| Registration Link |
Guiding Questions |
Session Goals |
| Biology |
How do we help students with quantitative skills? |
In this session, teachers will work on water potential problems, percent change, and rate. These calculations are common in lab work. |
| Calculus AB / Calculus I |
The Calculus of Implicit Relations, Differentiating Implicit Relations, Derivatives of Inverse Functions: How can we motivate the learning of the derivative of implicit relation in our calculus courses? What are the best practices of teaching the derivative of inverse functions? |
In this session, we will demonstrate various technology that will bring the implicit relations alive that students are asked to differentiate. Furthermore, we will use multiple representations to tackle that always “difficult to learn/difficult to teach” topic of finding the derivative of an inverse function. |
| Calculus BC / Calculus II |
The Calculus of Differential Equations, Interpret the Meaning of a Differential Equation and its Variables in Context, Estimate a Solution to a Differential Equation: How can we motivate student understanding of differential equation in our calculus courses? What are the best practices of teaching the interpretation of a differential equation and estimation of a solution to a differential equation? |
This session will give teachers some tools and ideas to better help teach differential equations and estimation at a conceptual level. |
| Chemistry |
How do we help students connect the lab procedure to meaningful calculations and problem solving? |
In this session, teachers will look at a variety of labs, free response questions, and lab assessments to see how to make meaningful connections between the lab experience and the application on assessments. Everyone will have the opportunity to share how they encourage students to keep their brains "turned on" when in the lab. |
| Computer Science |
Getting students to plan algorithms before coding can be challenging. How can we approach algorithm development with students successfully? How can planning algorithms help students be more successful in writing code? |
In this session, teachers will explore successful methods for algorithm development and share methods that have worked in their classrooms. |
| English Language / Rhetoric / Composition |
How can educators use generative AI and assessment insights to improve student writing, while helping them maintain their voice and adapt to the changing landscape of rhetorical development? |
Participants will gain insights into key areas for student writing growth based on formal assessment patterns (AP Reading) and how to apply these in their teaching. They will explore how to integrate generative AI in instruction, balancing student voice with AI-produced text. Additionally, practical strategies for using AI in peer review and essay development will be shared to enhance student engagement and readiness for future writing challenges. |
| English Literature |
How can literature teachers navigate the evolving educational landscape, including generative AI and challenges to diverse texts, while maintaining literature's role in fostering student engagement and empathy? |
Participants will gain insights into the relevance of literature and its power to engage skeptical audiences, along with strategies for promoting critical thinking and empathy through text selection. They will learn to navigate challenges like generative AI and pressures on diverse texts, while staying flexible in their teaching. Participants will also explore how to apply these strategies in dual credit and AP courses to boost student engagement in today’s changing educational environment. |
| Environmental Science |
How do we help students develop math skills? |
In this session, teachers will focus on strategies to help students develop essential math skills and will explore the types of math problems common in environmental science. Additionally, we will discuss how to prepare students to approach math questions effectively in the context of digital exams. The session will also highlight the importance of teaching how to organize and analyze data in Google Sheets as a college readiness skill. |
|
Physics I (Algebra-based)
|
How do we help students make connections between kinematics and dynamics? |
In this session, teachers will discuss how to integrate the topics of kinematics and dynamics. We will identify strategies, labs, and activities that promote a deep, unified understanding of these topics. |
| Precalculus / College Algebra and Trigonometry |
The Language of Precalculus, Vertical, Horizontal, and Oblique (Slant) Asymptotes, Holes, End Behavior, Limit Notation: How do we best teach these concepts to students, some of which may not have been covered in previous Algebra courses? These are important concepts that are embedded throughout the course and will help students succeed in either an AP Calculus or college calculus course in their future. |
Teachers will gain some tools and ideas to better help teach these concepts at a conceptual level. We will review all of these concepts and how they might be used on future exams. |
| Statistics |
Why are sampling and experiment design so important? How do we ensure students actually understand the vocabulary associated with U3 Sampling and Experiment Design? |
In this session, teachers will discuss best practices for teaching the vocabulary heavy topic of sampling and experiment design and understand its importance in the overall arc of statistics. |
