Sharon E. Williams is currently an AP Biology lead teacher in Dallas, Texas.¬† Twenty-seven years of classroom experience uniquely qualifies her with expertise in teaching both Pre-AP and AP Biology.¬† She became a College Board consultant in 2004 and has served as a reader for the AP Biology exam. She has presented workshops in Florida, Pennsylvania, Delaware, New Mexico, Arkansas, Oklahoma, and Texas.¬† In previous years, she worked as a science coach for the Dallas Independent School District, focusing on elementary, middle, and high school teacher preparation.¬† She has a Master’s of Science in Science Education degree from Texas Woman’s University and has continued learning the most recent advances in biology by participating in summer research programs.
Course Description: Biology is the study of life.¬† It describes the characteristics, classification, and behaviors of organisms, how species come into existence, and the interactions they have with each other and with the environment.¬† Biological characteristics include cellular organization, metabolism, response to stimuli, development and growth, and reproduction. The high school biology course is inherently interdisciplinary, requiring knowledge of the physical sciences and mathematics.¬† Biology students should be encouraged to complete basic research projects that attempt to discover underlying mechanisms that govern how organisms work.
The Pre-AP Biology workshop is designed to provide teachers of high school biology with instructional teaching strategies and laboratory skills necessary to successfully implement a challenging school program that will prepare students for continuation into an Advanced Placement Biology class. Best practices for teaching topics will be demonstrated while also allowing time for teachers to share their ideas.¬† Participants will be provided time to plan for a classroom foundation of academic rigor in a thinking curriculum for student access.
What to Bring:
- USB jump drive
- Lab Coat / apron
- Comfortable clothing and tennis shoes
- A favorite lab experiment, activity, project, or website to share
Mr. Braddy has been teaching Advanced Placement Biology since 1991. He has developed and maintained the course at two high schools in the Florida school district where he teaches. He has been a reader for the AP Biology Exam, and he has also served as a consultant for one-day workshops and week-long summer institutes for the past seven years. More recently, Mr. Braddy wrote one of the four planning and pacing guides for the revised AP Biology course that is being implemented this year. The guide can be found on the AP Biology Home Page at AP Central. Mr. Braddy was named Teacher of the Year at J.W. Mitchell High School in 2010, and he also serves as Science Department Chair at the school. In 2012, He was awarded the IEEE Lingnell Outstanding Teacher Award.¬† He has attended the International Science and Engineering Fair with his students for a number of years, and he also enjoys working with student leaders as the Student Council adviser at his school.
Course Description: The 2013 Biology APSI will focus on preparing teachers to teach the revised AP Biology course. Participants will take an in-depth look at the comprehensive framework to see how it is organized into Big Ideas, Enduring Understandings, Essential Knowledge Statements, Learning Objectives, and Science Practices. They will take a look at new approaches to teaching biology that include student-directed, teacher-facilitated instructional activities, including student-directed laboratories. Participants will be engaged in open-ended laboratory work that focuses on topics in each of the four big ideas, modeling the science practices that teachers will expect their students to master as they study biology. Participants will also get an overview of how the 2013 AP Biology Exam was graded and will further explore how to maximize student success on the AP Biology Exam.
What to Bring:
‚ÄĘ Good examples of student-directed, teacher-facilitated instructional activities that you might like to share, if you have had an opportunity to look at the revised curriculum framework: (http://advancesinap.collegeboard.org/science/biology)
‚ÄĘ Calculators (use of mathematical routines is Science Practice #2)
‚ÄĘ Your favorite goggles/aprons for lab investigations
Please bring a flash drive as there are many activities and a great deal of extra information that you may want to download.
I graduated from Purdue University with a B.S. in Plant Physiology/Biochemistry and worked as a genetic researcher for eight years. I returned to school and completed my M.A. in Secondary Science (Biology, Chemistry) and a Specialist in Gifted Education at Ball State University. I have since taught in a variety of settings for the last 15 years. I have conducted AP Summer Institutes for the last 10 years as well as conducting multiple single-day workshops during the school year. I have been fully instructed in the current College Board redesign of the AP Biology curriculum and look forward to familiarizing my participants with the evolution of the AP Biology course.
Course Description: This year presents a new challenge to both veteran AP Biology teachers and those new to the course.¬† College Board has finalized their curriculum redesign for AP Biology, which was implemented in the 2012-2013 academic year.¬† My goal is to provide all teachers with an understanding of the changes in the curriculum, the changes to the new national test format and to provide an opportunity to conduct the inquiry-based changes to the laboratory component.¬† All AP Biology teachers will also need to submit a new audit to show their adoption of the new Framework.¬† We will spend much of our time in the APSI going over the new Curriculum Framework and learning how to adapt your past AP Biology class to the new framework.¬† I firmly believe the redesign represents a more authentic view of science as practiced in the real world.
What to Bring: Participants are encouraged to bring a laptop, a external storage device (jump drive), and a willingness to exchange effective teaching practices/activities to the group discussion.
AP Chemistry – Teachers New to AP
Janice Willingham teaches Pre-AP and AP Chemistry at Westmore High School in Oklahoma City, where she also serves as department chair.¬† Janice brings to the workshop 32 years of teaching experience.¬† For the past 25 years Janice has taught Chemistry, the last 16 years of which have been Advanced Placement Chemistry.¬† She has a BS degree in Medical Technology and a MS degree in Science Education from the University of Central Oklahoma. Janice was runner up in her district’s Teacher of the Year Award.¬† She has been listed in “Who’s Who Among American Teachers” for several years and is the recipient of Sigma Xi’s Club Teacher of the Year from University of Central Oklahoma (1994) and from the University of Oklahoma (2001).¬† Janice is currently a “Catalyst Mentor” for Louis Educational Concepts.¬† In 2006 Janice received the Siemens Award for Advanced Placement and was again a nominee for 2008.
Course Description: This workshop is designed for teachers who are beginning their careers as AP Chemistry teachers.¬† Time will be spent during the sessions on the nature of the AP program and on structuring an AP Chemistry course.¬† Many labs will be discussed, and teachers will be given an opportunity to do a number of typical labs appropriate for AP chemistry.¬† Topics that are often covered are teaching and testing techniques, periodicity, bonding, states of matter, kinetics, equilibrium, instrumentation, equations and product prediction, thermodynamics, and eletrochemistry.¬† The workshop makes considerable use of the graphing calculator and the CBL as a data collection device.¬† Typical AP problems and essays are discussed, and strategies for enabling students to perform well on the AP exams will be shared.
¬†What to Bring:¬† Participants are asked to bring 30 copies of their favorite demo and/or experiment to share with fellow participants.¬† Participants are also asked to bring goggles and appropriate shoe attire for lab work.¬† Graphing calculators will be provided.
Glenda Holifield has 32 years teaching experience, including AP Chemistry and Pre-AP Chemistry and pioneered the AP Chemistry Program at Jonesboro High School in Arkansas.¬†¬† During her 17 years of teaching AP Chemistry, her classes consistently ranked among the top¬† schools in Arkansas in terms of enrollment and success on the AP Chemistry exam. Glenda has been an AP Chemistry consultant for more than 10 years.¬† She has presented at¬† several College Board summer institutes and conducted numerous two-day workshops throughout the Southwestern Region.¬† In 2007, she was awarded the prestigious Siemens Award¬† for Outstanding¬† AP Science Teaching and in 2010 received the Advanced Placement Special Recognition Award by the Southwest Region of the College Board.¬† She has recently participated in several AP Chemistry Redesign trainings in Philadelphia, Las Vegas and Chicago.
Course Description: The goal of this AP Summer Institute is to provide all teachers with an understanding of the changes in the AP Chemistry curriculum, the changes to the new national test format and to provide opportunities for implementing the inquiry-based changes to the laboratory component of the course. With the roll-out of the new curriculum in AP Chemistry, we will be discussing audit and new syllabus requirements, the six big ideas with learning objectives, and guided inquiry based labs. Additional topics will be addressed as decided by the needs of the group.
This year presents a new challenge to both veteran AP Chemistry teachers and those new to the course. College Board has finalized their curriculum redesign for AP Chemistry to be implemented in the 2013-2014 academic year. The revised course allows students more time to master the quantitative aspects of chemistry and to test, evaluate, and refine explanations and predictions of natural phenomena. In moving away from the lecture-and-demonstration model toward a more hands-on, interactive approach to studying chemistry, the course also enables students to take risks, apply inquiry skills, and direct and monitor their own progress. The new AP Chemistry Curriculum Framework provides clear learning objectives, based on what colleges expect students to know and be able to do by the end of an introductory college-level chemistry course.¬† We will spend much of our time going over the new AP Chemistry Curriculum Framework and learning how to adapt your past AP Chemistry class to the new framework. It will not be so much learning new things as learning to do many of the things you have done in the past a little differently.
Advanced topics in various subjects such as thermodynamics, equilibrium, intermolecular forces, and electrochemistry will be reviewed. Techniques for overcoming chemical misconceptions and the use of formative assessment will be discussed.¬† A significant portion of our time will be spent in the laboratory performing guided inquiry experiments from the new AP Chemistry Lab Manual.¬† Participants will also be given time and direction for developing their own inquiry activities.
What to Bring: Participants are encouraged to bring a laptop, a storage device (external drive), a calculator, textbook, safety glasses, lab apron or coat, and a willingness to exchange effective teaching practices and activities.
AP Environmental Science
Michael has a M.S. from the University of Michigan in Ecology and Evolutionary Biology and has been teaching environmental science for 20 years.¬† He is currently teaching AP Environmental Science at the Indiana Academy for Science, Mathematics and Humanities and is an AP Environmental Science College Board endorsed consultant for the Midwest Region.¬† Michael began teaching AP Summer Institutes 13 years ago and has been an AP Exam reader since 2000, including nine years as a Table Leader.¬† Recently, he has become involved with local sustainability initiatives.¬† He will bring these experiences to the sessions to share with you as you work collectively to demystify the Advanced Placement experience.
Course Description: The Advanced Placement Environmental Science Institute is designed to aid in the development and teaching of a successful AP course within the guidelines of the College Board.¬† The week will be interesting and interactive and will focus on skills that will be helpful in teaching AP Environmental Science.¬† Lab activities will be emphasized, in particular, ways of doing labs that fit within different budgets.¬† Generally, this means looking at both “high tech” and “low tech” ways of accomplishing the same objective. By collaborating we will cover lab activities that will support all the major study components on the AP Topics Outline. We will take an inquiry-based approach, where appropriate, to utilize local real-world issues to elucidate national and global environmental concerns. This is a participatory institute, and you should expect to be involved in the process of developing material and activities to share with others in the course.¬† Additionally, the workshop will help develop the skills and techniques necessary to help you aid your students to do well on the AP Environmental Science Exam¬† The institute is intended to be a comprehensive, collaborative effort committed to supporting participants in developing and teaching a successful Advanced Placement Course.
What to Bring: One or two activities/labs that you would like to share and a few ideas of areas of interest you would like help with to strengthen your course.
AP Physics B
Peggy Bertrand holds B.S. and Ph.D. degrees in chemistry from Southeastern Louisiana University and the Florida State University, respectively.¬† She had careers as a research chemist and as a software entrepreneur prior to becoming certified to teach by the University of Tennessee.¬† For fourteen years, Peggy taught both AP Physics B and C at Oak Ridge High School, where she also served as Science Department Coordinator. She is currently a Clinical Assistant Professor and Master Teacher in the VolsTeach program of¬† the University of Tennessee, Knoxville, where she instructs and mentors aspiring math and science teachers.¬† Peggy has served as a College Board consultant for nearly a decade and has been an AP Physics reader and table leader for several years.¬† She currently serves as co-chair of the Physics C Development Committee.¬† She has strong interests in multiple intelligences, educational equity, cross-curricular learning, and conceptual methods of teaching physics and mathematics. She is an enthusiastic advocate for the appropriate uses of educational technology in the 21st century classroom and has authored several publications.¬† Peggy has received the Siemens Award for Advanced Placement Teaching, the Presidential Award for excellence in Mathematics and Science Teaching, and the Tennessee Academy of Sciences Distinguished Science Educator Award.
Course Description:¬† AP Physics B Syllabus
II.¬†¬† ¬†AP Physics Course Overview
III.¬†¬† ¬†The Redesign of Physics B
A.¬†¬† ¬†Rationale for the redesign
B.¬†¬† ¬†Physics B, Physics 1 and Physics 2
C.¬†¬† ¬†Transition calendar
E.¬†¬† ¬†Planning for the change
IV.¬†¬† ¬†Excellence, Equity, and Student Access
A.¬†¬† ¬†Increasing access and growing your course
B.¬†¬† ¬†Using the AP Potential to help measure success
C.¬†¬† ¬†Impact of the redesign on course enrollment
D.¬†¬† ¬†Strategies for success for all students
V.¬†¬† ¬†Organizational Tips
A.¬†¬† ¬†Course content breakdown
B.¬†¬† ¬†Adapting to constraints
C.¬†¬† ¬†Curriculum planning and pacing
D.¬†¬† ¬†Efficiency in deliver
VI.¬†¬† ¬†Addressing Misconceptions through Formative Assessment Practices
A.¬†¬† ¬†Pre- and post-testing methods
B.¬†¬† ¬†Conceptual questioning
C.¬†¬† ¬†Making every assessment a formative assessment
VII.¬†¬† ¬†Teaching Difficult Content in Physics B
A.¬†¬† ¬†Common student difficulties
B.¬†¬† ¬†Building skill through consistency
C.¬†¬† ¬†De-mystifying the mysterious
A.¬†¬† ¬†Laboratory levels
B.¬†¬† ¬†Inquiry-based labs
C.¬†¬† ¬†Laboratory resources
D.¬†¬† ¬†Example labs
E.¬†¬† ¬†Virtual laboratories
F.¬†¬† ¬†Laboratory workshop
B.¬†¬† ¬†Other printed publications
C.¬†¬† ¬†On-line Resources
D.¬†¬† ¬†Professional Development
X.¬†¬† ¬†Technology in AP Physics
A.¬†¬† ¬†Classroom response systems and their alternatives
B.¬†¬† ¬†Electronic data acquisition
D.¬†¬† ¬†Productivity software
XI.¬†¬† ¬†Relevance of Physics
A.¬†¬† ¬†Engaging student interest
B.¬†¬† ¬†Project-based instruction
XII.¬†¬† ¬†The AP Examinations
A.¬†¬† ¬†Examination structure
B.¬†¬† ¬†Exam scores
C.¬†¬† ¬†Preparing for multiple-choice
D.¬†¬† ¬†Preparing for free response
E.¬†¬† ¬†On exam day
F.¬†¬† ¬†After the exam
G.¬†¬† ¬†Published exams
XIII.¬†¬† ¬†Exam Scoring Workshop
XIV.¬†¬† ¬†Summer Institute Evaluation
What to Bring:
- Ruler and protractor
- Quadrille graph paper
AP¬†Calculus AB¬†- Teachers New to AP
James Howell is currently employed by the Dallas Public School District as an AP Honors mathematics teacher.¬† He has received the Dallas Foundation Outstanding Teacher Award for the past two years.¬† Mr. Howell has been a College Board consultant for the past 12+ years and an AP Reader for both the AB and BC Calculus exams for the past 12 years.
Course Description: This session is specifically designed to assist teachers build a successful AP Calculus AB course.¬† The week will include an analysis of the current curriculum, including an examination and discussion of various teaching strategies that reflect the current philosophy and goals of the course. An overview of the AP Program will be included; suggestions for pacing and sequencing of concepts; a study of numerous AP level problems; activities with graphing calculators (TI84+, TI89); a review of the AP exam including format, scoring standards, and student responses; a discussion of the grading process from the perspective of an AP Reader; and an overview of resources and materials available to AP teachers.
What to Bring:¬† Teachers should bring a graphing calculator and a USB memory stick with them.
AP¬†Calculus AB¬†-¬†Experienced AP Teachers
Scott Pass currently teaches¬† Geometry and AP Calculus BC at McCallum High School in Austin.¬† He is an AP Calculus Reader and an active College Board Consultant.¬† He has participated in projects ranging from the IAS Park City Mathematics Institute to working with The College Board in Curriculum development, all related to his interest in reforming mathematics education.¬† He has training with The College Board in areas such as AP Vertical Teams, technology, and advanced topics related to teaching AP Calculus.
Course Description: The goal of this seminar is to prepare teachers to teach¬† AP Calculus AB so their students can be successful on the AP Calculus Exam.¬† This course will introduce various aspects of the AP Calculus topic outline by showing how a reformed curriculum emphasizing the graphical, numerical, verbal and symbolic representations of calculus can enhance the learning of calculus.¬† Participants will explore connections between topics in Calculus by looking at broad themes related to AP Calculus.¬† For instance the idea of “straightening curves” by investigating the themes of Local Linearity, the ides of “area functions” by exploring the theme of the integral as an accumulation function and the ideas associated with motion of a particle with the theme of the definite integral as a net change of a quantity.¬† In addition to specific topics participants will discuss issues related to the AP Calculus Exam including: the use of technology on the exam, the scoring of the exam, and use of exam questions in an AP Calculus course.
What to Bring: Participants should bring their graphing calculators and be prepared to share ideas and/or lessons that have effectively prepared students for the AP calculus Exam.
Paul Myers is currently a Mathematics Program Director at CEISMC (Center for Education Integrating Mathematics, Science and Computing) at Georgia Tech in Atlanta, developing and facilitating K-12 student and teacher STEM projects.¬† Prior to joining CEISMC, he taught mathematics and statistics for 40 years, including 8 years in Europe and Africa and 32 years at Woodward Academy in Atlanta.¬† He has been an AP Statistics and Mathematics Vertical Teams consultant for the Southern Region of the College Board and a Fathom consultant for Key Curriculum Press since 1997.¬† He has conducted one-day and week-long summer AP Statistics workshops throughout the United States, including the AP National Conference.¬† He is a frequent presenter at College Board meetings, the MST conference at Phillips Exeter Academy, GCTM and NCTM conferences, focusing on statistics, data analysis, simulation and appropriate use of technology.
Course Description: The Summer Institute for AP Statistics will review topics and provide activities for each of the four major content areas in AP statistics (Exploring Data, Collecting Data, Probability, and Statistical Inference).¬† Instruction and application of various technologies (graphing calculators, computer software and applets) will be explored.¬† Selecting appropriate class room material, creating assessments, AP Exam preparation and Past AP Exams will be discussed.
Participants will received College Board materials and a flash drive of consultant prepared resources.
- Logistics & Introductions
- The AP Program & the AP Statistics Syllabus
- Appropriate Use of Technology – Graphing Calculators
- Topic 1 – Exploring Data: a. Exploring univariate data; b. Exploring bivariate data; c. Exploring categorical data
Materials and resources
- Appropriate Use of Technology – Computer Software
- Topic II – Collecting Data: a. Overview of methods of data collection; b. Planning and conducting surveys;¬†¬†¬†¬†¬†¬†¬†¬†¬†¬†¬†¬†¬†¬†¬†¬† c. Planning and conducting experiments; d. Generalizing results from observational studies, experiments, and surveys.
- The AP Audit Syllabus & Timeline
- Appropriate use of Hands-On Activities
- Topic III – Probability: a. Probability; b. Random variables; c. The Normal Distribution; d. Sampling Distributions.
- AP Exam Review Tips
- Grading the AP Exam
- Topic IV – Statistical Inference: a. Confidence Intervals; b. Tests of Significance.
Christy Callaway – Fuller Middle School, Little Rock, Arkansas
Pre-AP Middle School Math/ Pre Algebra-6th grade
Christy Callaway is a graduate of Illinois State University with a B.S. degree in education, a math minor and certified in gifted education.¬† She has taught middle school math for over 34 years in the Pulaski County Special School District in Little Rock and has consulted for the College Board for the last 10 years.¬† She believes there are only two reasons to live: to discover mathematics and enjoying mathematics.
Course Description: This course is designed to explore mathematics, experience mathematics, and enjoy mathematics.¬† To help teachers teach advanced mathematics while also covering basics.¬† Many explorations and use of manipulatives will be included.¬† Uou might will end up with activities to use in your classroom.
What to Bring: Thick and thin markers, graphing calculator, colored pencils, pencil and/or pen, expo marker.
Pre-AP Middle School Math/ Algebra I
Lisa Allen has been teaching for 36 years in private and public schools.¬† Lisa has over 50 hours of graduate work beyond her Master’s Degree in Education from Millersville University in 1982. She has taught in elementary school and within the middle school setting for¬† the last 25 years, centering in the mathematics field.¬† Lisa has been teaching Pre Algebra and Algebra for the last 7 years.¬† She has been a College Board consultant since 1999 teaching various workshops such as Mathematics Vertical Teams, Strategies for Problem Solving, Algebraic thinking, and Strategies for Effective Thinking. Lisa has presented workshops for the Virginia Council of Mathematics locally and statewide.¬† She has received various awards such as Teacher of the Year in 2001, Who’s Who Among America’s Teachers (3 years) and nominated for Disney’s American Teacher Award.¬† She was a co-team leader of her Math Vertical Team while teaching in Virginia beach.¬† She is married to Wes and has two sons, Daniel and Jacob.
Course Description: One focus of this workshop will be to provide activities to help students use patterns for understanding Algebra. There will be hands on activities to help the student understand patterns in Algebra.¬† These activities will help lead the student from a concrete view of Algebra through to the abstract view of Algebra.¬† Graphing calculators will be used.¬† There will be activities designed to help the participant’s current common core curriculum and instruction in order to facilitate the student’s ability to access higher levels of mathematics such as Pre-Ap and AP courses.¬† There will be activities to use in order to generate discussion with other team members.¬† Teachers dynamics generated by the activities as well as the implications for AP Vertical Teams as they attempt to successfully implement the activities.
Another focus of this workshop will be centered on what teachers teach and how teachers teach.¬† We’ll address how teachers communicate and collaborate with each other.¬† Not only will vertical teams be discussed but also the importance of establishing equity for all students.
What to Bring:
- TI 84 graphing calculator (if not one will be provided for you)
- Colored pencils and/or markers
- scotch tape
- A ruler with cm and inches
- extra paper
- A copy of your common core standards
- A best math practice activity to share with the group
The participant’s manual: Pre-AP: Topics for AP Vertical Teams in Mathematics will be provided
Pre-AP High School Mathematics – Geometry/Algebra II
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. She has been a College Board consultant for Mathematics Vertical Teams Workshops, Problem Solving in Mathematics Workshops, and Cornerstone 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 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 in order to facilitate a 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 and concepts needed to be successful in upper level mathematics classes. Teachers will also review and adapt AP problems that may be used to help facilitate student learning and to reinforce concepts at different grade levels.
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 is you do not have one)
- Pencils, highlighter
- USB drive so that you may save your work
Pre-AP High School Mathematics-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, Science and the Arts, Benton Public Schools, and Texas Instruments.¬† Corey believes in the appropriate integration of technology.¬† He uses a SMARTBoard, TI-Nspire CX, and TI-Navigator in his classroom, but believes that 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 in the country and have six dogs and three cats.
Course Description: This course is designed to delve into the content standards for Pre-Calculus and experience classroom activities designed to help prepare students for Advanced Placement Calculus.¬† Pre-Calculus, like every other course, is being impacted by the Common Core State Standards; however, unlike most courses, its content is not undergoing radical changes.¬† Number and Quantity, Functions, Conic Sections, and Trigonometry are the focus of the course.¬† Each day of the course we will seek to take on one of these strands.¬† Participants will explore classroom-tested activities and will share some from their rooms.
What to Bring:¬† 25 copies of your favorite activity to share