2026-2027 Remote Teacher Collaboratives
Be Part of a Larger Conversation
During Remote Teacher Collaboratives, participants learn from recognized educators and from one another. They connect content to practical, high-impact instructional practices, share ideas and resources, and join a network of professionals from across the country.
ALL teachers of advanced coursework are invited to attend the Remote Teacher Collaboratives for their subject area.
Teachers are encouraged to invite colleagues across programs with an eye to equivalent courses (e.g. Precalculus = College Algebra and Trigonometry).
2026-2027 Session Dates
All sessions will meet 7:30 - 8:30 pm ET
- Monday, August 31st
- Tuesday, September 29th
- Wednesday, November 11th
- Monday, January 25th
- Tuesday, February 23rd
- Wednesday, April 7th
Registration
- Registration for this event is free for all participants.
- Teachers who participate in a session can opt to earn PGP documentation (1 PGP per session offered). You may select this option when completing the post-event survey.
- Upon registration, you will receive an email with the Zoom link to access your chosen session.
REGISTRATION NOW OPEN FOR NOVEMBER 11TH
Session Topics
Monday, August 31, 2026
| Session Topics for Monday, August 31, 2026 | ||
| Session | Guiding Questions | Session Goals |
|---|---|---|
| Biology | How can we enhance our biology lectures for biochemistry, cells, and cellular energetics with interactive demonstrations? | Participants will explore and share strategies for making biochemistry and cell lectures more engaging and interactive. They will also discuss and share interactive demonstrations that can help students better understand and engage with key concepts. |
| Calculus | How do we know what they really know - and what do we do next? | In this session, we will explore a variety of knowledge checks. Participants will discuss the intentional design of targeted formative assessments, determine the best contexts for their use, and leverage student data to adjust instruction in both the short and long term. You are invited to share and discuss your most effective knowledge checks, or simply come prepared to gather actionable inspiration from fellow educators. |
| Chemistry | "What lab skills do I want my students to develop, and how can I use my current labs to intentionally emphasize those skills and content? How can I modify or enhance existing labs to maximize their instructional impact? " | Participants will learn to evaluate current labs for skills and content as well as explore multiple versions of an experiment to see how modifications can adjust the outcomes. They will also be able to explore how smaller labs can be emphasized to build bigger skills. |
| Computer Science | How can we use flowcharts to help students visualize and trace the flow of data through a function or an entire program? | Participants will discuss effective strategies to teach students how to create and interpret flowcharts as a tool for mapping program logic and building computational thinking. They will learn how to guide students in using flowcharts to trace data as it moves through variables, conditionals, loops, and function calls within an app. You are invited to share examples demonstrating how you have utilized flow charts in your own classrooms. |
| English Language / Composition / Rhetoric | How can I help my students develop a line of reasoning? | In this session, teachers will discuss a variety of ways to help students develop a line of reasoning in a variety of writing situations. |
| English Literature | Poetry Is Not A Luxury: Practical Tools to Build Confidence in Poetry Analysis | Are your students intimidated by reading and writing about poetry? Help them get out of their heads using two straightforward methods to first, build their confidence (and maybe even enjoyment!) in reading poetry and second, to build interpretations based around a line of reasoning. These classroom-ready routines build habits of mind when it comes to analyzing any text. |
| Environmental Science / Plant & Animal Biology | "-How can I intentionally plan my course to address current course expectations while balancing content knowledge with the development of essential science skills and practices? -How can I use student performance data to plan for ongoing assessments to monitor and improve students’ mastery of science skills and practices throughout the course?" | Participants will discuss and develop a better understanding of curriculum documents and how they impact course learning outcomes. They will reflect on their progress with course pacing and planning, sharing successes and strategies with one another. Participants will also explore available course resources and discuss how they can be used throughout the year to support instruction and student learning. |
| Physics 1 (Algebra-based) | What beginning of the year routines and practices can be incorporated to contribute to yearlong student success? | Participants will explore strategies for helping students build foundational math and problem-solving skills. They will also discuss pacing considerations and share ideas for effective beginning-of-the-year lab activities. |
| Precalculus / College Algebra & Trigonometry | How can we build routines for students to actively, and repeatedly, speak the language of precalculus? | In this session, participants will identify high-leverage vocabulary terms that are influential in later precalculus units and the calculus sequence, contribute to a shared cross-unit "vocabulary touchpoint map" built live by the group, and commit to one concrete, low-lift vocabulary-reinforcement technique to implement in the next two weeks. |
| Statistics | Beyond the Buzzwords: How can we help students interpret the new AP Statistics task verbs? | "In this collaborative session, we’ll unpack the new verbs, analyze student responses, and develop practical strategies you can use immediately to help students recognize what a question is asking and communicate their statistical reasoning effectively. Bring along a few AP Stats questions that you think students may struggle to answer correctly or fully." |
Tuesday, September 29, 2026
| Session Topics for Tuesday, September 29, 2026 | ||
| Session | Guiding Questions | Session Goals |
|---|---|---|
| Biology | How do we teach and assess quantitative reasoning as a genuine scientific skill in biology? | Participants will learn strategies for incorporating quantitative skills into their AP Biology or Dual Enrollment curriculum, with frequent and intentional use built into regular instruction. Participants will also evaluate approaches for assessing quantitative reasoning to measure scientific thinking and data literacy. Finally, participants will collaborate in small groups to troubleshoot a quantitative skills challenge from a case study and from their own classroom, leaving with at least one concrete strategy they can implement immediately. |
| Calculus | How can we ensure that students retain previous skills and knowledge as they encounter new material throughout the year? | Participants will discuss what spiraling and interleaving are, and how it can help students maintain what they have learned while learning new content and skills. We will discuss ways to incorporate this practice into the classroom and look at some examples. Participants will also have time to collaborate and brainstorm to plan implementation in their own classrooms. |
| Chemistry | 1. How can modeling, particulate drawings, and graphical representations make abstract chemical concepts more visible and understandable to chemistry students? 2. How can we use students’ models and representations to reveal misconceptions, and strengthen chemical reasoning? | Participants will explore strategies for incorporating modeling, particulate drawings, and graphical representations into instruction on intra- and intermolecular forces, chemical reactions, and solutions, as well as strategies for helping students translate between representations. They will also have the opportunity to develop a representation-rich instructional activity that can be implemented in their chemistry classroom. |
| Computer Science | How can we strategically approach and methodologically help students resolve errors in their code? | Participants will share methods they have found successful in teaching students how to debug their code, along with helpful tools for finding errors. We will discuss how finding and correcting errors can lead to student success on the AP CSP and CSA exams. We invite you to bring examples of your favorite debugging lessons and tools. |
| English Language / Composition / Rhetoric | How can teachers help students move beyond identifying rhetorical devices to explaining how an author's choices build an argument and shape meaning for an audience? | Participants will explore a practical, transferable approach to teaching rhetorical analysis by deconstructing Langston Hughes's "Theme for English B" and leave with strategies to help AP Lang and Composition & Rhetoric students identify author's choices (syntax, tone, direct address, structural shifts) and articulate how those choices build an argument and shape the poem's effect on its audience. |
| English Literature | How can we help students develop a line of reasoning in a literary analysis essay? | Students and teachers are often confused about exactly what it means to construct and maintain a line of reasoning. In this session, participants will be provided with a clear, concise, and actionable definition for the term (Line of Reasoning), and this session will equip participants with scaffolded assignments that will help students critically evaluate literary reviews by exploring how their authors construct their lines of reasoning. Furthermore, participants will engage in drafting and revision activities meant to model and help students produce strong lines of reasoning in their own literary analysis essays, both in their classrooms and on exam day. |
| Environmental Science / Plant & Animal Biology | How can graphical representations of human population data be interpreted to draw conclusions about patterns or trends in that population? | Participants will be able to use age-structure diagrams, survivorship curves, and the demographic transition model to determine trends and patterns in a population and infer societal changes that might lead to the trends and patterns seen in the graphical representations. Participants will also discuss some environmental impacts that come from human populations and collaborate with teachers from across Indiana to teach about human population trends. |
| Physics 1 (Algebra-based) | How can we foster a physics classroom culture where students are willing to struggle, persist, and figure things out for themselves? | Participants will explore and share strategies for encouraging productive struggle in the physics classroom. Through discussion of classroom scenarios and their own experiences, participants will consider how to recognize how and why students become stuck and how to support them without taking over the cognitive load. Participants will identify an opportunity where they could intentionally create more time and structure for students to work through a challenging situation more independently. |
| Precalculus / College Algebra & Trigonometry | How can we use inquiry-driven instruction to cement student understanding of logarithms and their applications? | Teachers will leave this session knowing how to bridge student understanding of exponential and logarithmic functions and models. Using samples of participants’ previous instructional strategies, we will discuss implications on inverse functions and function model selections, particularly in the context of modeling tasks. Additionally, teachers will understand the scope of semi-log plot coverage in a typical honors, dual-credit, or AP course. Please bring examples of tasks you’ve used in the past to teach the inverse relationship between exponential and logarithmic functions. |
| Statistics | How can we modify our classroom teaching to better align with the new AP Statistics CED, all-digital exam format, and 10-point FRQ's? | We will discuss as a group how to modify our current classroom strategies based upon the new CED to best help our students. We will also address sequencing based upon the 5 Units in the CED and perhaps topics that we should still be teaching, even though they are no longer formally part of the AP Statistics course curriculum/CED. We will explore the revised FRQ's and associated point-by-point Scoring Guidelines. |
Wednesday, November 11, 2026
| Session Topics for Wednesday, November 11, 2026 | ||
| Session | Guiding Questions | Session Goals |
|---|---|---|
| Biology | How do we make Gene Expression & Regulation accessible to every student without watering down the content? | In this 60-minute session, teachers will identify where students most often get lost in Gene Expression and Regulation, then explore models and analogies that make transcription, translation, and regulation tangible. Participants will adapt one activity for varied learners, and they will work in small groups to apply one strategy to their own classroom, leaving with something ready to use. |
| Calculus AB / Calculus 1 | How can we help students to visualize and make sense of volume problems in calculus? | Volume problems continue to be difficult for AP and dual-credit Calculus students. In this session, we will break apart some volume problems. We will also investigate some 3-Peat activities that can be used in many ways in the classroom. A 3-Peat activity has: a) 3 multiple choice questions, b) 3 different Learning Objectives, c) 3 different levels (Emerging, Proficient, and Advanced), d) 3 different Mathematical Practices. These activities provide opportunities to engage the students, provide enrichment, and review concepts. We will break apart a 3-Peat activity, consider how these activities spiral concepts, and discuss how you can use them in your classroom. |
| Calculus BC / Calculus 2 | How did approximations lead to the story and development of the most profound and creative ideas in Calculus? | In this session, we will share the direct approximation developments to the 2 major questions the Calculus helped solve, and we will connect the indirect approximation ideas that came together to solve all antiderivatives: tangent line approximations, parabolic approximations, and Euler's Method; slope fields and differential equations; and Taylor polynomials. |
| Chemistry | How can we use interactive demonstrations and visual models to help students conceptualize redox reactions, galvanic cells, and electrochemical potentials? | Participants will explore and share strategies for making complex electrochemistry topics—such as electron flow, cell notation, and half-reactions—more engaging and accessible. They will also discuss and share interactive demonstrations, visual models, and lab activities that help students connect macroscopic observations with subatomic electrochemical concepts. |
| Computer Science | AI - Helpful or Hurtful? | In this session, we will review recent research about the harmful effects of students' AI use, discuss key aspects of class that should deliberately be kept human, and share schools' AI policies and approaches to student AI use. We will also discuss the narrow cases in which AI use is acceptable/recommended and the ethical and practical considerations that come along with student AI use. We invite you to share your own experiences with AI in and out of the classroom and your school's AI policies. |
| English Language / Composition / Rhetoric | Sophistication in writing is often misunderstood. What does it really mean? Has it changed over time? And what separates essays that achieve it from those that don't? | This session will explore patterns found in sophisticated writing and culminate in practical strategies teachers can use to guide students toward the kind of nuanced thinking and writing that will lead to success in AP and college level writing classes. |
| English Literature | How does the author use words and phrases develop to patterns, to set the tone, and establish the purpose. | The goal is to make challenging literature more accessible for students through an approach that deconstructs the structure to see the connotations and patterns. |
| Environmental Science / Plant & Animal Biology | How can we make AP Environmental Science concepts more engaging through hands-on demonstrations, interactive models, and real-world data? | Participants will explore low-cost, hands-on activities that reinforce APES concepts and share classroom-ready strategies that promote student engagement and scientific reasoning. Additionally, they will model survivorship curves, analyze real-world data to construct and interpret age structure diagrams, and demonstrate global wind patterns using interactive models. |
| Physics 1 (Algebra-based) | How can we use technology to support student inquiry and deepen understanding of energy transfers and conservation of energy? | Participants will explore and share ways to use technology to help students investigate energy concepts, analyze energy transfers, and apply conservation of energy. Resources will include online simulations from PhET and The Physics Aviary for inquiry-based investigations, AI tools such as large language models (LLMs) for guided tutorials and practice questions, and online games from Universe & More and The Physics Classroom for reinforcing concepts and problem-solving skills. Participants will discuss how these tools can support their instructional goals and are encouraged to bring additional resources and classroom examples to share with the group. |
| Precalculus / College Algebra & Trigonometry | How can we help students make meaningful connections across polynomial, rational, exponential, and logarithmic functions to deepen their understanding of function behavior and strengthen their mathematical reasoning? | During this session, we will explore mathematical connections across polynomial, rational, exponential, and logarithmic functions, focusing on structure, behavior, and rates of change. We will analyze and compare function behavior using multiple representations, and we will develop instructional strategies and purposeful questions that encourage students to recognize connections across function families, justify their reasoning, and move beyond procedural understanding. |
| Statistics | What should AP Statistics assessments look like in view of the new CED? | In this session, we will clarify what we DO know in terms of the new AP Exam structure, question format, and task verbs, as well as what we DON'T know with regard to rubrics and grading rigor. We will harness our collective experience to collaborate on solutions for these unknowns and discuss the implications these have for unit and semester assessments. |
Monday, January 25, 2027
Topics Coming January 2027!
Tuesday, February 23, 2027
Topics Coming February 2027!
Wednesday, April 7, 2027
Topics Coming March 2027