This AP Art History summer workshop will help prepare high school teachers for the Art History Course Curriculum Framework. Topics will include developing a syllabus (and pacing the course), an analysis of the new course framework (Big Ideas and Learning Objectives), an overview of the required 250 works of art (and the commensurate Enduring Understanding and Essential Knowledge for each of the 10 content areas), textbooks and websites as resources, art historical methods, ways to teach architecture, writing questions for the new examination, sample units, making art history relevant to students, basic research methods, and a discussion of why AP Art History matters as a course in high school. Additional topics and field trips will be developed in response to the interests and specific needs of the teachers attending the workshop.
Both courses are for those who will teach the AP courses or have taught them for a few years. Topics taught in the AB and BC curriculum will be discussed as well as the changes in the AP Calculus Curriculum Framework.
A feature will be incorporating technology in the teaching of AP Calculus. Calculator-active questions will be discussed. Participants should bring a graphics calculator. Mr. Stadler will use a TI-84 plus graphics calculator.
This institute will center on the AP Chemistry curriculum framework, guided inquiry activities, AP Classroom ®, and the development of course syllabi for the AP Chemistry audit. There will be an emphasis on acid-base chemistry, atomic theory, electrochemistry, equilibrium, kinetics, and thermodynamics. These topics will be reinforced with nightly take-home assignments. The laboratory component will provide participants the opportunity to conduct guided inquiry laboratories and hands-on activities with traditional laboratory equipment as well as Vernier Lab Quest. Teachers will become part of a collaborative environment that fosters sharing of AP Chemistry teaching methodologies. Participants will receive materials such as CollegeBoard manuals, sample notes, test bank, homework and laboratory exercises that can be immediately and easily integrated into their teaching of the AP Chemistry curriculum.
During our four days together, we will address the changes to our AP English Literature curriculum and work with the new rubric for grading the national exam, effective June 2020. We will analyze multiple-choice questions from previous AP English Literature exams, noting the minor adjustments that College Board has made to the multiple-choice section of the exam. You will be given the opportunity to draft a syllabus that meets the new curricular requirements, emphasizing equitable access as a guiding principle. Both new and experienced teachers should profit from our focus on classroom strategies for teaching poetry, fiction, and drama. We will explore methods for improving students’ composition and critical thinking skills. We will learn how to apply the many new resources College Board has added on-line: the Unit Guides, expanded AP Question Bank, and Progress Dashboard. During the week, participants will develop a lesson plan to share with the other participants.
This week is designed primarily for teachers starting out in teaching AP U.S. Government and Politics. Topics to be covered include creating and developing the course, scope and sequence, instructional guidelines, course content, and developing lesson plans geared toward the demands of the new course curriculum.
There will be three AP Economics workshops geared towards the varying needs of different teachers. Each will focus on the CollegeBoard course descriptions as the basis of the week’s activities while also providing insight on the AP exam development and grading. The two course-specific weeks will present the fundamental content of each respective course; the combined workshop will examine the more challenging components of each course with extra time devoted to lesson plan development. All three workshops will emphasize varying instruction, effective assessment strategies, and incorporation of technology and economic simulations consistent with the given curriculum, as well as an in-depth examination of the CED and AP Classroom resources.
This course is for those who intend to teach AP U.S. History or have taught it for several years. We will focus on organizing a course, developing a syllabus, selecting students, choosing textbooks/sources, writing test questions, using media, and the expectations of the AP Reading. Participants will create units, supplemental materials on art/architecture, and address changes in the test and course content due to the Course Redesign.
Dr. Michael Biezehas taught at Marist School in Atlanta for 34 years. He is currently a CollegeBoard mentor for the new AP Art History consultants, has served as an AP Art History Development Committee member, AP Reader, Table Leader, Exam Question Leader, conducted workshops (including online) and summer institutes across the country, represented the AP Art History program at the CollegeBoard National Conference and Workshop multiple times, written AP exam questions for over twenty years, and written several articles for the program and its website. Michael has published several works including two books on Booker T. Washington. He has a BFA in Drawing from Arizona State University, a MA in Art History from the University of Washington, and a Ph.D. in Educational Policy Studies from Georgia State University.
Mr. Tony Cordell taught at Marist School for 34 years. He has taught AP U.S. History and has been teaching AP U.S. Government and Politics for 22 years. He has also taught seminars on current American policy and civil liberties/rights. Tony has served as an AP reader for 17 years, a table leader for 10 years, and is currently an AP consultant, conducting workshops and seminars. In addition, he is on the McGraw-Hill Advisory Board for the AP Government interactive learning project.
Dr. Louisa Moffitt has taught AP U.S. History at Marist School for the past 34 years. She has served as an AP reader, table leader, and exam leader for the AP U.S. History reading. She recently completed her term as assistant chief reader for this exam. In addition, she has been a member of the AP U.S. History Test Development Committee. She is a CollegeBoard consultant and national leader for the AP U.S. History program.
Mrs. Gigi Muirheid taught Advanced Placement English Literature and Composition at Marist School in Atlanta, GA, for 26 years. She has served as an AP reader and table leader for the grading of the CollegeBoard National Advanced Placement exams for 14 years. She presently serves as a CollegeBoard consultant, leading AP workshops across the country and summer institutes in the Southeast region. She has conducted a workshop for the College Board National Conference.
Mr. Matt Romanohas taught both AP Macroeconomics and AP Microeconomics since coming to Marist in 2004. He has served as an AP reader for the AP Macroeconomics exam since 2008, was a table leader from 2013-18, and became a Question Leader in 2019. An endorsed CollegeBoard consultant, Matt served on the CollegeBoard’s AP Macroeconomics Instructional Design Committee helping produce the new Course and Exam Description and AP Classroom teacher resource materials. In addition, Matt has contributed lesson plans to the fourth edition of the Council For Economic Education (CEE) teacher resource manual and written questions for various ETS assessments on economics. After co-authoring the Fast Track to a 5 test prep manual accompanying N. Gregory Mankiw’s Principles of Economics text, Matt consulted for the AP version of Mankiw’s 8th Edition. Beyond teaching at Marist, Matt also teaches AP Macroeconomics to students throughout the nation via OneSchoolhouse.
Mr. Sergio Stadlertaught AP Calculus at Marist School for 39 years. He has co-authored multiple choice questions for Louis Leithold’s Calculus textbook. He has been an AP reader and table leader for the AP Calculus exam, authored TIP’s Advanced Placement Calculus AB manual, and an Atlanta teaching fellow at TIP’s Summer Residential Program. He has been a CollegeBoard consultant and an instructor of summer institutes.
Mrs. Jeanette Stewart has taught at Marist School since 2004 and has served as an Advanced Placement Chemistry reader since 2009. In addition to serving as a reader, Ms. Stewart is an active consultant who has served as a question writer for the AP Chemistry exam and on several CollegeBoard committees. Her work has included piloting the new guided inquiry labs and serving as a reviewer for the AP Chemistry Guided Inquiry Lab Manual for Students. Ms. Stewart is currently a member of the CollegeBoard’s AP Chemistry Test Development committee. This committee is a collaboration between high school and college educators that is responsible for subject matter decisions during the exam preparation process.
Payment is expected at the time of registration. A full refund is available through May 18, 2020. After that date a cancellation fee of $275 will be in effect until the Thursday before the class begins. Refunds will not be given for “no shows”. All fees must be paid in full before class begins. A registration confirmation will be sent via email. PLU credit will be given.
Institute fees include classroom instruction, CollegeBoard materials, 2020 AP reading information and sample essays, teacher-designed lesson plans, sample textbooks, light breakfast, lunch, and snacks Monday through Thursday.
Housing will not be available on site. A block of rooms has been reserved at the nearby Hilton Garden Inn Perimeter Center for $139 per night. Reservations can be made online during the registration process by clicking on the “Housing” tab and using the link provided, or by calling 1-800-HILTONS or 404-459-0500. Be sure to mention you are affiliated with the Marist AP ® Summer Institute. To guarantee a room at the contracted rate, reservations must be made by May 23, 2020. Free shuttle service is available to Marist from the hotel.
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