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THE AP ATTENDEE LOGISTICS PAGE HAS ALL THE INFORMATION NEEDED FOR LOGISTICS ABOUT THE INSTITUTE. A SEPARATE EMAIL WILL BE SENT TO REGISTRANTS WITH THE SYLLABUS FOR THEIR RESPECTIVE WORKSHOP ONCE IT HAS BEEN FINALIZED BY CONSULTANT.
Offered June 20-23, 2016
For new and experienced AP teachers
Workshop times are Mon-Thurs, 8am-430pm, possible earlier dismissal on Thursday.
NOTE: attendees should be prepared to do nightly readings from provided publisher materials.
This four day course is designed to benefit both the new and experienced AP English Language and Composition teacher. Over the course of the week participants identify the skills assessed by the College Board on the AP Language and Composition exam and discuss and craft a variety of classroom approaches to strengthen those skills. Through the use of varied texts, including fiction, participants design lessons, have discussions, and create conceptual outlines for units and course plans. Through collaboration with other participants, we collect and create resources to implement in the year to come. This energizing professional community helps teachers plan and problem solve for a successful start of term. During the week we review the design of comprehensive course outlines, discuss the recent and past AP exams, read and analyze nonfiction and fiction focusing on rhetorical approach, and work to create assessments that scaffold toward mastery of the skills assessed by state and AP measures. This four day course provides time to create a consortium of colleagues for ongoing support and help in the year to come.
Consultant: Greg Jones
Greg Jones has taught for eighteen years at the high school level. He teaches both AP English Language and AP English Literature courses while coaching competitive speech/forensics. He is a College Board consultant and worked on the creation of the College Board workshop A Day With An AP Reader. He has served as a reader and table leader each year from the past eleven on the AP English Language Exam. Greg has a Doctor of Law degree (J.D.), and that coursework informs his work with rhetoric and argumentation. He has also served as an adjunct instructor at the University of Minnesota, Duluth instructing courses in literature and observing pre-service teachers in various content areas. In his district he coordinates teacher development and has led the creation of their comprehensive teacher develop and evaluation program which includes peer coaching and mentorship. He has also served as the district English/Language Arts curriculum specialist.