BIO 498. THE TEACHING OF AP BIOLOGY
Whether a teacher is just beginning to teach an AP Biology course or has taught the course for years, the week will strive to build confidence in the AP Biology teachers who attend this workshop.
Maureen Nosal has been a reader, Table and Question Leader at the AP Reading for 20 years. Maureen serves as a consultant for College Board presenting AP workshops and Summer Institutes throughout the world. She is also an adjunct professor at The College of New Jersey in the Biology and Education Departments.
MTH 498. THE TEACHING OF CALCULUS (AB)
The Wilkes University Advanced Placement Institute in Calculus provides a detailed analysis of the Advanced Placement Calculus course (AB level) including the recent revisions made to the calculus program. The AP calculus program requires teachers and students to work at a high academic level and encourages students to think as mathematicians. The weeklong program will examine ways to do this. We will look at the big ideas of calculus and the enduring understandings, the learning objectives, and the essential knowledge our students must obtain. We will look at what topics must be taught and how the topics may be taught.
Michael White joins our Summer Institute with a background of more than 35 years in public education and over 15 years presenting at AP Summer Institutes. White retired from the Pennridge School District, Perkasie PA and presently serves as an adjunct professor at DeSales University, Center Valley PA in both the Mathematics/Computer Science and Education departments. White has been a consultant for the College Board for almost 25 years. He has graded AP Exams as a table leader and a question leader and a member of the AP Calculus Development committee.
CHM 498. THE TEACHING OF AP CHEMISTRY
AP CHEMISTRY APSI
AP* Chemistry provides beginning and experienced AP* Chemistry teachers with an understanding of the redesigned curriculum of 2014, its big ideas and learning objectives, and exclusions and additions. To fulfill the Audit requirement, ways to organize course work for the first time or to make modifications to an existing framework are addressed. Insights from the chief reader in student performance and ways to help students improve on a recent exam are given. Discussions are geared towards activities and techniques to help prepare students well for the AP* exam. Special emphasis is placed on modeling the concept of inquiry in the classroom as well as in the lab setting. Methods to incorporate and administer inquiry lab activities efficiently and to modify traditional labs to a more inquiry nature are examined through collaborative hands-on lab work and discussions throughout the week. Content topics of interest are reviewed via solving problems of past AP exams. Participants also prepare an activity or resource to share.
Topics/events during the week include any of the following as needed by the participants and as time permits:
· Establishing an AP*-level course; introduction to the AP* Chemistry curriculum and exam
· Developing an AP* Chemistry calendar/timeline and a syllabus for Audit approval
· Performing inquiry labs, some of which are from the new College Board lab manual, and developing inquiry learning activities for classroom use
· Understanding the strategies and conceptual knowledge necessary for success on the AP* Exam
· Working on practice exams, scoring past exams, and reviewing student papers
· Gaining a deeper understanding of major topics from the AP* curriculum—Photoelectron Spectroscopy (PES) to elucidate atomic structure, Equilibrium, Thermochemistry, Kinetics, Electrochemistry, and Bonding — addressed via exam questions and problems, with ideas for related lab/demos.
· Sharing of a "best practice" activity or resource by participants
The course will be taught by Coretta Tam, PhD.
ENGA 498. THE TEACHING OF AP ENGLISH
This one-week course is a virtual "boot camp" in how to construct, maintain and enhance an AP English Literature class that consistently produces high student scores. For novices, it provides an overview of a traditional AP English course, the formation of an AP syllabus, an introduction to the tasks of the exam, criteria for student admission, consideration of different schedules, and a thorough introduction into the types of writing, both in-class and take-home, that hone student insight and composition skills as well as advice as to how to assess these papers accurately. For veterans, it will serve to sharpen and extend the AP skills they may have already acquired through their experiences in teaching the course. Participants may also be made aware of any trends, changes, etc. to the AP English exam administered each May as well as be provided with copious materials that can be used throughout the school year.
Dr. Richard Vogel is currently teaching at Wilton High School in Wilton, CT. He is the author of prep books for both the AP English Literature and AP English Language exams (D&S Marketing), a present and past reader and table leader at the June AP Grading, and a regional consultant in AP English Literature for the College Board. A forty-year veteran of the English classroom, his current students regularly average between 4.5 and 4.7 out of a possible 5 on the AP English Literature Examination. He has conducted numerous one-day and week-long APSIs as well as presented workshops at the annual AP convention.
PHY 498B. THE TEACHING OF AP PHYSICS
AP Physics C
AP C Mechanics and AP C Electricity and Magnetism
In this workshop, participants will strengthen their understanding of the content of AP* Physics C curriculum and familiarize themselves with teaching techniques that have been designed to increase student understanding through inquiry lab practices and problem solving. The content coverage is flexible according to participant need with emphasis on topics which are more difficult to teach and more challenging for the students to learn. This will likely include in mechanics: rotation (rotational inertia, torque, angular momentum, etc.) and oscillation, and in E & M: Gauss's Law, Ampere's Law, Biot-Savart Law, and Induction. The consultant will share an extensive set of AP problems, quizzes, tests, labs, and other materials. Participants will learn content with an emphasis on what is difficult for students; become familiar with College Board expectations of students and teachers; author their own AP-style questions and rubrics; practice a set of guided inquiry labs (including low-tech options and labs for rotation); investigate teaching resources developed from Physics Education Research; work collaboratively to share and practice new strategies that maximize student understanding. Participants should bring: Laptop (a USB or other external drive may be helpful); Labs, demonstrations, or teaching tips to share (optional).
The course will be taught by Nancy Moreau, a National Board Certified Physics teacher, who has taught AP Physics in the high school for over 20 years. Dr. Moreau is currently a professor at Northampton Community College.
GES 498. THE TEACHING OF AP ENVIRONMENTAL SCIENCE
Combining discussion with lab and fieldwork, this intensive workshop for rookie and
veteran teachers fully prepares you for teaching AP Environmental Science. Wilkes
University is an ideal location for this workshop, since there are excellent lab facilities
and a number of interesting field trip locations nearby, including a culm-burning
electrical generating plant, a state-of-the-art sewer plant, interesting sites for
a soil workshop, and a nearby hydrofracking site.
Interspersed with the lab/field components will be discussion of the AP Environmental Science classroom. This will include a thorough discussion of the APES syllabus, the different ways of teaching an APES course, and lastly, the APES exam and its grading. Importantly, there will also be ample opportunity to exchange ideas and best practices.
The course will be taught by Jim Morrill. Jim taught at Hotchkiss School, Lakeville, CT, from 1972 to 2012. He has been an AP Biology table leader and reader for 18 years, and a reader of AP Environmental Science exams for 17 years. As a consultant of Biology and Environmental Science, he has done numerous one-day, two-day and weeklong workshops for teachers. He was a contributor to the Teacher's Guide to AP Biology Courses, and he was a presenter at the NABT convention in Phoenix, AZ. He has received many awards: Litchfield County Conservation District's Conservation Educator of the Year, Presidential Award for Excellence in Science Teaching, National Association of Biology Teachers - Outstanding Biology Teacher Award, and in 2006 he was a Siemens National Award winner. He held the Hotchkiss Russell Murray Bigelow Academic Chair.
HSTA 498. THE TEACHING OF AP US HISTORY
This session will inform teachers of the latest changes (as of summer 2017) in the redesigned AP U.S. History Exam. It will review techniques for dealing successfully with the new multiple choice and essay questions, as well as for the revised Document-based Question (DBQ) and Free Response Essay. The new Themes, Historical Thinking Skills, and Rubrics, along with the Curriculum Framework will be major areas of discussion in the sessions. Both content and methodology will be emphasized throughout the course. This course provides the analytical skills and factual knowledge necessary to deal critically with the problems and materials in United States history, teaching students to assess historical materials and weigh the evidence. The course develops the skills to reach conclusions on the basis of informed judgment and to present reasons and evidence clearly and persuasively in essay format. Many new teaching techniques and materials will also be examined and demonstrated.
The course will be taught by Paul Dickler. Dr. Paul Dickler is the Associate Director of the Wachman Center at The Foreign Policy Research Institute in Philadelphia. He is a retired professor/teacher from the University of Pennsylvania and Neshaminy High School. He taught Advanced Placement History for more than 25 years and remains a consultant for the College Board after 28 years. Dickler consults for several organizations including the Transatlantic Outreach Program, The European Union, and several school districts. He lives in Pennsylvania and has a farm in Wisconsin. He teaches at several colleges/universities, part time. He has received numerous teaching awards as well as national grants, and he leads teacher study tours in Asia. He has been published in Orbis and several other journals. Dickler received his Bachelors Degree from Wharton and his Masters and Doctorate Degrees also from The University of Pennsylvania.