Summer 2020 - ALL COURSES WILL BE ONLINE DUE TO COVID-19 CONCERNS
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)
- 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 - CANCELLED
- 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
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.
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.
Information about the requirements for the AP Chemistry Course Audit will be shared.
This is not your typical teacher training seminar.
Why not? We’re not going to just talk, we’re going to see and do things that will be immediately useful in your classroom.
- We’re going to create and do experiments that you can use with or without modification.
- We’re going to see proven, effective methods of helping students understand difficult content
- You will get a gigabyte of files that can be used this fall in your classes.
Techniques for Regents, honors, and conceptual physics are consistent with approaches to AP Physics 1.
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.
In this summer institute, we will discuss in detail the content and structure of the AP Physics 1 exams.
More importantly, we will talk about how to teach students the physics skills that will be tested on the AP exams, and which are useful at all levels of physics.
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: ·
- Quantitative use of demonstrations… whenever students can be asked to predict the result of a demonstration, that demonstration has served a purpose beyond simply attention-grabbing…
- Laboratory activities… we will perform two or three of these. We will discuss how to create activities that are not only pedagogically valuable, but which also directly prepare the students for the types of exam questions they will face.
We’ll talk about specific ideas that will help get students writing, communicating, and experimenting.
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.
Teachers will be introduced to the laboratory investigations that are in the newly revised AP Biology Student Laboratory Manual. In addition, activities to support inquiry-based instruction will be presented and shared among colleagues along with tips of how to incorporate these inquiry activities into the course.
Finally, participants will learn how to organize the course in order to have time to present the material as well as to conduct the inquiry style labs. Alternative teaching techniques such as using case-studies and the flipped classroom will be included.
The specifics of the AP Biology Exam and the importance of the grading processes will be presented. A review and discussion of the standards for the four free response questions from the 2018 and 2019 Exam will also be included. Teachers will learn methods to better prepare their students for writing the answers to the free response portion of the AP Exam.
PWISTA Professional Development Programs Course Descriptions
PWISTA STEM Initiative 2020 Training Program
Industry Teacher Training Program SCE 5560Tired of reading about the latest technologies and innovative science techniques, come and experience them in our science teacher training program.
This program is designed to enhance teachers’ knowledge in modern instrumentation and technology used in industry today.
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.
Presenters: Local Science Researchers and Industry Representatives, TBA
Target Audience: Middle and High School Teachers and Science Research Teachers
Dates: Monday, July 6 to Thursday, July 9, 2020
Time : 8 a.m. -3:30 p.m.
Cost: $300.00 (non-PWISTA Members)
$100.00 (PWISTA Members)
Chemistry can be Magical and Exciting NGSS style!
K-8 focus but everyone can do it! Come learn the chemistry behind the lab and demonstration.
This four day course is designed to help support NYSSL and NGSS chemistry course content mastery for educators of Grades K-8 .
The course will address Physical Science Progression
PS1.A Structure of matter (includes PS1.C Nuclear processes)
PS1.B Chemical reactions
PS2.A Forces and motion
PS2.B Types of interactions
PS2.C Stability & instability in physical systems
PS3.A Definitions of energy
PS3.B Conservation of energy and energy transfer
PS3.C Relationship between energy and forces
PS3.D Energy in chemical processes and everyday life
PS4.A Wave properties
PS4.B Electromagnetic radiation
PS4.C Information technologies and instrumentation
Participates will participate in a four-day institute focused on theory and lab activities on the following units to strengthen content mastery for developing classroom activities based on NGSS model.
Participants will align their current content and pedagogical practices to the 3D methods needs to transition to the NYSSLS standards and upcoming assessments at various grade level bands.
Study of the progression of learning within each subject area and deciphering and unpacking the required SEP’s and CCC’s that apply to different concepts which will allow teachers to understand the depth the students need to work within for their grade level and what they need to know to be prepared to move on to the next level of science classes.
Opportunities will be given to participants to create some lessons with scaffolded activities and explanations. Participants will be expected to create a template to help create additional units and are encouraged to bring current course materials with them to compare and modify to align with the new standards.
During each session participants are given presentation materials to use in class, sample lab activities, sources of content mastery.
Presenters: Mark Langella and Danielle Jackson (Veteran Chemistry Instructors and NYSTANYS SARs)
Dates: Monday, July 20 to Thursday, July 23, 2020
Time : 8 a.m. -4 p.m.
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)
Dates: Monday, June 29 to Thursday, July 2, 2020
Time : 8 a.m. - 4 p.m.