Dates: Monday, June 29 to Thursday, July 2, 2020
Time : 8 a.m. -4 p.m.
Cost: $799.99 (Early Registration Discount before June 1st- $699.99)
Location: Purchase College, 735 Anderson Hill Road, Purchase, NY 10577-1402
- Methods of Teaching AP Environmental Science
- Methods of Teaching The AP Chemistry Course for Novice Instructors
- Methods of Teaching The AP Physics Course – Physics I
- Methods of Teaching The AP Biology Course
- Methods of Teaching AP Physics C
Summer 2020 PWISTA Professional Development Programs
S.T.E.M. Initiative and NYSSLS-NGSS Teacher Training Program
- S.T.E.M. Initiative 2020 Training Program Industry Teacher Training Program SCE 5560
- Chemistry 101 - NYSSLS-NGSS Refresher for Grades K-8 Educators and SPED Instructors
- Travelling on the NYSSLS Highway: CER, 3D Learning, and Unpacking the Performance Expectations for Biology and Earth Science
PWISTA Purchase College Advanced Placement Summer Institute Course Descriptions
Methods of Teaching AP* Environmental Science
In this session, participants will learn about the development and grading of the AP test, discuss and evaluate teaching resources, and experience several different kinds of lessons and student-centered experiences.
Participants will ultimately draft a comprehensive syllabus for a year-long AP Environmental Science course. Much of the week will be spent in the field and in the lab, so that participants leave with a multitude of hands-on activities meant to facilitate student learning and develop critical analysis and problem-solving abilities, fundamental skills necessary for this course.
Through designing experiments, engaging in inquiry-based activities, and collecting data in the field, students will understand how the process of science works. Hands-on activities rather than lecture are the focus, and workshop activities will focus on resources available in every community; cemeteries, power plants, fields, forests, ponds, and school campuses are all rich resources of inquiry-based projects. This course is appropriate for both new and experienced AP teachers.
|Methods of Teaching The AP * Chemistry Course for Novice Instructors - SCE 5180|
This methodology course surveys the basic structure and content necessary for teaching an Advanced Placement Chemistry course. Chemistry topics such as various equilibrium, kinetics, and “how to” problem solving are presented. Class size, student selection, textbooks and labs are also addressed. Special attention is paid to teaching strategies, the AP exam and its grading.
Some lab experiments suitable for AP classes are incorporated into the course. Participants receive examples of past AP exams, appropriate tests, worksheets and lab experiments.
This institute will provide an opportunity for high school AP Chemistry teachers to observe significant teaching demonstrations, perform experimental procedures using computer interfaced equipment, and to review with presenters a variety of topics covered in AP Chemistry. Teachers will have the opportunity to discuss the methodology of converting typical cookbook labs into guided inquiry labs.
Participants will have the opportunity to perform several lab exercises that align with the College Board redesign. Best practices will be discussed.
|Methods of Teaching the AP* Physics I Course - SCE 5191|
This is not your typical teacher training seminar.
We will discuss and model ideas for lower-level classes that will produce success there… and then can inspire those students to show up next year in your AP course.
We’ll be sharing teaching ideas within the group, especially including creative laboratory activities.
I encourage attendance from those who are focused on improving their Regents, honors, or conceptual physics courses, as well as from those who are establishing or enriching an AP Physics program.
You will get an extensive set of materials intended for each of those courses in addition to materials for AP Physics 1. The overarching goal of the week will be to communicate and share physics teaching ideas that, while focused on AP Physics 1, can be applied to any level of physics, including Regents / conceptual physics. In particular, we will discuss: ·
We’ll talk about specific ideas that will help get students writing, communicating, and experimenting.
|Teaching the AP Biology Course - SCE 5184|
Every biology teacher whether new or experienced can learn something to enrich and improve their teaching after taking this AP Summer Institute. This APSI will provide information and experiences on how to teach both the classroom and laboratory components of an AP Biology course. Activities to support an understanding of the revised structure and design of the AP Biology Framework will be a major part of this summer institute. Included, will be instruction on how to prepare an audit for any teachers new to teaching AP Biology.
Methods of Teaching AP* Physics C
In this workshop, participants will strengthen their understanding of the content of AP*Physics C curriculum and familiarize themselves with teaching techniques that have been designed to increase student understanding through inquiry lab practices and problem solving. The content coverage is flexible according to participant need with emphasis on topics which are more difficult to teach and more challenging for the students to learn. This will likely include in mechanics: rotation (rotational inertia, torque, angular momentum, etc.) and oscillation, and in E & M: Gauss’s Law, Ampere’s Law, Biot-Savart Law, and Induction. The consultant will share an extensive set of AP problems, quizzes, tests, labs, and other materials. Participants will learn content with an emphasis on what is difficult for students; become familiar with College Board expectations of students and teachers; author their own AP-style questions and rubrics; practice a set of guided inquiry labs (including low-tech options and labs for rotation); investigate teaching resources developed from Physics Education Research; work collaboratively to share and practice new strategies that maximize student understanding. Participants should bring: Laptop (a USB or other ), External drive may be helpful); Labs, demonstrations, or teaching tips will be shared.
PWISTA Professional Development Programs Course Descriptions
PWISTA STEM Initiative 2020 Training Program Industry Teacher Training Program SCE 5560
PWISTA STEM Initiative 2020 Training Program
This program will advance your background in analytical skills used in modern laboratories. It will help teachers transfer their knowledge of science applications into better classroom activities.
The primary purpose for each of these sessions is to provide teachers, like you, with the opportunity to experience relevant hands-on science experiments that can be brought back to the classroom and laboratory. This program is also designed to enlighten teachers on the different jobs available for students who major in Science and Math.
Target Audience: Middle and High School Teachers and Science Research Teachers
Dates: Monday, July 6 to Thursday, July 9, 2020
|Traveling on the NYSSLS Highway: CER, 3D Learning and unpacking the Performance Expectations for Biology and Earth Science.|
Participants will learn to navigate the NYSSLS by exploring the NYSED websites and will engage in a 3D lesson. They will analyze the Science and Engineering Practices and crosscutting concepts inherent in the 3D lesson. Participants will be walked through the process of unpacking Performance Expectations by modifying templates.
CER (Claim, Evidence, Reasoning) is a way for students to explain observed phenomena in a scientific way and how observations and data from an investigation are connected to scientific knowledge. This strategy is teaching students to think like a scientist. Participants will learn a repeatable method for guiding students to defend conclusions with convincing arguments rooted in science and refute unsubstantiated pronouncements.
Many experiments and classroom activities that teachers currently use can be adjusted to fit CER. Teachers will collaborate to create CER based activities that will fit into Biology and Earth Science units. Teachers will look for patterns (CCC) in several assessment tasks and engage in argument (SED) on their ranking order. They will use several tools and NYSSLS Appendices to decide on whatever assessment tasks are appropriate. They will leave being able to describe what features are necessary for high quality classroom assessments designed for 3D Science and where to find resources.
Why take this class?
We are now in Phase2 of the Implementation of NYSSLS. Explore the new shifts in 3D learning and modify existing classroom labs and activities to improve student instruction and achievement. We will model the process to create lessons based on the CER (Claim, Evidence, Reasoning) format. We will look at multiple resources and the Performance Expectations for L.E. and Earth Science. You will use several tools and NYSSLS Appendices to describe features are necessary for high quality classroom assessments.
Same test, new standards. How do I bridge the gap between Regents and NYSSLS? We will examine the Performance expectations in Earth Science and Living Environment and show you how to adjust your present labs and lessons to fit the CER format. We will also examine what features are necessary for high quality classroom assessments in preparing our students for State Assessments.
In 2017 we were in Phase one of the NYSSLS which was Building Capacity for the new P-12 learning Standards in Science. In the Fall 2019 we entered Phase two which is Transition and Implementation. Learning to navigate the NYSSLS can be an overwhelming task. Participants will explore the NYSSLS including the Performance Expectations and engage in a 3D lesson.
We will explore new shifts in 3-dimensional learning and use CER (Claim, Evidence, Reasoning) which is a way for students to explain observed phenomena in a scientific way. Participants will have time to look at resources. They will discover that many labs and classroom activities they are currently using can be adjusted to fit the CER format. Participants will collaborate to create a CER based activity that can be used in either Earth Science or biology. They will leave with a variety of resources that can be used in their classroom as well as realigned lesson plans that will we created with co-participants.
Participants will use several tools and NYSSLS Appendices to describe what features are necessary for high quality classroom assessments.
Presenters: Professor Barbara Poseluzny and Jessica Poseluzny (Veteran Science Instructors and NYSTANYS SARs)