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, 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 graphics calculator.
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 College Board’s Equity and Access philosophy; preparing students for the AP examination; using the features of the AP exam to enhance curricula; going through past examinations to analyze the scoring; discussing ways to approach the challenging subject of rhetorical analysis and practicing these strategies with readings during the week; working with research in student writing; discussing the synthesis process; incorporating fiction into a course that, theoretically, focuses on non-fiction; and 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.
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. Different schools of thought around literary analysis that are part of the college scene today will be discussed, as will 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
This course is for high school French teachers offering AP French courses and other instructors of upper-level French courses. Participants will have the opportunity to expand their knowledge of contemporary issues in Quebec while enriching their curricula and teaching methods. Taught in French, the content-building portions of the course center on immigration in Quebec, presenting integrated cultural content and ready-to-use authentic material. In its practical applications sessions, the course examines the redesign of the AP French curriculum framework and gives an in-depth presentation of the revised AP French learning objectives and exam scoring.
Sage Goellner, Ph.D.
Dr. Goellner is a faculty associate 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. AATF; Women in French; 2010 College Board AP US French Curriculum Redesign. email@example.com
Ms. Juhl is an AP French teacher at West High School in Iowa City, IA. She is also an AP French reader, and an experienced AP French consultant. 2010 College Board AP US French Curriculum Redesign.firstname.lastname@example.org.
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. email@example.com.
Mr. Norby is an AP Psychology teacher at Elk Grove High School (IL). He has served as an AP Reader and Table Leader since 2002. Mr. Norby has been a College Board consultant since 2005, and is a recipient of the APA TOPSS Excellence in Teaching Award (2009). 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 session focuses on substantive content for classes on American politics, covering Constitution and the Founding period, federalism, civil liberties, civil rights, democracy and capitalism, and interest groups. The afternoon session focuses 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. Eyster is a lecturer in the Department of Political Science at the University of Wisconsin-Waukesha and is the Director Emeritus of Washington Seminar (an in-depth seminar involving students in week-long field study in Washington, DC). He is a former AP U.S Government & Politics teacher at Parker High School in Janesville and has been recognized as an outstanding teacher with numerous awards, including the Kohl Teacher Fellowship and Honoree of Disney American Teacher Awards. firstname.lastname@example.org.
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 session consists of a graduate-level seminar dealing with recent scholarship on and contemporary accounts of historical events. The 2013 seminar will cover the history of mass communication in America. The afternoon session is a practicum that centers on teaching techniques. 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.
Charles Cohen, Ph.D.
Dr. Cohen is a professor in the Department of History at the University of Wisconsin-Madison. He is a recipient of the Emil Steiger Distinguished Teaching Award and the Phi Beta Kappa Teaching Award. He is a distinguished lecturer, Organization of American Historians; participant in the 2010 College Board AP US History Research Study. email@example.com.
Mr. Howe is a teacher emeritus and former Department Chair at Monona Grove High School. He was a recipient of the Wisconsin State Teacher of the Year in 1995 and of the US/Russia/Ukraine Excellence in Teaching Award. He is an outstanding American History Teacher, Madison DAR; Who's Who Among American Teachers; Chair, Dane County New Teacher Project; firstname.lastname@example.org.