| Registration Link |
Guiding Questions |
Session Goals |
| Biology |
How do we help students analyze data at a rigorous level? |
In this session, teachers will discuss ways data nuggets and HHMIs biointeractive can be used to help their students analzye data better. |
| Calculus AB / Calculus I |
What is a slope field, and how is it used to visualize solutions to differential equations? How can you construct a slope field for a given differential equation? What are some common methods for solving differential equations analytically? How do initial conditions affect the solutions of differential equations? |
The participants will deepent their understanding of slope field and differential equations. The participants will discuss a multitude of teaching methods and activities for explaining slope fields and differentital equations. The participants will engage in hands-on activities to solidify understanding. For AP teachers they will practice AP style questions, understand scoring guidelines, and develop strategies to help students overcome misconceptions. |
| Calculus BC / Calculus II |
How can we best introduce students to the concept of the Taylor series? How do Taylor Series link back to our understanding of the series convergence tests? For teachers of AP Calculus, what are the common themes of a FRQ that tests Taylor series. |
Goal #1: Provide teachers with tools and pedagogical elements to better teach this often-misunderstood concept. For AP teachers provided them with resources they can use for checking for understanding and assessment of the last portion of Unit 10 of the College Board CED. |
| Chemistry |
How do help teachers and students better understand Ksp and use it to prepare for all types of equilibrium questions? |
Join us as we look at creative ways to incorporate unit 7 content on Ksp in AP Chemistry. We will review some of the strategies I use to efficiently use our limited time in class to foster the deepest understanding possible. Time will also be allotted for a broader discussion of equilibrium challenges, exam format questions, and general thoughts as we all begin to set our sights on the 2025 administration. |
| Computer Science |
How can we effectively teach functions with parameters and return values to deepen students’ understanding of modular programming and problem-solving? |
Define functions, parameters, and return values. Explain why functions improve code efficiency, readability, and reusability. Discuss common student misconceptions. (e.x. confusing return values with printed output).
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| English Language / Rhetoric / Composition |
How Can Students Master Evidence and Commentary to Strengthen Their Arguments? |
This session will focus on helping Advanced Composition (Rhetoric and Argument) teachers guide students to move beyond basic evidence presentation and develop insightful commentary in their writing. Teachers will learn strategies for teaching students how to connect evidence meaningfully to their thesis, crafting commentary that enhances their argument's depth and complexity. By mastering this essential skill, students will improve their ability to produce compelling, well-supported arguments, a critical component of success on both AP exams and college-level writing assignments. |
| English Literature |
How Can You Balance Structured Writing with Creative Expression in Advanced Literature? |
This session will explore how to guide students from using structured, formulaic approaches in their writing to embracing more creative and sophisticated forms of expression. Teachers will learn techniques to help students gain confidence in the basics of argument structure while gradually encouraging them to take risks and develop their unique voice. The session will include practical activities for transitioning students from rigid essay formats to more nuanced, insightful writing that still meets the expectations of the AP Literature exam. Participants will walk away with strategies to support both structure and creativity in their students' writing." |
| Environmental Science |
How do we help students students build knowledge and skills through sustained investigation of complex, real-world problems? |
In this session, teachers learn the latest updates in the Environmental Science Project Based Learning (PBL) curriculum including project implementation guides, instructional materials, robust professional learning supports, and ways to start to incorporate projects even on a small scale. PBL, a researched-based instructional strategy, helps students aquire and apply course content and skills through active engagement in project work and improves student performance on assessments. |
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Physics I (Algebra-based)
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How do we prepare students to answer the lab design question on the AP Physics 1 Exam? |
In this session, teachers will learn how to ensure students have the skills to score well on the AP Physics 1 Lab Design questions. They will also create a "template" that students can use to answer lab questions for any topic on the AP Physics 1 exam. |
| Precalculus / College Algebra and Trigonometry |
How can we motivate the understanding of sinusoidal graphs and their transformations in our Precalculus courses? What are the best practices of teaching the interpretation of sinusoidal graphs and show students how these concepts are an extension of trigonometry ? What are some of the common mistakes students make and how can we get them to really understand these concepts on a deeper level? |
In this session we will look at graphing sinusoidal graphs (sin/cos) and the different transformations that impact their shape/behavior. We will also look at analyzing sinusoidal curves ( y=a sin b(x+c)) +d) and develop strategies to help students understand these concepts better. Teachers will gain some tools/ ideas/practice problems to better help them teach sinusoidal graphs at a conceptual level as an extension of trigonometry and transformations from earlier in the course. |
| Statistics |
What should be our primary focus when teaching confidence intervals? |
In this session, teachers will discuss interpretations of confidence intervals and levels using FRQ & multiple choice questions |
