AP® Summer InStItute - Goucher College

Pre-AP® Social Studies/History
AP 587.100
Geri Hastings
Pre-AP is an approach to teaching and reinforcing academic skills crucial to middle
and high school students in order to prepare them for the AP program. Pre-AP is not
a prescribed set of courses or a curriculum, but a combination of activities, skills, and
strategies for teachers. Participants will spend the first two sessions learning about
vertical teams, utilizing vertical-team activities to prepare their students for future
AP courses, and planning to construct and implement a vertical team in their schools.
Session 3 will be devoted to a pre-writing workshop; Session 4 to a writing workshop;
and Session 5 to a reading/visual analysis workshop. Participants will leave this handson
course experience with numerous strategies for adding rigor to their classes in a
student-centered learning environment.
Week 2 June 18-22, 2012
Preparing Students for AP® Art History
AP 500.200
Yu Bong Ko
Among many other topics, this course will closely examine the recent changes and
directions in which AP Art History is being taught and assessed, with special focus on:
1) rethinking the curriculum framework and its implications for teaching; 2) thematic and
cross-cultural approaches to infusing art beyond the European traditions (“non-Western
art”) into the survey course and merging “contemporary art” into the curriculum all
year long; and 3) understanding works of art and architecture through visual, historical,
and contextual analysis. Participants will have ample opportunities to learn, acquire, and
share best teaching practices and will walk away with practical materials and strategies
for immediately promoting active, student-centered learning in the classroom. Strategies
for enhancing visual literacy also will be included, with a that focus on helping students
develop skills in looking at, thinking about, and communicating ideas about works
of art. This course also will address ways to seamlessly utilize digital images and computer-based
multimedia technology in the AP Art History course. Finally, participants
will be mentored to become “Readers” in a simulated reading of the essay portions
(free-response questions) of the AP examination, in order to gain an understanding of
the grading process, with specific attention placed on common student errors and their
implications for instruction. A group excursion will be organized to a museum/gallery in
Baltimore. Participants are encouraged to bring a laptop, as most of the handouts are in
electronic format, such as a CD or flash drive.
Preparing Students for AP® Biology
AP 503.200
thomas Carroll
Designed for teachers who are new to AP Biology, as well as experienced teachers looking
for information about new requirements, this course will focus on three essential areas:
1) the new curriculum framework (the four “Big Ideas” and the seven “Science Practices”),
2) the new inquiry-based lab approach, and 3) the new exam. During the week, participants
will develop a course syllabus based on the new curriculum standards and will work
cooperatively with other teachers to share teaching strategies and activities. Participants
will engage in extensive hands-on experiences with the new inquiry-based labs. Participants
also will discuss ways to modify existing labs to fit the new AP Biology Science Practice
Standards. The new exam design will be highlighted, particularly in contrast with the
former exam. Other topics for the week include the audit process, textbooks, networking,
and biotechnology labs. Participants will be expected to read the new AP Biology curriculum
before the workshop begins and to share a “best practice” lesson during the week. All
laboratory equipment and materials will be provided.
Preparing Students for AP® Calculus AB
AP 506.200
Jim Bohan
This course will focus in detail on the philosophy, content, and pedagogies related to creating
and implementing a successful course in AP Calculus AB. The sessions will engage
students in the four main areas of AP Calculus AB: functions, limits and graphs; derivatives;
and integrals. The approach will be one of using actual AP Calculus AB problems
to guide the discussion of content and pedagogy. In addition, the course will provide
opportunities for discussion about topics such as course goals, objectives, content, resources,
bibliographies, and equipment; the AP exam development and grading process;
syllabi, lesson plans, and assignments; how to refresh and improve existing AP courses;
recent changes in AP course descriptions; strategies for teaching students at beginning
or intermediate levels; vertical teaming; and the use of technology in AP Calculus AB.
Participants will be expected to collaborate and participate fully in the proceedings of
the course and will be encouraged to create a network of support.
Preparing Students for AP® Chemistry—New Teachers
AP 513.200
John Hnatow, Jr.
Recommended for teachers who have three years or fewer of AP Chemistry teaching
experience, This course will use the most current exam information to provide an
overview of the AP Chemistry curriculum content and give teachers both theoretical
background and hands-on experiences to help them design their own courses. Through
group activities and homework, participants will solve text and AP exam problems to
review the basic concepts of a college-level chemistry course, including stoichiometry,
the structure of matter, net-ionic equations, colligative properties, solutions, inter vs.
intra-molecular forces, periodic properties, kinetic theory of gases, chemical equilibria,
chemical kinetics, and basic principles of thermodynamics. Emphasis will be placed on
the structure and grading of the AP exam. Participants also will focus on teaching strategies
and techniques for student success. Selected activities will engage participants in
learning about the new AP Chemistry curriculum framework—the big ideas and enduring
understandings, the science practices, and experiences with inquiry activities. Participants
will perform several of the requisite laboratory experiments necessary for student
success. This course ultimately is intended to inspire teachers to motivate their students
to achieve at the highest possible levels. There will be about two hours of homework
daily.
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