Help your students prepare for the challenges of AP Biology that will lead them towards greater scientific thinking skills, practices in science, and knowledge in biology. This AP Biology course will help instructors implement the new AP Biology redesign, which shifts the focus from a traditional “content coverage” model of instruction to one that focuses on enduring, conceptual understandings and the content that supports them. This approach will enable students to spend less time on factual recall and more time on inquiry-based learning of essential concepts. Scientists from UW-Madison will share their expertise and resources throughout the week. Visits to various campus research facilities will also be arranged.
This course emphasizes a multi-representational approach to calculus with concepts, results and problems being expressed graphically, numerically, analytically and verbally. Throughout the course, participants will discuss classroom pedagogy, useful websites, test preparation, exam scoring, student motivation, and the philosophy of AP Calculus. Together, we will review past exams as well as the free-response questions from the current exam and multiple-choice questions from the most recent released exam. Class discussions will drive much of the class and participants will leave with many valuable resources. Please bring your own graphing calculator.. The class will split into AB and BC sections for at least half of each day.
Oh Hoon Kwon, Ph.D.
Dr. Kwon is a math 13x Course Supervisor and is part of the Academic Staff in the Department of Mathematics at the University of Wisconsin-Madison. He is a member of the Math Education Liaison Committee and Undergraduate Program Committee and served as the 2012 APSI Calculus Instructor and Research in Undergraduate Mathematics Education (RUME). email@example.com
Mr. Levine is a retired AP Calculus teacher at Memorial High School in Madison, WI and a recipient of numerous awards including the Edith Maye Sliffe Award for Distinguished Mathematics Teaching (1999, 2000) and the Siemens National Teaching Award. He's been a reader, table leader and question leader since 1991 and a certified workshop consultant throughout the country since 1993. He currently serves as a College Board mentor for consultants, is a member of the Wisconsin Advanced Placement Advisory Council and an adjunct faculty member at Madison College. firstname.lastname@example.org.
English Language and Composition
Key areas to be covered in this course include: discussing the ramifications of the College Board’s Equity and Access philosophy; preparing students for the AP Language examination; using the features of the AP exam to enhance curricula; using past examinations to analyze how the exams are scored; discussing strategies to approach the challenging subject of rhetorical analysis and practicing these strategies with readings; incorporating research in student writing and within the synthesis process; creating arguments based on personal knowledge and experience; using fiction in a course that, theoretically, focuses exclusively on non-fiction; considering how to maintain “voice” when writing “formulaic-style” essays. Additionally, participants will learn about current university practices in composition, writing across the curriculum and writing for a variety of purposes. The session is discussion-based, and participants will be asked to share their curricula and teaching strategies, and present a best practices unit on the final day.
Michael KnoedlerMr. Knoedler is an English Language session co-facilitator and AP Language exam reader. He has also served as a College Board consultant as a mentor-mentee training program for consultants since 2005. He formerly taught Honors English and currently focuses on AP Language and Composition, and AP Literature and Composition at Dodgeville High School in WI. email@example.com.
Karen Redfield, Ph.D.Dr. Redfield is the Undergraduate English Advisor at UW-Madison. She taught college composition for many years, both here and abroad. She has recently retired from MATC where she taught composition and literature, and mentored new instructors. She is the principle author on the first-year experience textbook Foundations of Learning (2008). firstname.lastname@example.org
This course will help participants develop skills, strategies, assignments, and background knowledge to prepare students for the AP English literature exam and college literature courses. Attendees will practice approaches to teaching close reading, as well as explore a range of ways of understanding and teaching historical periods, literary genres, and styles. We will discuss different schools of thought around literary analysis that are part of the college scene today, as well as creative ways for developing critical writing skills. All of this will take place in a lively context of active participation and group discussion, where teachers will share and explore their experiences, challenges, and ideas.
Mr. Reynolds is a teacher and coordinator for the English Department at Hononegah High School in Rockton, IL. He is also an AP consultant for the Illinois State Board of Education and an advanced Ed consultant. He is a recipient of "Those Who Excel" Award. email@example.com
Caroline Levine, Ph.D.
Dr. Levine is a professor of English at the University of Wisconsin-Madison specializing in Victorian literature. She has published two books: The Serious Pleasures of Suspense and Provoking Democracy: Why We Need the Arts. She is also an editor of the Norton Anthology of World Literature and a recipient of two teaching awards. firstname.lastname@example.org
The 2014 seminar in French will give French teachers the material and tools they need to build a content-rich AP curriculum and to maximize student success. Taught in French, this seminar has a dual approach: to introduce teachers to new directions in French and Francophone cinema and to cover the AP French curriculum, learning objectives, and exam. The morning seminar centers on French film, presenting integrated cultural content and ready-to-use authentic materials. The afternoon practicum focuses on the new course audit and designing course units. We cover all aspects of student performance, including interpretive listening and reading, and presentational speaking and writing, with special emphasis on techniques that help students succeed during the year and on the exam. Participants will assess samples of students work in the new format, including examples from the 2013 exam.
Sage Goellner, Ph.D.
Dr. Goellner is an assistant professor of French and Adult Education in the Department of Liberal Studies and the Arts at the University of Wisconsin-Madison. She is a recipient of the 2011 UW System grant and 2012 AATF scholarship. email@example.com
Margaret Schmidt Ms. Schmidt has 18 years of experience teaching AP
French at Shorewood High School and has served as an AP exam reader and table leader for the past 10 years. She is a consultant for the college board and facilitates both one-day workshops and summer institutes for AP French Language and Culture.
This course introduces the systematic and scientific study of the behavior and mental processes of human beings and other animals. Included is a consideration of the psychological facts, principles, and phenomena associated with each of the major subfields within psychology. With the National Teaching Psychology Standards at its core, participants will explore the scientific study of psychology through the seven identified domains. Content core concepts, and AP psychology test structure will be discussed, with particular emphasis on the essay portion. Projects and activities that build content and the development of scientific attitudes and skills, including critical thinking, problem solving, and literacy will be shared and developed.
Debora Gil R. Casado
Ms. Casado is an AP Psychology teacher at Madison Memorial High School with 30 years of teaching experience. She has a Masters in Teacher Leadership, and is a National Board Certified Teacher. She has also served as an AP Reader for 6 years and was a recipient of the MMSD iPad Initiative Grant. firstname.lastname@example.org.
U. S. Government
This course covers a range of issues of interest to high school teachers of AP, honors, or accelerated classes in American politics and government. The morning sessions focus on substantive content for classes on American politics, covering elections (both congressional and presidential), the media, public opinion, and public policy, with a focus on economic policy making. The afternoon sessions will include discussions on how to utilize various policy simulations, how to structure classroom debates on various “hot button” political issues, how to prepare your students for the AP exam (including going over the most recent exam), and how to provide hands on exercises involving data searches of various governmental and political Web sites.
David Canon, Ph.D.
Dr. Canon is a professor in the Department of political science at the University of Wisconsin-Madison. He is a recipient of the 2008 Chancellor’s Distinguished Teaching Award and is co-editor of Legislative Studies Quarterly. He has authored three scholarly books, including the award-winning "Race, Redistricting, and Representation," and has published in numerous journal articles and book chapters including an introductory American government textbook (in its third edition). In the course of his 26 years as an educator, he has taught Introduction of American Politics to more than 10,000 students. email@example.com.
Mr. Kuhn has been teaching at Mundelein High School (IL) for 15 years and teaching AP U.S. Government and Politics for the past 6 years. He has been an AP reader since 2006.
This course is designed to provide all high school history teachers with fresh directions in American history and pedagogical methods centered on the use of primary sources. The morning sessions consist of a graduate-level seminar dealing with recent scholarship on contemporary accounts of historical events. The afternoon practicum centers on teaching techniques. A significant portion of the summer institute will be dedicated towards looking at the new curricular framework, themes, learning objectives, historical skills, and exam style of the reconstructed AP US history class. Topics include: integrating primary sources and their analysis into daily assignments, preparing students for the document-based question, structuring the syllabus around select historical themes, and improving students’ skills in research and writing.
Stephen Kantrowitz, Ph.D.Dr. Kantrowitz is Professor of History at the University of Wisconsin-Madison. He is recipient of the Chancellor's Award for Distinguished Teaching and is a Distinguished Lecturer by the Organization of American Historians. He has authored or edited three scholarly books, including Ben Tillman and the Reconstruction of White Supremacy and More Than Freedom: Fighting for Black Citizenship in a White Republic, 1829-1889. firstname.lastname@example.org
Patrick Coffey Mr. Coffey is an AP U.S. History teacher at Brookfield East High School. He was selected as the Mensa Education and Research Foundation's Distinguished Teacher of the Year in 2011. email@example.com