Pre-AP High School Physical Science
Cheri Blackwood is a National Board Certified teacher who has a passion for teaching and challenging students to stretch their minds.¬† She teaches at Edmond Santa Fe High School in Edmond, Oklahoma, a large suburban high school that has been recognized as a National Blue Ribbon school.¬† The school is fifty percent minority and thirty percent free and reduced lunch. Her current teaching assignment is AP Chemistry and AP Physics B, but she has taught Pre-AP Biology, Pre-AP Chemistry, Algebra I, Algebra II, Chemistry, and Physics and AP Physics C.¬† Cheri has been a College Board consultant for ten years and has a particular passion for presenting Pre-AP workshops and vertical teaming workshops.¬† Cheri is married and has two grown daughters who are engineers.¬† Her husband also teaches at Edmond Santa Fe, and together they coach the FIRST Robotics team.
Course Description:¬†The Pre-AP Physical Science institute at Hot Springs is designed to help teachers infuse their classrooms with rigorous activities that emphasize concepts that are integral to a strong Pre-AP AP vertical alignment.¬† The institute is designed to provide teachers a chance to actively perform labs and activities that have been designed to challenge students and develop skills needed in AP science courses. Additionally, all the strategies that are discussed will help teachers implement common core standards and Next Generation Science standards.¬† We will also examine the standards of the new AP science courses and perform activities that use the science practices for each.¬† We will address the challenges for implementing strong AP and Pre AP programs and brainstorm solutions for these challenges. We will also discuss assessment and its part in the learning process It is my hope that every participant will leave the institute with new ideas and the inspiration to challenge students and provide them the skills to be successful in AP courses.
Participants should bring the following to the institute: a graphing calculator if they have one, lab coat if they wish, and safety glasses.¬† Each participant should also bring copies of one activity or lab that has been successful in their classroom to share with the group.¬† Additionally please send one question you would like addressed in the institute to firstname.lastname@example.org.
The Participant’s Manual: Pre-AP: Topics for AP Vertical Teams in Science will be provided
Mr. Braddy has been teaching Advanced Placement Biology since 1991.¬†¬† He currently has an AP Biology syllabus approved by the College Board, and he teaches the course at J.W. Mitchell High School in New Port Richey, Fl.¬†¬† He is 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 eight years.¬† More recently, Mr. Braddy wrote one of the four Planning and Pacing Guides for the revised AP Biology course.¬†¬† 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.¬† 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 2014 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 will include student-directed, teacher-facilitated instructional activities, including student-directed laboratories.¬†¬† Participants will be engaged in extensive 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 2014 AP Biology Exam was graded and will further explore how to maximize student success on the AP Biology Exam.¬†¬† Through practice, sharing, discussions, and modeling, it is the intention that participants will become more skilled in instructing their students to become more successful in achieving in this rigorous program.
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.
Tina graduated from Purdue University with a B.S. in Plant Physiology/Biochemistry and worked as a genetic researcher for eight years. She returned to school and completed her M.A. in Secondary Science (Biology, Chemistry) and a Specialist in Gifted Education at Ball State University. She has since taught in a variety of settings for the last 15 years. She has conducted AP Summer Institutes for the last 10 years as well as conducting multiple single-day workshops during the school year. She has been fully instructed in the current College Board redesign of the AP Biology curriculum and look forward to familiarizing ¬†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. ¬†The 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. ¬†Tina firmly believes 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.
Todd Abronowitz currently teaches all levels of chemistry at Parish Episcopal School in Dallas.¬† Previously, he was the lead AP Chemistry teacher for Dallas ISD.¬† Prior to this, he has taught at John Paul II High School in Plano (and served as science department chair) for five years.¬† He has also taught at Creekview High School, in the Carrollton-Farmers Branch ISD for 8 years, South Garland High School (Garland ISD) for six years.¬† He has served as the lead chemistry teacher atCreekviewHigh School.¬† Since starting his teaching career in 1990, he has taught regulars chemistry, honors chemistry, Pre-AP Chemistry and Advanced Placement Chemistry.¬†¬† He has started three AP chemistry programs, at South Garland HS, Creekview HS, and most recently at John Paul II HS. ¬†He is involved with several professional organizations: Science Teachers Association of Texas (STAT), Associated Chemistry Teachers of Texas (ACT2), and the American Chemical Society.¬† He has presented workshops at several STAT Conferences for the Advancement of Science Teaching and Southwest Regional Meeting of the American Chemical Society.¬† He has presented at two-day conferences and one-day conferences for the College Board and been the presenter for APSI inTexasandArkansas.¬† He served as a State Chemistry Textbook Review member forTexasin 2001.¬†¬† He was co-founder of a Traveling Science Show that preformed shows across the DFW Metroplex.¬†¬† He wrote his own laboratory manual and study materials for use in his AP chemistry class.¬† Mr. Abronowitz has received numerous awards including NMSI All-American Teacher of the Year 2012, Shultz Award for outstanding high school chemistry teacher from the DFW section of the ACS, Radio Shack National Teacher Award, Associated Chemistry Teachers of Texas Teacher of the Year in 2000, and Wal-Mart Teacher of the Year 1996.
The AP Chemistry institute is designed to assist AP teachers in building the foundations for success in teaching AP Chemistry.¬† Emphasis will be placed on the rigor of the material that students need to be successful on the AP Chemistry exam. An emphasis will be placed on the new curriculum framework and its implementation in your classroom.¬† We will review the requirements on the course audit and the syllabus requirements.¬† Time will be allowed for best practices and for sharing ideas as a group.¬† Laboratory investigations will be incorporated with the discussion of the theory, with special emphasis on student-inquiry labs.
Topics will include the following:
- New test format
- Kinetics (non-calculator and calculator approaches)
- multiple choice strategies
- acid-base chemistry
- atomic structure and periodicity
- Topics to be presented and sequence followed will be determined by the group as a whole.
What participants should bring:
- Apron or lab coat
- Closed-toe shoes
- TI graphing calculator (one will be provided if you do not have one)
What participants will take with them:
- A CD of everything developed for Pre-AP Chemistry and AP Chemistry by the lead consultant
AP Environmental Science
Brian currently teaches AP Environmental Science and AP Human Geography at Saint Mary‚Äôs Hall in San Antonio, where he has been on the faculty for 32 years. In 1993, Brian received the ‚ÄúSpecial Recognition Award‚ÄĚ from College Board and was a TEA state nominee for the ‚ÄúPresidential Awards for Excellence.‚ÄĚ¬† In 2000, he received the ‚ÄúSiemens Award for Advanced Placement Teaching.‚ÄĚ With a B.S. in Biology and an M.S. in Environmental Management, Brian also serves with the College Board as an Advanced Placement consultant and as a table leader at the APES reading.¬† He is also the moderator for the College Board APES Community Forum.¬† A veteran of both public (PA) and private (NY, TX) schools, Brian is in his thirty-sixth year teaching and coaching soccer.
¬†Course Description: The unique focus for the week will be the investigation of multidisciplinary nature of the environmental science curriculum through both terrestrial and aquatic ecology and the unique ecosystems in the Hot Springs area. Environmental Science is the most multidisciplinary of the AP science subjects.¬† This workshop will incorporate both lecture and laboratory aspects of the course. Designed for both the experienced and novice AP Environmental Science instructor, this course will consider the challenges of continuing and enhancing a successful APES program. Participants will complete a variety of field activities, including an array of useful techniques for analyzing plant and animal populations in both aquatic and terrestrial ecosystems.¬† Methods will incorporate both traditional techniques and calculator-based labs.¬† The most useful websites for APES teachers and students will be investigated thoroughly. This institute will incorporate significant fieldwork, and participants should be prepared for light hiking over short distances.
¬†What to Bring: Participants should bring a minimum 1G flash drive for download of all course materials.The instructor will provide insect repellent and sunscreen as needed, but participants might want to bring a camera, binoculars, notebook, walking boots or shoes, and hat for fieldwork.¬† Participants should have one pair of shoes that they do not mind getting wet and/or muddy.
AP Physics 1 and 2
David Brink currently teaches College Physics, University Physics, Physical Science and Astronomy at Frank Phillips College.¬† He also has taught Pre-AP Physics, AP Physics B, Calculus AP/AB, and Astronomy at Borger High School in Borger, Texas, with AP Physics C Mechanics in some years.¬† He has been a College Board presenter at 2 Day Science Conferences in the Southwest Region since 2008, and has taught AP Summer Institutes since 2009.¬† Mr. Brink holds a BS with a double major in Physics and Mathematics from Texas Christian University and a MEd in Physics and Mathematics Education from West Texas A&M University.
Course Description: The goal of the AP Summer Institute is to help prepare teachers for the new AP Physics 1 and 2 curriculum.¬† Substantial changes have been made with the Algebra-based physics curriculum, changing it to a new two year format, added content, new question types, and a new set of science practices.¬† Participants will be introduced to the new curriculum, and practice new strategies¬† so students will be prepared for the new test format.¬† Strategies for incorporating reasoning tasks that build a deeper understanding will also be introduced.
AP¬†Calculus AB¬†- Teachers New to AP
Cedric French has taught math for 19 years and taughtAP CalculusAB/BC at Westside High School in Houston, Texas for 12 years. He has been a College Board Consultant since 2004 and has presented at manyAP Calculusworkshops and AP Strategies workshops. In 2005 he was awarded Teacher of the Year for all Houston ISD secondary schools. He was anAP CalculusReader the last four summers and will be a Reader this summer.
Course description: This course is for those who are new to teaching the AP Calculus BC course or have taught it for years. Topics taught in the BC curriculum will be introduced by lecture and demonstration, problem solving activities and cooperative learning. Group discussions will focus on the issues of teaching anAP Calculuscourse ‚Äď such issues will come from the needs and interests of the participants in the institute. Participants should bring a graphing calculator. Incorporating technology in the teaching ofAP Calculusand calculator active questions will be discussed. ReadingAP CalculusFree Response questions will be explored. Participants will be encouraged to share their own experiences and if possible demonstrate techniques, lessons, software, etc, which they have used successfully themselves.
AP¬†Calculus AB¬†-¬†Experienced AP Teachers
Ray earned an AB Mathematics degree from College of the Holy Cross (1962) and a Ph.D. in Mathematics from Tulane University (1967). He has taught at Vanderbilt, UNC-Chapel Hill, Stetson, and Baylor. Ray‚Äôs involvement with AP goes back a long way; he received 3 hours credit from Holy Cross based on his score on the 1958 AP Calculus exam. More recently he has served as a Reader, Table Leader, Exam Leader, and Chief Reader (1992-95) for the AP Calculus Exam, and has also served on the Test Development Committee. Ray has served on the Advisory Committee for the development of vertical teams and has given many presentations at 2-day workshops for AP Teachers and has received two awards from the Southwest Office of the College Board for Outstanding Service to the AP Program. He is looking forward to returning to Arkansas, having given three APSI‚Äôs in Fayetteville and Fort Smith.
Course Description: In all of the topics listed below, we will talk about both the concepts and the pedagogical considerations involved. Since the purpose of the institute is enrichment for the participants, active give and take discussion will be encouraged. We will go through the AP Course, starting with limits and continuity. We will discuss the concepts of differentiablity/local-linearization and rate-of-change, the ‚Äúrules‚ÄĚ for derivatives (also including implicit differentiation and derivatives of inverse functions) and the relationship between derivatives and the shape of the graph. Next we will discuss the definite integral as an accumulator of rates of change, functions defined by integrals, the Fundamental Theorem of Calculus, and applications of integrals. We end with separable differential equations and slope fields. Along the way we will be using concrete examples, questions from previous AP Exams and scoring rubrics. Participants will also be encouraged to both ask questions and share ideas along the way, and also suggest questions and discussion topics.
What to Bring:¬†Calculator
Pre-AP Math-Pre-Algebra/6th Grade
Ms. Lorie Moore is the Mathematics Master Teacher in the University of West Georgia‚Äôs 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‚Äôs 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 so 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), and use appropriate tools strategically (SMP5).
Building a Culture of Problem Solving ‚ÄďParticipants 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 ‚Äúnumber talks,” surface area and volume of spheres, cones, and cylinders, and surface area to volume ratio with cubes.
Technology in Mathematics Problem Solving ‚Äď 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‚Äôs Illuminations apps.
Community Math Involvement ¬†- Participants will rotate through 14 carnival game stations adapted from Connected Mathematics Project (Pearson, 2006) to simulate implementation of ‚ÄúCommunity Math Night.‚ÄĚ¬† 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
Lena Walker has taught mathematics for 20 plus years and is currently teaching Pre-AP Math at KIPP Reach College Preparatory Middle School in Oklahoma City, Oklahoma. She has participated in vertical alignment and curriculum writing for Pre-AP Mathematics.¬† Lena has presented at AP summer institutes for the College Board, at College Board Pre-AP Math Technology Conferences, and at the College Board Pre-AP two-day conferences for many years. Mrs. Walker teaches at a 2012 Blue Ribbon School. She holds a BS in education from the Northeastern State University of Oklahoma.
Pre-AP Algebra I for New and Experienced Teachers
This course will focus on the importance and relevance of mathematics in Algebra I and the vertical alignment of concepts within the course to ensure that students will perform well in high school AP courses.
Topics will include the following:
- Use a multi-representational approach to help teachers look at problems analytically, algebraically, graphically, numerically, and verbally
- Explore internet websites to enhance comprehension
- Enhance questioning techniques in writing and verbally
- Supplement and enhance teaching with activities
- Practice with TI-73 and TI-84 graphing calculators
- Discuss best practices
- Discuss strategies to successfully implement inquiry-based learning activities
What participants should bring:
- A favorite project, lesson, or activity to share, (include 30 paper copies or electronic version)
- Personal TI-73 and/or TI-84 graphing calculator, optional. Calculators will be provided
- Legal Pad, post-its, pencils, a black ink pen
- A sweater or jacket, we can‚Äôt control the temperature of the room
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 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 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 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, 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.
What to Bring:¬† 25 copies of your favorite activity to share