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Remote Teacher Collaboratives

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Remote Teacher Collaboratives are discussion-based professional workshops designed with AP teachers in mind.

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During Remote Teacher Collaboratives, participants learn from recognized AP leaders and from one another. They connect AP course content to practical, high-impact instructional practices, share ideas and resources, and join a network of professionals from across the country.

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Content Areas Featured
  • Math: Precalculus, Calculus AB and Calculus BC, Computer Science A, Computer Science Principles, Statistics
  • Science: Biology, Chemistry, Environmental Science, Physics 1
  • English: English Language & Composition, English Literature & Composition
Schedule Preview
Session Dates
All sessions will meet 7:30 – 8:30 p.m. (Eastern time).

Wednesday, August 23rd
 Note: The Precalculus session, on August 23rd only, will be from 8:00 - 9:00 p.m. (Eastern time)
Tuesday, October 3rd
 Note: The Precalculus Session will be held on Wednesday, October 4th, and
the Computer Science A session will be held on Thursday, October 5th
Thursday, November 30th
Note: the Computer Science A session will be held on Tuesday, November 28th
Wednesday, January 10th
Thursday, February 15th
Tuesday, April 9th 

Registration
  • Registration for this event is free for all participants. 
  • Registered teachers can opt to earn PGP Certificates for their participation (1 PGP per session offered). You may select this option when completing the post-session survey.
  • Upon registration you will receive an email with the Zoom link to access your chosen session.  
Sessions for February 15th, 2024
Please register by subject.
 Registration Link Guiding Questions  Session Goals  AP CED Connection 

Biology

How do we help students thoroughly explore the concept of eukaryotic gene regulation? In this session, we will explore resources to deepen student understanding of eukaryotic gene regulation. If time allows, we will also have an open forum discussion on effective classroom and curricular routines that move our students forward in AP Biology concepts. Science Practice 1: Concept Explanation

Calculus AB

How are differential equations different from other integration problems, and how should those differences be reflected in how they are taught? How can we help students to interpret the results within a particular context and justify their responses? Teachers will discuss AB differential equations, particularly separable differential equations. Some time will be spent on the 2023 FRQ #3, which was the lowest-scoring FRQ. Time will be provided for additional discussion and sharing of ideas. Mathematical Practice 3: Justification

Calculus BC

No separate BC session - all Calculus teachers will meet together

Chemistry

How can we continue to analyze models and build skills with new content while starting our review process? In this session, teachers will continue to analyze models and build skills with new content while starting our review process. This session will focus on how Units 7-9 can be used to review previous topics while continuing to the finish line. Teachers will leave with assessment strategies and examples of subtle small changes to make to activities to keep students fresh on all topics. Science Practice 4: Model Analysis
Computer Science A  How does writing code for an exam setting differ from coding in the classroom or for larger projects? How can we better prepare students to plan and write code in testing situations like they will see on the AP Exam and in college exams? Teachers will discuss how writing code for an exam differs from coding for larger projects, especially of their own devising (as in CS Principles). Discussion will also center on pedagogical approaches and activities to help students successfully adapt to the demands of coding in an exam. Examples from recent AP Exam FRQs will be used. Computational Thinking Practice 3: Code Implementation
 Computer Science Principles How can students be better able to predict the output of code without using a computer? What is the value of code tracing and how can teachers help students use it effectively to predict output and identify potential errors? Teachers will review code tracing and work with several activities intended to help students become more adept at analyzing code on paper and at evaluating its function and utility. Computational Thinking Practice 4: Code Analysis
English Language & Composition  How can we help students create a line of reasoning? (Row B: moving students from 2 to 3, 3 to 4) Teachers will focus on an in-depth understanding of establishing a clear and logical line of reasoning in essay writing (Skill Category 6). Teachers will discuss practical strategies and techniques for organizing essays and for teaching the use of commentary and transitional elements to improve clarity and flow. Big Idea: Reasoning and Organization; Skill 6.A: Develop a line of reasoning and commentary that explains it throughout an argument
English Literature & Composition  How can we emphasize the process of constructing and conveying a coherent and persuasive argument (line of reasoning) in literary analysis? Participants will focus on teaching students to construct coherent lines of reasoning in literary analysis (Skill 7.D). The session will emphasize strategic evidence selection, connecting evidence to claims, and the iterative process of refining arguments to build logical, persuasive analyses. Big Idea: Literary Argumentation; Skill 7.D: Select and use relevant and sufficient evidence to both develop and support a line of reasoning
Environmental Science  How can we help students propose environmental solutions while we prepare for a mock exam? This could be the first AP Exam for many of our students. They may be nervous and unsure of what to expect. Administering a mock exam will give them the confidence and insights they need for a spectacular performance on not just the AP Exam in May, but also future college exams. Join us to discuss how to implement a mock exam and how we can help our students prepare to approach the MCQ and FRQ sections. Science Practice 7: Environmental Solutions
 Physics I How do we help students develop their ability to create and use multiple representations to communicate scientific information in AP Physics 1? In this session, teachers will discuss the importance of reinforcing multiple representations throughout the school year. We will discuss the various kinds of models students will need to be familiar on the AP Physics 1 Exam. Teachers are encouraged, but not required, to bring examples of how students use representations and models in their classrooms. Science Practice 1: Modeling
Precalculus  What are polar coordinates and polar equations, and what are they used for? In what contexts are polar coordinates preferable to recantgular coordinates, and what sorts of mental models are helpful for teachers and students to better understand functions in this coordinate system? Participants will review polar coordinates, including graphs of polar functions (since many teachers have never taught polar coordinates). Teachers will review activities and other materials that can be used to help students better understand polar coordinates and how this coordinate system impacts graphical representations of functions. Mathematical Practice 2: Multiple Representations

Statistics

What are the conditions necessary to make justifiable inferences from statistical calculations? How can teachers help students better understand the necessity for testing each of these conditions and make sure that they do so adequately? Teachers will discuss approaches and activities for inference testing with a particular focus on ensuring that the tests are used appropriately. Recent FRQs will also be analyzed to highlight the necessity of understanding inference and how it is approached. Time will be available for discussion of other ideas and resources. Big Idea: Data-Based Predictions, Decisions, and Conclusions