hand-made papers, etc), 1 hot glue gun, hot glue sticks, a bag of embellishments such as: buttons, old jewelry, silk or dried flowers, sticks, leaves, ribbon, raffia, colored tape, rick-rack, or something interesting to attach to a paper sculpture (Lightweight), two shiny objects such as: tea kettle, wine glass, candle holder, metal frame, shiny ribbon, tools, etc. (small to medium size metallic and/or transparent objects), sculpture base materials such as cups, bamboo sticks, small branches…. Or something very creative and interesting, 1 brown paper grocery bag…………or……. A paper bag from a business that has it’s logo, interesting design on the outside or interesting texture, and 1 used newspaper.
AP Studio Art- Teachers Experienced in AP
Quiquia Calhoun has taught AP Studio Art for twenty-seven (27) years of her thirty-seven (37) years teaching career with Oklahoma City Public Schools. She received her BA of Art and Education (Pre-K to Grade 12) from Oklahoma City University in 1977 and a Masters in Clothing and Textiles from Oklahoma University in 1978. While teaching at Northeast Academy for Health Sciences and Engineering, she has served as AP Studio Art National Consultant College Board consultant for nine (9) years. Quiquia was selected Southwest Region AP studio Art Teacher of the Year in 1998. She has been and AP College Board Reader since 2001. In addition, she was National AP Vertical Team Guide Co-Author for AP Studio Art and panelist at the AP Equity Colloquium in 2008. Previously, she received an Excellent Education Award from Oklahoma City Public Schools Foundation and was a Teacher of the Year nominee in the Oklahoma City Public school District. In 2009, Quiquia completed AP Summer Institute Workshops at the following locations: University of Tulsa, Oklahoma, University of Texas at Austin, Austin, Texas, and Washburn University, Topeka, Kansas and University of Arkansas at Little Rock, University of Texas at San Antonio, Pharr-San Juan- Alamo, McAllen, Texas, and New Mexico Highlands University.
The AP Summer Institute will be a valuable resource for teachers in connecting middle and high school students to a higher level of learning in the visual arts. It will give teachers the strategies and tools they need to engage their students in the development of higher visual studio art skills and computer knowledge. Teachers will have an understanding of Advance Placement Studio Art Program to help students to prepare a portfolio. The teachers will learn a variety of approaches to visual art styles and techniques, abstraction, expression, and the investigation of the principles and elements of Drawing, 2-D-Design and 3-D, art standards. The institute will provide lesson ideas for three levels for student learning; emerging, proficient, and advanced. These levels will not necessarily correspond to a particular grade level. Teachers will view a power point showing works in a portfolio demonstrating a Breadth and a Concentration of conceptual compositional and technical works of art, to address a very board interpretation of drawing, 2-D Design and 3D issues. Photography and various drawing and printing techniques will be incorporated in the activity lessons. The AP Summer Institute will be a valuable resource for teachers in connecting middle and high school students to a higher level of learning in the visual arts. It will give teachers the strategies and tools they need to engage their students in the development of higher visual studio art skills and computer knowledge. Teachers will have an understanding of Advance Placement Studio Art Program to help students to prepare a portfolio. The teachers will learn a variety of approaches to visual art styles and techniques, abstraction, expression, and the investigation of the principles and elements of Drawing, 2-D-Design and 3-D, art standards.The institute will provide lesson ideas for three levels for student learning; emerging, proficient, and advanced. These levels will not necessarily correspond to a particular grade level. Teachers will view a power point showing works in a portfolio demonstrating a Breadth and a Concentration of conceptual compositional and technical works of art, to address a very board interpretation of drawing, 2-D Design and 3D issues. Photography and various drawing and printing techniques will be incorporated in the activity lessons.
Pre-AP Middle School Science
Lisa Tobias currentlyteaches Chemistry and AP Chemistry at Central Catholic High School in San Antonio, TX. Prior to that, she taught Pre-AP Physics, Pre-AP Chemistry, Earth Science, and Physics 1 at John Paul II Catholic High School in New Braunfels, TX, and 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.