Single Session Workshops

from MƒA Fall 2020 Professional Development Course Catalog

Mini-Courses

Single session workshops are one-time workshops in which experts from the MƒA Master Teacher community, as well as academic institutions and local organizations, engage MƒA teachers in a topic at the cutting edge of their content area and/or pedagogical practice.

Affirming Students’ Identities p Facilitator: MƒA Master Teacher Rami Abdelghafar

THURSDAY, NOV 5 ONLINE

 INQUIRY, PRACTICE, AND LEADERSHIP

How can you and your school strive to affirm your students’ identities? During this workshop, we will explore three strategies that do just that: student choice, individualization, and mirrors and windows. Not only can student choice be incorporated into daily lessons, but it can also be embedded into a school’s curricular design and administrative processes to support students in taking on different roles, perspectives, and identities. Individualization can happen at the instructional level in student activities and with holistic disciplinary practices that support students in following their passions, addressing their “growing edge.” Finally, mirrors and windows experiences allow teachers to provide culturally responsive education and prepare students to create change in the world outside the school. Teaching within a mirrors and windows framework creates spaces for students to see themselves mirrored while allowing themselves to be stretched by windows to the widest possible view of the world. In this workshop, we will ultimately explore ways to engage students through curricular content, hiring choices, special events programming, and experiential learning to consciously affirm their identities.

Rami Abdelghafar is an MƒA Master Teacher and science teacher at the Bronx Collaborative High School in the Bronx.

“Alexa, Grade My Tests!”: Utilizing Technology to Give Students Feedback

Facilitators: MƒA Master Teacher Brittany Klimowicz and MƒA Emeritus Teacher Andrew Fitts

TUESDAY, NOV 17 ONLINE

 COMPUTER SCIENCE AND TECHNOLOGY Online learning has brought a whole new set of challenges for grading students’ work and providing feedback. What if there were a way to streamline how you gave students feedback by leveraging things like Google Forms, Goobric, Formule, and spreadsheets to simplify your grading life and give students quick and actionable feedback? In this workshop, we will explore ways to make grading and providing personalized feedback easier, more sustainable, and more effective for both teachers and students. We will identify the challenges of quick, effective grading and feedback (especially when teaching online), introduce various technological supports and how to use them, and have teachers build their own technological feedback tools. While we plan to focus on high school level feedback, this session will still be useful for any grade level teacher. Disclaimer: While we will not actually use Amazon’s Alexa in this session, it does illustrate the purpose of technology.

Brittany Klimowicz is an MƒA Master Teacher and science teacher at NYC iSchool in Manhattan.

Andrew Fitts is an MƒA Emeritus Teacher and mathematics teacher at NYC iSchool in Manhattan.

An Anti-Bias Approach to Cultivating Equitable

K-5 Classroom Communities p Facilitators: Anja Filan and Michelle McCreeHarrison

THURSDAY, OCT 29 ONLINE

 INQUIRY, PRACTICE, AND LEADERSHIP

How might we discuss race and equity in our elementary school classrooms? This workshop will focus on anti-bias education in practice for our city’s youngest students. Through curricular examples and approaches, teachers will gain a foundational understanding of the critical literacy framework as a way to create elementary classrooms that specifically address race, power, privilege, stereotypes, and bias. Teachers will work in both small and large groups to unpack components of anti-bias education and the implications that it has for their own schools and communities of practice.

Anja Filan is in her 8th year as an early childhood educator and is currently a 4th grade teacher at Community Roots, the learning site for Roots ConnectED, a national professional development organization. Previously she served as a Corps member with City Year Boston where she worked alongside AmeriCorps members to plan and facilitate before and after-school programming and engage students, families, and community organizations through school-wide initiatives. She holds an M.Ed. in special education from Hunter College.

Michelle McCree-Harrison is in her 10th year as an early childhood educator. She has worked with schools in Texas, New Jersey, and New York. Along with her classroom experience, she has experience as a community organizer working to elevate the voices of educators in policies that affect their classrooms. For the past five years, she has been a teacher at Community Roots Charter School in Brooklyn, New York, a Roots ConnectED learning site. She is currently a member of the AntiBias Education Collective (ABC) where she facilitates anti-bias education workshops for staff and families. She has been a workshop facilitator for Roots ConnectED for more than two years. Throughout her career she has also led professional development on early childhood literacy with Uplift Education, Teach for America, and The New Teacher Project. She has a B.A. from Duke University and is currently pursuing a M.Ed. in Progressive Leadership with Bank Street College of Education.

Antidote for Racial Battle Fatigue: Embodied Self

Care for Black/Brown Teachers p Facilitator: Danielle Saint Louis

THURSDAY, OCT 8

ONLINE

 INQUIRY, PRACTICE, AND LEADERSHIP

Do you know where you hold racial fatigue in your body? Do you try to show up fully with others and find yourself depleted? Do you feel properly resourced for this moment? And the next... and the next... “Racial battle fatigue” (Smith, 2003) refers to the cumulative psychophysiological impact of having to navigate and confront racial injustices and microaggressions, unavoidable when the dominant culture minimizes, silences, and ignores the trauma experiences of Black and Brown people of African descent. In this long overdue moment of collective transformation regarding structural racism on national and local levels, a healing justice (Page & Raffo, 2010) praxis in which individual

and collective transformation is occurring, calls on us to notice and take care of the simultaneous internal and interpersonal changes we are experiencing. Through body-based activities grounded in contemplation and care, teachers will experience rest and release as practices of self-care. Together, we will co-create a space for deep listening, reflection, and support as we move through the present moment. This container will be held as a safe(r) affinity space for Black and Brown people of African descent only. Gender-expansive people and those new to body-based practices are particularly welcome.

Danielle Saint Louis is a mindfulness practitioner (ordained in the tradition of Thich Nhat Hanh’s Order of Interbeing) and the former Executive Director of the Brooklyn Zen Center. Of Haitian and Canadian descent, Danielle is a Black, non-binary, queer mother residing in intentional community. Danielle completed the Interdependence Project’s Mindfulness and Meditation Teacher Training in 2016 and the Advanced Training in Social Presencing Theater course in 2017. They practice with the Love Circle Sangha for BIPOC+ Comrades/Allies, a practice community they helped to seed and nurture in Brooklyn, NY.

Applying Calculus to Business

Facilitator: MƒA Master Teacher Alexander Lord

WEDNESDAY, JAN 27 ONLINE

 MATHEMATICS

Calculus is known for its applications to the world of science, but what role does calculus serve in business or the social sciences? In this workshop, we will explore applications of limits, derivatives, integrals, and partial derivatives that apply to business. Such topics may include marginal utilities, inflation, elasticity of demand, consumers’ and producers’ surplus, marginal productivity of labor and capital, substitute and complementary commodities, and population density. This workshop is for anyone who wants to learn about more applications of calculus beyond the sciences. No prior knowledge of business content is required, but some calculus background is preferred.

Alexander Lord is an MƒA Master Teacher and mathematics teacher at Francis Lewis High School in Queens.

Apportionment: No Representation Without Calculation

Facilitator: MƒA Master Teacher Courtney Ferrell

WEDNESDAY, OCT 7 ONLINE

 MATHEMATICS

Have you ever wondered why the congressional district map looks the way it does? In this workshop, teachers will learn the history and mathematics of the apportionment of congressional representation in the United States. Teachers will engage in virtual exercises on the Hamilton method and some of its paradoxes as well as divisor methods (including Adams, Webster, Jefferson, and Huntington Hill) and their biases. The history and political implications of these methods will be discussed as we go. In the second half, teachers can choose to discuss compactness measurements used in gerrymandering cases, compare and contrast these

apportionment methods to those of other countries, and/or collaborate on classroom activities with these topics. The materials used for this session have been covered in previous gerrymandering sessions at MƒA.

Courtney Ferrell is an MƒA Master Teacher and mathematics teacher at Bronx Theatre High School in the Bronx.

Art and Design Using Bootstrap Algebra Facilitator: MƒA Master Teacher Luis Saltos

WEDNESDAY, OCT 28

ONLINE

 COMPUTER SCIENCE AND TECHNOLOGY

Bootstrap Algebra applies mathematical concepts and programming principles to create simple images and video games. In this introductory workshop, teachers will learn how to create images using text-based code and how to use various functions to combine images in different ways to create anything they can imagine. Teachers will do this by designing their personal flags or recreating country flags that hold special meaning for them. Teachers will leave this session with some newly

developed basic programming skills and feeling ready to try this activity in their own classrooms. No coding experience is required.

Luis Saltos is an MƒA Master Teacher and computer science teacher at J.H.S. 189 Daniel Carter Beard in Queens.

Beyond a Reasonable Doubt: The Power of Conviction in Secondary Mathematics

Facilitator: Julius Donisan, Ed.D.

MONDAY, OCT 26 ONLINE

 MATHEMATICS

How can we set our students up for success? By teaching them to prove! Although we typically associate proof with a geometry curriculum, opportunities exist for all students to develop their proving abilities in many contexts. Through a collaborative examination of student work and teacher questioning, this workshop highlights Algebra I as a perfect course to teach prerequisite skills and understandings that build student capacity for creating proofs. Join us as we explore a different approach with familiar equations and uncover a path to greater conceptual understanding and access to proof.

Dr. Julius Donisan earned his Ed.D. from Teachers College, Columbia University and has taught mathematics at the secondary level for 14 years. While teaching in New York City, he completed both the MƒA Early Career Fellowship and the Carroll and Milton Petrie New York City Teacher Fellowship. He was later named a NYS Master Teacher. He currently teaches at New Rochelle HS and Pace University.

Biology Demo Derby: Virtual Edition!

Facilitators: MƒA Master Teachers Olivia Ramirez and Deborah Reich

TUESDAY, DEC 8 ONLINE

 SCIENCE

+ PLEASE NOTE: TEACHERS WILL BE EXPECTED TO SHARE A KITCHEN-BASED DEMO OR EXPERIMENT DURING THE WORKSHOP. Good demos can keep lessons relevant, make learning exciting and engaging, and help make challenging concepts more accessible. In this workshop, each teacher will share a demo or activity illuminating a principle from biology or environmental science, such as diffusion, blood typing, or acid rain. Teachers will submit a short written description detailing the topic, materials, and procedure so other teachers can replicate the demo in their own remote or in-person classrooms. Each teacher will walk away with a toolbox of classroom-ready demonstrations to immediately bring back to their classrooms. This workshop is for any middle school life science, high school biology, or Environmental Science teacher.

Olivia Ramirez is an MƒA Master Teacher and science teacher at Marble Hill High School for International Studies in the Bronx.

Deborah Reich is an MƒA Master Teacher and science teacher at World View High School in the Bronx.

Bringing Modern Mathematics Into the Classroom

Facilitator: MƒA Master Teacher Patrick Honner

THURSDAY, JAN 21 ONLINE

 MATHEMATICS

New mathematics is created and discovered every day, yet the mathematics we teach is hundreds, if not thousands, of years old. How can we build connections for our students between the mathematics we currently teach and the mathematics at the edge of discovery? Join us as we explore exciting mathematical advances and their curricular connections to arithmetic, algebra, and geometry.

Patrick Honner is an MƒA Master Teacher and mathematics teacher at Stuyvesant High School in Manhattan. Can Biology Reduce Racism? p Facilitator: MƒA Early Career Teacher Cristina Rade, Ph.D.

TUESDAY, NOV 10 ONLINE

 SCIENCE

Instead of leaving conversations about race to our humanities counterparts, biology teachers must discuss and dispel perceived racial differences for students to better understand how similar we really are and move toward creating a more equitable society. In this workshop, we will examine and modify four biology lesson plans and related materials, which are part of an NSF-funded study on developing and analyzing ways to examine false scientific justifications for human difference. The goal is to investigate how flawed reasoning and inaccurate data analyses are often used to justify racial intolerance, racist practices, and societal inequity. We will explore lessons on population diversity, PCR, transcription/translation, mutations, evolutionary connections to the environment, and more. Ultimately, the hope is to help our students develop skills to determine, avoid, and debunk errors in reasoning, become better citizens and scientists, and to celebrate and understand more about one another. This course is ideal for any middle or high school teacher who teaches genetics and wants to become better equipped to lead students in crucial conversations about equity and racial bias.

Cristina Rade is an MƒA Early Career Teacher and science teacher at Frank McCourt High School in Manhattan.

Census 2020: Making It Count in the Classroom p Facilitator: MƒA Master Teacher Courtney Ferrell

WEDNESDAY, OCT 21 ONLINE

 MATHEMATICS

There is vast data available we could analyze and discuss when it comes to the census, politics, funding, and representation. In this workshop, we will explore the extensive volume of data found at Data2Go.

NYC, a source that shows where census blocks and neighborhoods fall on various continuums, including the average number of years of education, the ratio of bodegas to grocery stores, the percent of singleparent households, and the average income. We will also examine the data-inspired art shown in the exhibit “Who We Are: Visualizing NYC by the Numbers“ at the Museum of the City of New York. Lastly, we will analyze and critique the 2020 Census questions with a focus on what changes could be made so that all New Yorkers are represented, and brainstorm ways to affirm and advocate for people in underrepresented groups. If time permits, teachers will also collaborate on classroom projects/activities.

Courtney Ferrell is an MƒA Master Teacher and mathematics teacher at Bronx Theatre High School in the Bronx.

Chemistry Demo Derby: Virtual Edition!

Facilitator: MƒA Master Teacher Steven O’Malley, Ph.D.

THURSDAY, SEP 24 ONLINE

 SCIENCE

+ PLEASE NOTE: TEACHERS WILL BE EXPECTED TO SHARE A KITCHEN-BASED DEMO OR EXPERIMENT DURING THE WORKSHOP.

Let’s bring the hands-on aspect of chemistry to our students’ homes! In this kitchen-based demo derby, teachers will learn how to safely perform demonstrations and experiments right in their own homes using simple household items. While this workshop is intended for chemistry teachers, it is open to anyone who wants to experiment in their kitchen, and explain it with chemistry.

Steven O’Malley is an MƒA Master Teacher and science teacher at Stuyvesant High School in Manhattan.

Collisions Chemistry: Reconceptualizing Chemistry Through Play

Facilitators: MƒA Master Teacher Dena Moharrem and MƒA Emeritus Teacher Roberto Lopez

MONDAY, NOV 9 ONLINE

 SCIENCE

Are you looking for a better way to increase student engagement and understanding of chemistry? Then join us in this workshop as we discuss how to use Collisions, an open-source suite of interconnected, virtual chemistry games, to engage your students, deepen understanding, and enhance instruction. During the workshop, teachers will gain a general overview of the gaming platform, play a few games from a student perspective, and explore supporting teacher materials and student activities. Teachers will also learn how to use Collisions to create introductory activities, extended practice, and formative assessments. The collaboration will continue after the course as we hope to create a community of high school chemistry teachers who support each other through continued use and iteration.

Dena Moharrem is an MƒA Master Teacher and science teacher at PROGRESS High School for Professional Careers in Brooklyn.

Roberto Lopez is an MƒA Emeritus Teacher and science teacher at Edward R. Murrow High School in Brooklyn.

Converting Pencil and Paper Exams to Virtual Assessments

Facilitators: MƒA Master Teachers Suzette Nelson, Arlene Ramos, and Ellie Williamson

MONDAY, DEC 14 ONLINE

 INQUIRY, PRACTICE, AND LEADERSHIP

From in class to online...traditional to virtual....how do we convert our assessments into an online platform? The goal of this workshop is to modify those formative and summative assessments that you already have into assessments that can be done well virtually. During this session, we will look at examples of modified assessments and share learning platforms that could be used to assess students and collaborate to modify our current assessments. Finally, we will give one another feedback and reflect on our learning during the session. We will use Google applications, such as Google Documents and Jamboard, as we collaborate. This session is open to anyone regardless of their experience with virtual assessments. We welcome both teachers who need support and those who can support others as we transition to our hybrid model of learning.

Suzette Nelson is an MƒA Master Teacher and science teacher at Clara Barton High School in Brooklyn.

Arlene Ramos is an MƒA Master Teacher and science teacher at High School for Health Professions and Human Services in Manhattan.

Ellie Williamson is an MƒA Master Teacher and science teacher at The Urban Assembly School of Design and Construction in Manhattan.

Creating a Bigger Tent... Online p Facilitator: MƒA Master Teacher Matt Baker

THURSDAY, SEP 24 ONLINE

 INQUIRY, PRACTICE, AND LEADERSHIP

We all want our students to feel welcome in our classrooms, and research shows that students learn better when they experience themselves as an integral part of the classroom community. Even in normal times, it can be challenging to build relationships within multiple classes of more than 30 students each, especially when teachers also need to develop content and prepare students for exams. These issues are further magnified in remote classrooms. In this workshop, teachers will experience easy ways to build community with students from day one. These activities require only minimal planning and upkeep. By the end of the workshop, we will assemble a toolbox of low-lift and high-reward strategies that can be used online for the coming semester.

Matt Baker is an MƒA Master Teacher and mathematics teacher at Brooklyn Latin in Brooklyn.

Creating Engaging Google Forms

Facilitator: MƒA Master Teacher Rebecca Battat

THURSDAY, SEP 24 ONLINE

 COMPUTER SCIENCE AND TECHNOLOGY

Are your students struggling with technology during remote learning? Learn how to simplify the technical aspects while still creating engaging assignments. In this workshop, we will look at ways of creating Google Forms that have increased student participation. We will explore different ways of asking a variety of questions with Google Forms, such as questions that gauge students’ feelings and that do error analysis. Additionally, we will learn how to embed short videos from YouTube and ways to include student interests in the form to make it engaging and culturally responsive.

Rebecca Battat is an MƒA Master Teacher and mathematics teacher at the High School of Language and Innovation in the Bronx.

Differentiation in a Blended Classroom p Facilitators: MƒA Master Teachers Lauren Wells and Pravesh Shiwnarain

TUESDAY, DEC 15 ONLINE

 INQUIRY, PRACTICE, AND LEADERSHIP

How can we create a blended classroom where all of our students can attain mastery? The secret is differentiation. In this workshop, we will investigate how various tools such as Edpuzzle, Pear Deck, Google Sites, YouTube, Flipgrid, Padlet, and Whiteboard.fi, can be utilized to deliver content and formatively assess our students. By the end of the session, teachers will walk away with new ideas on how they can provide multiple access points while delivering math and science content remotely.

Lauren Wells is an MƒA Master Teacher and science teacher at Brooklyn College Academy in Brooklyn. Disrupting Algorithms of Oppression p Facilitator: MƒA Master Teacher Daniel August

THURSDAY, DEC 10 ONLINE

 COMPUTER SCIENCE AND TECHNOLOGY

How does teaching computer science position our students as agents of change? Computer science education opens up pathways for students to careers in the tech industry, an important force in the fight for social change and one that too often excludes women as well as Black and Latinx people. But in addition to coding skills, we need to equip students with the vocabulary and analysis to see how technology can be used to create, reinforce, or disrupt power structures. In this workshop, a sequence of activities will be demonstrated that help computer science teachers engage with ideas from Safiya Noble’s book Algorithms of Oppression. These activities are adaptable and will outline a model to break down large sociological concepts for computer science students.

Daniel August is an MƒA Master Teacher and mathematics teacher at Essex Street Academy in Manhattan.

Energy Conservation: It Can’t Be Created or Destroyed, But it Can Be Wasted!

Facilitator: Amy Colorado

WEDNESDAY, OCT 14 ONLINE

 SCIENCE

As we spend more time at home than ever before, our energy use and consumption have increased accordingly. But how much energy do you really use, and how can this knowledge help you to reduce your energy consumption and be a more thoughtful consumer? Join Solar One in this interactive workshop as we explore energy conservation and efficiency. During the course, teachers will learn how to measure their electrical consumption, complete an energy audit, and explore strategies to save money and lower their carbon footprint. We will begin by reviewing recent environmental legislation that prioritizes conservation and sustainability for New York City, with jobs in the

energy sector expected to grow in the next 20-30 years. We will continue by building connections on how this topic is applicable to both homes and schools, as teachers use online data tools to analyze their school’s energy usage and carbon footprint, and generate ideas on how to lower the building’s electrical use. We will conclude with a discussion on how New York City institutions, such as the Department of Education, are advocating for and implementing changes to lower their energy usage. The completed activities will be especially useful for biology, Earth Science, and environmental science teachers, but the session is open to any teacher interested in energy conservation and its connection to carbon emissions.

Amy Colorado is the Lead Environmental Educator for Solar One where she has been working for the past three years leading programming in NYC schools for students and teachers. As a native New Yorker, Amy loves being able to teach about New York City’s sustainability initiatives and how teachers can incorporate climate education into their curriculum. Amy holds a bachelor’s in environmental science and a master’s in environmental conservation education.

Enhancing Scientific Literacy Through Online Collaboration

Facilitator: MƒA Master Teacher Stephanie Kadison, Ph.D.

THURSDAY, OCT 1 ONLINE

 SCIENCE

Literacy is paramount to scientific understanding, but it can be challenging to engage students in reading science-based texts, especially in a remote setting. The goal of this course is to introduce teachers to Perusall, a free, interactive platform that allows students to annotate texts asynchronously and in small groups. Perusall allows teachers to upload their own documents, including texts, diagrams, and images, for students to annotate collectively. Additionally, students can view and reply to each other’s comments, supporting student collaboration and peer-to-peer teaching. As an added bonus, the program has an algorithm which automatically grades student work. In this workshop, we will begin by annotating a sample text as a group to become familiar with the many available functions of the program. As a next step, teachers will explore ways in which Perusall can be incorporated into their curriculum, to see how this platform might support remote learning in their classrooms. This course is designed for any science teacher interested in enhancing literacy through the use of student collaboration and annotation.

Stephanie Kadison is an MƒA Master Teacher and science teacher at Bard High School Early College in Queens.

Environmental Justice in the Science Classroom

With WE ACT p Facilitators: Taylor Morton and MƒA Master Teacher Jared Fox, Ph.D.

THURSDAY, DEC 10

ONLINE

 SCIENCE

The environmental justice movement has been at the forefront of addressing systemic inequities for decades, and its goals in the face of climate change and COVID are more important than ever before. In this workshop, we will begin with a history of the environmental justice movement, then review case study success stories of WE ACT, a local environmental organization founded by community activists and litigators. Teachers will learn about these accomplishments as they go on a “toxins and treasures” virtual tour of Northern Manhattan. In the second half of the workshop, teachers will examine an environmental justice curriculum with topics ranging from climate justice to green space equity. In addition, a cumulative student final project will be shared, as well as best practices for showcasing student work in the form of a virtual environmental justice expo. Teachers are encouraged to bring their unique perspectives and the environmental context of their school communities, as we will conclude with a brainstorm of how this curriculum could be adapted for different classrooms. Any teacher looking for ways to incorporate environmental justice into their curriculum or is interested in learning more about this work is welcome to attend.

Taylor Morton has been working with WE ACT for Environmental Justice in Harlem since 2016, formerly as an intern, environmental health fellow, and educational consultant. Their work has included co-facilitating and creating curricula for the organization’s educational programs. Taylor also recognizes the importance of exposing minority, urban, and low-income youth to natural elements, and actively supports this mission. Taylor holds a B.S. in Environmental Studies from Spelman College, a M.S. in Environmental Policy and Sustainability Management from The New School, and a M.S. in Education from the University of Pennsylvania.

Jared Fox is an MƒA Master Teacher and science teacher at Washington Heights Expeditionary Learning School in Manhattan.

Exploring Exploding Dots

Facilitator: MƒA Master Teacher Rebecca Johnson

TUESDAY, DEC 1

ONLINE

 MATHEMATICS

Do you wish your secondary mathematics students had a better number sense and deeper understanding of place value? Then join us as we explore how “Exploding Dots,” James Tanton’s web-based project, can be used to enhance students’ understanding of place value and how to apply ideas of place value to arithmetic, polynomial algebra, infinite sums, and other advanced mathematics topics. We will begin by exploring some of the introductory activities together, then break into smaller groups to examine the more complex applications. Finally, we will discuss how these activities can strengthen our students’ understandings of specific secondary mathematical concepts, as well as how we might scaffold the activities so that learners of all levels feel both challenged and supported.

Rebecca Johnson is an MƒA Master Teacher and mathematics teacher at the Boys and Girls High School in Brooklyn.

Faulty Forensics in Wrongful Convictions p Facilitator: MƒA Master Teacher Bianca Brandon

MONDAY, JAN 11

ONLINE

 SCIENCE

Forensic science is often touted as the great equalizer that tips the scales of justice in favor of the truth. But is it a great equalizer and is it always used responsibly? In 2009, the National Academy of Sciences (NAS) published the report, Strengthening Forensic Science in the United States, which called for an overhaul of forensic science practices. In this workshop, we will review some of these science practices and discuss how they translate into courtroom testimony, as we explore several case studies in which forensic science was misused or misrepresented, often with dire consequences. We will start with a brief breakout activity and overview of microscopic hair comparison. Teachers

will then examine criminal cases in which physical evidence was mistakenly used to secure a conviction to understand the extent to which different types of evidence can be individualized. We will close the session by reviewing the recommendations of the NAS for strengthening forensic science and brainstorming how our justice system can improve the quality of scientific evidence. This course is for any teacher with an interest in criminal justice or forensic science.

Bianca Brandon is an MƒA Master Teacher and science teacher at Staten Island Technical High School in Staten Island.

Fields Are Real

Facilitator: Sean Jackson

THURDSAY, SEP 24 ONLINE

 SCIENCE

What is a field and why are fields important in physics? In this workshop, teachers will begin by developing an understanding of what a field is, what is meant by “fields being real,” and exploring several hands-on activities which can be done in either a remote or in-person classroom. Teachers will then tackle a STEM challenge in which they analyze a magnetohydrodynamic apparatus and devise ways to make it more effective. The session will conclude as teachers consider the strengths and weaknesses of models and analogies. All activities will be accessible in the Fields classroom resource, a curriculum designed by educators in collaboration with Perimeter Institute researchers that engages high school students in building scientific models. This workshop is best suited for high school physics teachers.

Sean Jackson is a high school physics teacher working with the Perimeter Institute for Theoretical Physics as a teacher-in-residence. In his current role, he works as part of a dynamic team developing teacher resources and presenting workshops around the world. He is a self-professed pedagogy and assessment nerd and loves discussing new approaches to tested teaching strategies. A veteran classroom teacher of 12 years, he recently earned his Master of Education from Wilfrid Laurier University in Waterloo, Ontario. His current passion is developing physics escape games with his Perimeter Institute colleagues.

Food Equity in a COVID-19 World p Facilitator: MƒA Master Teacher Shangaza Banfield

THURSDAY, NOV 5 ONLINE

 SCIENCE

Data suggests that the COVID-19 pandemic had a catastrophic effect on economically disadvantaged communities due to pre-existing medical conditions. Many who contracted COVID-19 had mild symptoms or none at all, but for a small percentage of the population, COVID-19 can cause serious illness or death. In this workshop, we will explore how a lack of access to equitable food options may have played a role in this population being the most at risk for becoming seriously ill from COVID-19. We will use the Environmental Working Group (EWG) website which contains easy-touse guides to help compare foods that are available in disadvantaged communities to those available in more affluent neighborhoods. Using the guidelines from the EWG, teachers will “score” food to determine the level of toxicity and environmental friendliness. Although this course is primarily for middle and high school science teachers, it is a great resource for anyone who is interested in gaining a better understanding of how access to “good” food can assist in combating the susceptibility of certain populations to COVID-19.

Shangaza Banfield is an MƒA Master Teacher and science teacher at Stuyvesant High School in Manhattan.

From Boring to Brilliant! Understanding Through Scientific Journal Articles

Facilitators: MƒA Master Teachers Brittany Klimowicz and Meng-Ping Tu, Ph.D.

TUESDAY, NOV 24 ONLINE

 SCIENCE

Have you ever heard your students respond with, “But this is soooo boring!!” when asking them to read primary scientific texts? Then join us as we discuss strategies to help students engage with challenging texts and go from thinking “boring” to thinking “brilliant”! Now more than ever, helping students build scientific literacy is critically important. In this workshop, we will explore resources such as Science Journal for Kids, ScienceDaily, and PubMed to find relevant and simplified journal articles and then collaborate to modify resources to help scaffold the complex task of reading and understanding the text. Throughout the session we will also share a variety of lessons to increase scientific

literacy using primary research journals. This session is ideal for all high school science teachers or anyone looking to incorporate more primary texts into their curriculum.

Brittany Klimowicz is an MƒA Master Teacher and science teacher at NYC iSchool in Manhattan.

Meng-Ping Tu is an MƒA Master Teacher and science teacher at Stuyvesant High School in Manhattan.

From Mummies to Monuments: Chemistry in Art Conservation

Facilitators: Lisa Bruno and MƒA Master Teacher David Connelly

WEDNEDAY, DEC 9 ONLINE

 SCIENCE

Mummification, acid rain, oxidation, and inherent vice – it’s all about chemistry! The world’s artistic and cultural treasures are degraded by time, the atmosphere, light, and physical forces, and the methods for conserving and restoring these treasures require the intersection of science and art. In this workshop, presented live from the Brooklyn Museum conservation laboratory, teachers will be introduced to real conservation case studies where chemistry played a key role in the identification, deterioration, and/or restoration of an art object. Teachers will be challenged to solve each restoration riddle, before learning the actual steps taken by the museum’s conservation team and the results of those treatments. We will conclude with a live demonstration of micro-chemical tests and teachers will discuss how to utilize these and other conservation techniques in their own school laboratories. While especially directed to teachers of chemistry, this workshop is open to any teacher inspired by art and historical objects.

Lisa Bruno is the Carol Lee Shen Chief Conservator at The Brooklyn Museum. She earned her undergraduate degree in Fine Arts at New York University before obtaining a M.S. at The University of Delaware/ Winterthur Museum Department of Art Conservation. She worked at the David Connelly is an MƒA Master Teacher and science teacher at Science, Technology and Research Early College High School at Erasmus in Brooklyn.

Genes in Space: A Free Experimental Design Contest From miniPCR

Facilitators: Ezequiel Alvarez-Saavedra, Ph.D., Ally Huang, Ph.D., and Katy Martin, Ph.D.

TUESDAY, OCT 20 ONLINE

 SCIENCE

+ PLEASE NOTE: ALL MATERIALS NEEDED FOR THIS SESSION WILL BE SHIPPED TO TEACHERS AHEAD OF THE COURSE THROUGH THE MINIPCR LOANER BOX PROGRAM. TEACHERS WILL BE EXPECTED TO RETURN THE LOANER BOXES UPON COMPLETION OF THE COURSE.

Genes in Space (GIS) is a free science competition that invites middle and high school students to design DNA experiments for space! Students in the competition engage in self-guided experimental design at the cutting edge of space biology and winners have their experiment launched to the International Space Station (ISS). In this workshop, we will discuss ideas for integrating GIS into the biology classroom and also introduce teachers to the BioBits cell-free, gene expression system through a hands-on lab activity. Newly available to support student investigations on the ISS, BioBits offers a way to probe genetics concepts without the need to grow and maintain living cells. We’ll conclude by exploring how cell-free gene expression and other molecular technologies can enhance the learning of space science, human genetics, agriculture, environmental science, and forensics. There are no fees or hands-on lab components required to participate in GIS, making it ideal for the remote classroom.

Dr. Ezequiel (Zeke) Alvarez-Saavedra is a Co-Founder at miniPCR. Zeke is a geneticist trained at MIT and Stanford. He has conducted biomedical research alongside two Nobel laureates and is an inventor of gene detection technologies. His work has been cited thousands of times and profiled in The New York Times, National Public Radio, and the BBC. In his spare time, Zeke explores soil in search of new species (one so far!).

Dr. Ally Huang received her B.S in Biomedical Engineering from Johns Hopkins and her Ph.D. in Biological Engineering from MIT, with a thesis focused on making molecular and synthetic biology accessible to classrooms and other educational settings. She is passionate about STEM outreach and volunteers at the MIT Museum. Ally believes that everyone should have access to quality hands-on science education.

Dr. Katy Martin earned her Ph.D. in neuroscience from Emory University, but always knew her true passion was in science education. After leading multiple K-12 outreach initiatives as a graduate student, Katy began her career teaching high school biology and leading pre-college programs for science students. Katy strives to make every science classroom a place for exploration and fun.

Geologic Field Study of Central Park

Facilitators: MƒA Master Teachers Carolina CastroSkehan and Richard Lebowitz

THURSDAY, OCT 1 OFFSITE

 SCIENCE

+ PLEASE NOTE: THIS WORKSHOP WILL TAKE PLACE IN CENTRAL PARK.

Let’s take a trip to Central Park, an incredible outdoor teaching laboratory, to unearth clues about New York City’s geologic history. The goal of this outdoor and socially-distanced workshop is for teachers to become familiar with the various outcrops, formations, and evidence of glaciation scattered throughout the park in order to plan their own geologic or virtual field trip experience for their students. During this field lab, teachers will experience the lab as students, taking photos, collecting data, and answering questions in provided lab booklets, as we walk throughout the park observing geologic formations. We will also use smartphone-mounted microscopes to observe mineral crystals found in local bedrock. The field evidence we explore will help students conclude that glaciers covered New York City during our last ice age. This workshop is intended for all earth science teachers and geo-enthusiasts.

Carolina Castro-Skehan is an MƒA Master Teacher and science teacher at Comprehensive Model School Project M.S. 327 in the Bronx.

Richard Lebowitz is an MƒA Master Teacher and science teacher at The SEEALL Academy in Brooklyn.

Giving Effective Feedback

Facilitators: MƒA Master Teacher Scott Gallagher and MƒA Emeritus Teacher Kimberly Dempsey

TUESDAY, SEP 29 ONLINE

 INQUIRY, PRACTICE, AND LEADERSHIP

Are you looking for, or eager to share, resources and tools around giving students feedback in a blended or remote classroom? Then join us in this workshop as we discuss how we have been giving students feedback and maintaining relationships through feedback during the transition to, and implementation of, online and hybrid learning. Together, we will consider how we can leverage feedback as a means to communicate and connect with students, explore the purpose of feedback in a virtual classroom, discuss which platforms have been useful, and share how we might transfer these ideas back to the live classroom.

Scott Gallagher is an MƒA Master Teacher and mathematics teacher at J.H.S. 383 Philippa Schuyler in Brooklyn.

Kimberly Dempsey is an MƒA Emeritus Teacher and science teacher at East Side Community High School in Manhattan.

Grab Your Virtual Pipettes and Let’s Do Molecular Biology Labs Online!

Facilitators: MƒA Master Teachers Jason Econome and Megan Wallner

THURSDAY, JAN 7 ONLINE

 SCIENCE

Make a bacteria glow green, edit out a disease gene, detect a toxin in a nearby stream, or identify the gene that explains why you can’t stand the taste of broccoli, all in this virtual laboratory! Teachers will explore how they can continue to teach molecular biology labs in a blended or fully remote classroom. We will discuss different online learning options for teaching exciting molecular biology techniques, such as polymerase chain reactions, gel electrophoresis, restriction digests, ELISAs, CRISPR-Cas system, and molecular cloning. Some of the resources we will explore include the DNA Learning Center Live, Labster experiment simulations, BioRad classroom resources, and Learn.Genetics virtual labs. Collectively, we’ll develop ideas for how to ground such labs in real-world problems and inquiry-based questions and also brainstorm best practices for how to teach such labs in the blended or remote classroom. Although life science teachers will find the resources provided to be the most relevant to their classrooms, all science teachers navigating how to conduct labs at this challenging time are welcome to attend.

Jason Econome is an MƒA Master Teacher and science teacher at Stuyvesant High School in Manhattan.

Megan Wallner is an MƒA Master Teacher and science teacher at Sunset Park High School in Brooklyn.

Hacking the Brain: The Science of Emotional Response

Facilitator: MƒA Early Career Teacher Jenn Leyva

TUESDAY, OCT 6 ONLINE

 SCIENCE

How can we apply our knowledge of the brain to help us better regulate our emotions? The goal of this workshop is to learn how the brain processes our emotional world and how we can “hack” the nervous system to take more control over our emotional responses. During this workshop, teachers will start with an overview of the nervous system with an emphasis on the components most involved in emotional response. Then, teachers will explore different interventions, like breathing techniques and movement, to model how these interventions affect the nervous system. We will conclude by addressing how our learning can be utilized for a neuroscience unit and more widely for remote teaching. During the workshop we will utilize a variety of online tools including Padlet and PhET simulations. This course is designed for middle science teachers but all teachers are welcome to attend.

Hands-Off, Hands-On Earth Science

Facilitator: MƒA Master Teacher Bridget Mahoney

TUESDAY, SEP 22 ONLINE

 SCIENCE

How do you teach hands-on science when you can’t actually get hands-on? In this workshop, we will share our experiences with virtual Earth Science labs, explore a variety of virtual platforms, including Prof Hartwick, ClassZone, BrainPop, EdPuzzle, and Gizmos; and we will discuss ways to modify, adapt, and create virtual lab experiences that can be easily embedded into the Earth Science curriculum. We’ll begin the session by identifying the essential hands-on Earth Science labs and challenges that have arisen during remote learning. Then, we will explore various online platforms through a carousel experience. We’ll close the session with suggestions, questions, and an exchange of resources. This course is best suited for middle and high school Earth Science teachers or anyone who would like to learn more about online Earth Science labs.

Bridget Mahoney is an MƒA Master Teacher and science teacher at High School for Environmental Studies in Manhattan.

Imagining a Gender-Liberated Biology Classroom

p Facilitators: Alaina Daniels and MƒA Early Career Teacher Max Chomet

TUESDAY, NOV 17 ONLINE

 SCIENCE

All scientific understanding is a simplified model of a more complex reality. While such models have considerable value, scientists must strive to see nuance and imperfection. In the biology classroom, “scientific” language, textbooks, and curricula -- as well as individual perceptions -- can systemically reproduce and reinforce white cisgender assumptions. How can

we as teachers work to challenge these assumptions to create more equitable classrooms? This workshop will foster collaborative engagement with how we view biology, identity, sex, and gender in the classroom. As “classify(ing) people on the basis of anatomy or genetics should be abandoned” (Editorial, 2018. Nature 563, 5.), educators will be empowered to make small tweaks, choose relevant curricular examples, and reimagine discrete biological conceptions in ways that disrupt deficit models and make all members of the learning community feel worthy of being loved, safe, and seen. We will break into groups to examine sample curricula and develop our ability to see these supremacist systems. Throughout the workshop, we will strive to be consistent with the “Transgender Affirming” principle of Black Lives Matter in Education and use Sam Long et al.’s “Framework for a Gender-Inclusive Biology Curriculum” lens. Teachers are encouraged to bring in their own lessons or units. This workshop is designed for biology teachers, but all teachers are welcome.

Alaina Daniels (they/she) is a white, queer, non-binary trans woman who has been teaching middle school Science, Activism, SexEd, Robotics, Engineering and Queer Media in New York City schools for ten years including at Manhattan Country School and the John Hopkins Center for Talented Youth. Alaina is one of the co-founders of the NYC Trans Educator Network and their work has also contributed to the NYC Black Lives Matter in Education Week. She has presented at numerous institutions and organizations including Brooklyn College, Hunter College, Chapin School, Allen-Stevenson, Free Minds Free Peoples, and the Academy for Teachers. Alaina holds an MAT from Smith College and a B.A. from Amherst College and they passionately believe that science can be an incredibly powerful tool to educate for liberation. She loves scaffolding students as they find their voices and work to dismantle cisgender supremacist and white supremacist systems. Alaina has devoted their career in education to elevating her transgender sisters’ and siblings’ voices, especially those who are multiply marginalized, in advocacy work in order to center, celebrate and support transgender youth.

Max Chomet is an MƒA Early Career Teacher and science teacher at The Bronx High School of Science in the Bronx.

An Introduction to Upteach

Facilitator: Roy Elis, Ph.D.

THURSDAY, SEP 17 ONLINE

 INQUIRY, PRACTICE, AND LEADERSHIP

It has never been more crucial for K-12 educators to collaborate, share, and learn from one another. Unfortunately, the current pandemic has left teachers disconnected from one another and from their normal support structures. UpTeach is a platform where teachers discover, create, and share curated content through interest-based communities. It is designed to address the near-term challenges of this uncertain time and to support great instruction for years to come. During this workshop, teachers will create and share engaging, multimedia activities using built-in templates, adapt and remix existing content to meet their needs, add activities to the Upteach Library, collaborate and innovate through the Upteach Communities platform, and learn how to use activities with students for both in-person and remote instruction. Be prepared for an interactive, hands-on session. Teachers will leave with a solid understanding of UpTeach, new professional connections, and with a toolbox of classroom-ready activities.

Dr. Roy Elis is the Founder and CEO of UpTeach. Prior to starting UpTeach, Roy was the lead researcher on student impact at Amazon Education and Teach for America. Roy got his start in education as a middle school math teacher in Washington Heights. He holds a B.A. from the University of Michigan and a Ph.D. from Stanford University.

Language That Labels: Deconstructing (Dis)Abling

Discourse p Facilitator: MƒA Early Career Teacher Martha St Jean

THURSDAY, SEP 24 ONLINE

 INQUIRY, PRACTICE, AND LEADERSHIP

“Those kids aren’t motivated.” How often do we hear language like this but dismiss it, instead of immediately identifying it as negative or damaging? Communications theorist Ludwig Wittgenstein, stated, “The limits of my language are the limits of my world.” As educators, our language can limit student identities through which we subconsciously operate. During this workshop, we will bring together research and practice to explore how to move from a deficit-based model of education to one of growth and resilience. We will consider ways in which educators can disrupt a narrative that negatively labels students, particularly those of color, and we will reflect on how we can change our own language to increase our collective impact as emancipatory educators.

Martha St Jean is an MƒA Early Career Teacher and mathematics teacher at J.H.S. 088 Peter Rouget in Brooklyn.

A “Lill” Magic

Facilitator: MƒA Master Teacher Christos Tsakalakos

TUESDAY, JAN 26 ONLINE

 MATHEMATICS

Think of all the ways you know to solve a quadratic equation: factoring, grouping, completing the square, quadratic formula, graphing, and even Professor PoShen Loh’s innovative method that was published last year. This course will introduce Lill’s Circle, a fascinating new way to solve quadratics equations using nothing more than basic high school geometry. The method is highly visual, utilizing the intersection of circles and right angle paths to locate the roots on the coordinate plane. Extending beyond quadratics, Lill’s method can be used to solve cubic equations and polynomial equations of any degree. The sheer power and beauty of Lill’s method is truly awe-inspiring and will leave you wondering how this method is not more widely known and taught in our classrooms. Whether you are a mathematics teacher or simply a mathematics enthusiast, you’ll enjoy investigating a new way to solve polynomials, and ultimately, to experience a “Lill” magic!

Christos Tsakalakos is an MƒA Master Teacher and mathematics teacher at Fiorello H. LaGuardia High School of Music & Art and Performing Arts in Manhattan.

Mathematics in Managing Type I Diabetes Facilitator: MƒA Master Teacher Leigh Hill

TUESDAY, JAN 26 ONLINE

 MATHEMATICS

Do you have students, friends, or family members who have diabetes? Did you know they solve complex mathematical equations every day as part of their diabetes management routine? Type I Diabetes treatment includes daily data collection and analysis and is an excellent real-life mathematics application problem. Often referred to as the “ultimate balancing act,” it involves a relationship of ratios and equations which include carbohydrate counting, insulin dosing, and adjusting treatments based on blood glucose levels. In this workshop, teachers will first learn the basics of balancing blood glucose levels and address

important misconceptions about diabetes management. Teachers will then explore different data collected by someone managing Type I Diabetes and analyze trends and factors of blood glucose management and insulin dosing. Lastly, they will consider how to hypothetically adjust insulin dosing by developing and solving equations based on their observations. By both analyzing data and adjusting insulin doses, teachers will learn about, appreciate, and support the mathematical complexities people who live with diabetes manage on a daily basis.

Leigh Hill is an MƒA Master Teacher and mathematics teacher at P.S. 011 William T. Harris in Manhattan.

MƒA Tech Night

Facilitators: MƒA Master Teachers Amy Lee, Alexander Lord, and Gabe Rosenberg, Ph.D.

THURSDAY, SEP 17 ONLINE

 COMPUTER SCIENCE AND TECHNOLOGY

Join us for a virtual MƒA Tech Night as we learn about and explore digital tools that support assessment, differentiation, organization, and other classroom structures for both remote and in-person learning. Teachers will learn by doing as they hear from colleagues who share tips, tricks, and strategies to maximize these technologies in any STEM classroom. All teachers are welcome! The specific tools showcased are to be determined but will be focused on supporting synchronous and asynchronous learning environments, student voice, communication with families, assessments, and elective classes.

Amy Lee is an MƒA Master Teacher and mathematics teacher at Queens High School for Language Studies in Queens.

Alexander Lord is an MƒA Master Teacher and mathematics teacher at Francis Lewis High School in Queens.

Gabe Rosenberg is an MƒA Master Teacher and mathematics teacher at Bard High School Early College in Manhattan.

Mobilizing Mathematics Students to Demand Actions for Gun Safety

Facilitator: MƒA Early Career Teacher Eric Huang

MONDAY, DEC 21 ONLINE

 MATHEMATICS

How can we design a mathematics project that allows students to be activists against gun violence in their own community? The issue of gun violence is an important part of the political conversation happening across America and has directly impacted many of our students’ lives. We can help empower students to raise awareness and educate others in their communities about gun safety issues with mathematics and by partnering with the Students Demand Action group. In this workshop, we will design a summative assessment for Algebra, Algebra II, Geometry, and Statistics classes by analyzing gun violence data. Remotely, we will collaborate with teachers of the same subject in small Zoom breakout rooms to plan using the Project Design Rubric. Teachers will plan backward, centering the project as the driving task throughout the main unit. A representative from Students Demand Gun Action will also join us to share some valuable resources.

Eric Huang is an MƒA Early Career Teacher and mathematics teacher at The Urban Assembly School of Design and Construction in Manhattan.

Original Sources in Mathematics: The Fundamental Theorem of Calculus

Facilitators: Philip Bartok, Ph.D., and Guillermo Bleichmar, Ph.D.

MONDAY, DEC 14 ONLINE

 MATHEMATICS

The study of original texts in mathematics gives us a unique opportunity to witness mathematical invention at work, and to consider more deeply the concepts and procedures that seem obvious in a textbook, but in fact, represent revolutions in thought. Original texts allow us direct contact with the great mathematical minds of the past, demonstrating that mathematics has

been a long adventure in which we can all be fellow searchers. This workshop will explore Isaac Barrow’s geometrical proof of the first part of the fundamental theorem of calculus, first published in his 1670 Lectiones Geometricae. Barrow’s surprising proof, which predated Newton’s and Leibniz’s more elaborate versions, captures the essential core of the theorem using only plane geometrical reasoning. All teachers interested in studying mathematics through original texts are welcome to attend.

Phil Bartok and Guillermo Bleichmar teach in the Great Books Program at St. John’s College in Santa Fe, New Mexico, where students complete four years of mathematics based exclusively on primary sources, from Euclid to Einstein, and through seminar-style discussions. Phil grew up in northeast Connecticut and has degrees in physics and philosophy. Guillermo is originally from Argentina, grew up in Mexico, and completed his academic training in English and comparative literature.

Pedagogy of Ferguson p Facilitator: David Ragland, Ph.D.

THURSDAY, SEP 17 ONLINE

 INQUIRY, PRACTICE, AND LEADERSHIP

The COVID-19 pandemic, and the continued epidemic of police violence, now with the recent murders of George Floyd, Breonna Taylor and others peel back the pervasive structural violence and its impact on Black, Indigenous, People of Color (BIPOC) and LGBTQ+ communities. Thanks to the efforts to decenter whiteness in teaching practice and K-12 schools and classrooms, curricula focusing on Black Lives continue to emerge. What teachers and students need are strategies that help them address racially-charged social issues like police violence and their connection to structural issues. This workshop invites teachers to center the experiences of impacted communities through exploring The Pedagogy of Ferguson and the Truth Telling methodology. This analysis and approach aims to animate processes for teachers to collaborate with their students and design relevant, reparative, and transformative racial and social justice curriculum. It will be culturally rooted, reclamative, and move beyond theorized spaces to challenge systemic silencing, misdirections, denials, and willfully ignorant narratives, such as those visited upon students with disabilities, people of color, and LGBTQIA+ identifying identities. This workshop utilizes storytelling, writing prompts, and envisioning techniques to support ways to imagine classrooms that learn about, adapt to, and center Black Lives.

Dr. David Ragland is one of the founding co-directors of the Truth Telling Project, which began in the early days of the Ferguson Uprising to shift the narrative of the protests and police violence. He also taught at Pacifica Graduate Institute in Community Liberation and EcoPsychology. David’s academic background and research is in peace education, restorative justice, and teacher education. David co-leads the campaign for Truth & Reparations, which supports Faith & Spiritual Communities around the U.S. to co-create reparative relationships with Black-led Grassroots organizations, as an example of the possibilities of reparations in our time. David was recently inducted into the Martin Luther King Jr. Collegium of Scholars at Morehouse College. David has served on the board of directors for the Peace and Justice Studies Association, the Fellowship of Reconciliation’s National Council, and as U.N. Representative for the International Peace Research Association. David is a contributing editor for Waging Nonviolence Magazine, coauthored of “Systemic Humiliation in America”, recently published a chapter on Radical Truth Telling and Ferguson in the “Handbook on Violence in Education,” and recently wrote an article for Yes magazine on reparations.

Pencil to Paper: Using Writing to See and Expand Mathematical Thinking

Facilitators: MƒA Master Teachers Shana Henry, Ph.D., Abigail Kirchman, and Athena Leonardo

THURSDAY, OCT 29 ONLINE

 MATHEMATICS

How many sentences do students write in 5 minutes? What supports them to get more on the page or the screen? This course will include various interventions including fill-in-the-blank tasks, student and teacher models, vocabulary building, buzzword protocol, and outlines. Join us to see how writing production can shift over time. This workshop is designed for any teacher interested in learning how to improve writing production in a remote setting. Writing interventions will be provided as resources and we will learn together how to build writing skills remotely.

Shana Henry, Abigail Kirchman, and Athena Leonardo are MƒA Master Teachers and mathematics teachers at The James Baldwin School in Manhattan.

Physics Demo Derby: Virtual Edition!

Facilitators: MƒA Master Teachers Jared Jax, Ed.D., and Marieke Thomas

THURSDAY, DEC 3 ONLINE

 SCIENCE

+ PLEASE NOTE: TEACHERS WILL BE EXPECTED TO SHARE A DEMO OR EXPERIMENT DURING THE WORKSHOP.

From cars to curling, physics applies to nearly every aspect of our daily lives, yet students often complain that it is the most abstract, difficult-to-understand scientific discipline. Allowing students to investigate physical phenomena can spark their curiosity and ground equations in real life. In this workshop, each teacher will share a demo, simulation, virtual lab, or hands-on activity illustrating a principle of mechanics, along with a short written description for other teachers to replicate in their classrooms. The goal is for every teacher to walk away with new ideas for how to anchor lessons and units around physical phenomena and to deepen students’ physical intuition and understanding.

Jared Jax is an MƒA Master Teacher and science teacher at Staten Island Technical High School in Staten Island.

Marieke Thomas is an MƒA Master Teacher and science teacher at The Bronx High School of Science in the Bronx.

Press Record: Making Your Instruction Work on Video

Facilitators: MƒA Master Teachers Daniel Horowitz and Hannah Yeats

WEDNESDAY, SEP 23 ONLINE

 COMPUTER SCIENCE AND TECHNOLOGY

The current global situation has forced a huge shift in teacher practice. One of the best ways to keep instruction effective and familiar for students learning from home is for a teacher to create their own videos to post online. There are many great tools out there to help make this possible, but it can be difficult to find the time to explore and gain confidence in learning to create video content. During this workshop, teachers will get an overview of various tools (including Educreations, Loom, and Flipgrid), learn tips for how best to adapt your instruction to video, and have time to play around with at least one program. At the heart of this work, we will look for ways to incorporate our personalities into the videos so students can still feel connected to their teachers and the content.

Daniel Horowitz is an MƒA Master Teacher and mathematics teacher at M.S. 255 Salk School of Science in Manhattan.

Hannah Yeats is an MƒA Master Teacher and mathematics teacher at A. Philip Randolph Campus High School in Manhattan.

Queer your Classroom! p Facilitator: MƒA Early Career Teacher Jamie Kubiak

TUESDAY, NOV 10 ONLINE

 INQUIRY, PRACTICE, AND LEADERSHIP

Queer people are frequently marginalized in STEM classrooms. As educators, we have an opportunity to not only include, but also normalize, represent, and celebrate LGBTQIA+ people in science and mathematics. This workshop is for any teacher (queer or ally) who wants to expand their knowledge and practice about how to best support, represent, and affirm queer students in their classrooms. By the end of this workshop, teachers will explore the problems that arise when queer students are not affirmed, identify areas of opportunity in STEM curricula, name and work on areas of improvement in practice, and begin to collaborate with teachers to redesign curriculum to be inclusive of queer identities. Teachers will leave with a comprehensive list of strategies for their classrooms and schools to make LGBTQIA+ students feel affirmed in their identities and not simply tolerated, but accepted. They will also leave feeling empowered to make simple, yet impactful, changes to their current curriculum (with access to a shared Google Drive of resources) and interactions with all students, queer and not.

Jamie Kubiak is an MƒA Early Career Teacher and science teacher at Park East High School in Manhattan.

Rethinking Homework

Facilitators: MƒA Master Teachers Danilsa Fernandez and Siaka Kone

MONDAY, OCT 26 ONLINE

 INQUIRY, PRACTICE, AND LEADERSHIP

In these times of remote and blended learning, nearly every class assignment has become “homework,” and now is an important moment to reconsider this educational staple. Perceived by many educators as an integral part of the learning process, homework is also questioned by others who doubt the integrity of any assignment that is completed away from the supervision of a teacher. Students’ attitudes towards homework often mirror their mindsets about the learning process. In this workshop, we’ll discuss the traits of homework that foster a growth mindset and the characteristics homework assignments must exhibit for them to be meaningful and developmentally appropriate for students. This workshop will also provide a platform for teachers to engage in a reflection of student feedback as we review, “The Five Hallmarks of Good Homework,” an article published by the Association for Supervision and Curriculum Development.

Danilsa Fernandez and Siaka Kone are MƒA Master Teachers and mathematics teachers at the City College Academy of the Arts in Manhattan.

Samurai, Kissing Circles, and the Geometry of Shinto Shrines

Facilitators: David Clarke and MƒA Master Teacher Andy Brockmann

TUESDAY, NOV 17 ONLINE

 MATHEMATICS

Are your modern Western mathematics skills a match for the traditional mathematics puzzles of the East? In this workshop, we will investigate sangaku (wooden tablets inscribed with mathematics problems) and their purpose in 17th and 18th century Japan, including worship, scholarship, and entertainment. We will bring our prior knowledge and experience to the table as we collaborate to work through a handful of sangaku problems, make connections to algebra, geometry, and basic trigonometry, and discuss ways to engage and enrich diverse learners in our middle and high school classrooms. By the end of the workshop, teachers will be able to connect Japanese mathematics and culture in a historical context, identify the aesthetic of traditional geometry problems, and apply basic techniques to solve them.

David Clark is Professor of Mathematics at Randolph-Macon College in Ashland, Virginia. In 2017, David organized and hosted an international conference on Japanese mathematics in Ashland, and is currently editing a volume of work stemming from that meeting. He has taken three groups of students to Japan to experience sangaku in person, and to watch sumo.

Andy Brockmann is an MƒA Master Teacher and mathematics teacher at J.H.S. 088 Peter Rouget in Brooklyn.

Self-Care Skills for Teachers and Students

Facilitators: Josh Miller, Ph.D. and Peggy O’Neill, Ph.D.

WEDNESDAY, NOV 18 ONLINE

 INQUIRY, PRACTICE, AND LEADERSHIP

The ongoing stress of the dual pandemics of structural racism and COVID-19 necessitate attention by teachers on self-care to manage their own trauma and reactions. How can this be done despite many challenges and how can these skills be taught to students as well? In this workshop, teachers will come to understand the importance of self-care, and see it as an integral piece to building one’s own resilience rather than a luxury for the privileged. They will also review a range of self-care strategies, develop individual self-care plans, practice different forms of mindfulness activities, and review ways of helping students to develop self-care skills.

Dr. Joshua Miller is a professor of social work at Smith College who specializes in helping individuals and communities to recover from disasters, war, and violence. He also teaches and writes about racism in the United States and what to do about it. He is the author of Psychosocial Capacity Building in Response to Disasters and co-author of Racism in the United States: Implications for the Helping Professions. In addition to his academic work, Miller has responded to, consulted for, and written about many disasters including 9/11, Hurricane Katrina, the Asian tsunami, the Haitian earthquake, armed conflict in Northern Uganda, the Boston Marathon bombing and the elementary school tragedy in Newtown, Conn. He volunteers for a team that offers crisis intervention responses to firefighters, police officers, and emergency medical technicians after tragedies, is a clinician with the Crisis Care Network, and partners with local non-profit organizations when responding to major disasters internationally. Prior to teaching, Miller spent 20 years as a community organizer, family therapist, group worker and researcher, and was the director of public and private nonprofit child and family welfare agencies.

Dr. Peggy O’Neill joined the faculty of Smith College School for Social Work in 2012. Dr. O’Neill has taught across the clinical, Human Behavior & Social Environment and social enterprise administration methods. With several years of experience working with diverse communities facing trauma post-9/11, Dr. O’Neill has worked on co-developing, implementing and evaluating resiliency-based, culturally and linguistically attuned psychoeducational groups and has 25 years of clinical and administrative social work practice in health/mental health care. Dr. O’Neill’s recent publications exemplify her dual commitments to developing evidence-based community interventions that foster resilience in marginalized communities, and developing resources that foster social justice and anti-racism, in particular, in both social work education and community-based services. Most recently, she co-developed the Critical Conversations Model, a dialogic intervention designed to increase capacity to deal directly with the interplay of societal and structural forces of oppression, power, and privilege active interpersonally. Dr. O’Neill received her bachelor’s degree in special education from Boston College, her master’s degree from the Columbia University School of Social Work, and her Ph.D. in clinical social work from New York University.

Short and Long-Term Crisis Intervention in the

Classroom p Facilitators: Joshua Miller, Ph.D. and Peggy O’Neill, Ph.D.

WEDNESDAY, DEC 2 ONLINE

 INQUIRY, PRACTICE, AND LEADERSHIP

Teachers are often the first adults to see a student who is in crisis. This workshop will present evidenced-based interventions that help students stabilize and recover in the short-term as well as thrive over an extended period of exposure to structural oppression and the stressors caused by COVID-19. Teachers will learn crisis intervention assessment and intervention skills, review how to work collaboratively with students to ensure their safety and well-being, and understand and practice assessment and crisis-related problem solving skills that can be taught to students.

Solar Storms & Heliophysics: From Flares to Aurora

Facilitator: MƒA Master Teacher Jared Jax, Ed.D.

TUESDAY, JAN 5 ONLINE

 SCIENCE

Abrupt changes in the Sun create flares and coronal mass ejections, producing powerful solar storms that are sent out into space. NASA scientists are using this data, collected from satellites and observatories, to predict these storms and to protect human interests in space and on Earth. In this workshop, teachers will use authentic data to promote inquiry-based learning with technology. When course content is integrated into the classroom, students will use data as the core for these activities as students analyze scientific information. The workshop will focus on the Sun-Earth connection using free online resources from NASA. Topics will include solar structure, magnetic fields, orbits, light, aurora, convection and radiation. NASA data makes tracking a solar storm easy and can be incorporated into a middle school or high school curriculum.

Jared Jax is an MƒA Master Teacher and science teacher at Staten Island Technical High School in Staten Island.

Stress Management in the New Normal I & II

Facilitators: Simone Ousset Kuranishi and MƒA Master Teacher Erika Stafne

WEDNESDAY, SEP 30 MONDAY, NOV 2 ONLINE

 INQUIRY, PRACTICE, AND LEADERSHIP + PLEASE NOTE: THIS COURSE IS OFFERED TWICE ON TWO DIFFERENT DATES.

Do you want to help improve your mental health as you juggle returning to the classroom, global stressors, and home and family life? Mindfulness practices prove to be effective Social-Emotional Learning (SEL) strategies to promote well-being. This workshop will provide educators with research-based methods to incorporate mindfulness practice into their daily life. Educators will engage in discussions and reflections on their own coping behaviors and stress triggers, and be provided with guidance and tangible activities to move forward with a mindfulness practice and stress reduction strategies.

Simone O. Kuranishi is a dance, yoga, and special education teacher with over a decade of experience in public schools. She currently works as a freelance consultant in mindfulness, yoga, and dance education.

Erika Stafne is an MƒA Master Teacher and science teacher at Repertory Company High School for Theatre Arts in Manhattan.

Teaching Mathematics as a Language

Facilitators: MƒA Master Teachers Larisa Bukalov and Bobson Wong

THURSDAY, JAN 28 ONLINE

 MATHEMATICS

If mathematics is a language, shouldn’t that inform how we teach it? Thinking about mathematics as a language allows us to teach and support our students, particularly our English Language Learners, more effectively. In this workshop, we will examine some of the problems that arise when using mathematical symbols, discuss strategies for fostering mathematical communication, and explore how to promote mathematical precision for all students. We will also implement social-emotional learning and culturally responsive teaching techniques (described in more detail in the facilitators’ book, The Math Teacher’s Toolbox) that can improve students’ mathematical fluency and confidence. Lastly, we will discuss strategies for using remote learning tools to strengthen students’ mathematical language skills. Mathematics teachers at all levels are welcome.

Larisa Bukalov and Bobson Wong are MƒA Master Teachers and mathematics teachers at Bayside High School in Queens.

Teaching With Graphs From The New York Times

Facilitators: C. Ross Flatt and Rachel Manley

THURSDAY, OCT 15 ONLINE

 INQUIRY, PRACTICE, AND LEADERSHIP

Join The Learning Network to explore how to teach and learn with the award-winning graphics from The New York Times. Teaching students how to read, interpret, and question graphs, maps, and charts are key 21stcentury skills. One of The Learning Network’s weekly features, “What’s Going On in This Graph?”, provides an authentic way for students to interpret graphs, evaluate their reliability, and draw logical conclusions. In this workshop, we will walk teachers through the components of the “What’s Going On in This Graph?” feature. We will also think about how to select graphs that will engage students and connect to their lives, as well as the curriculum, and explore how this feature can foster in-depth student discussion, activate critical thinking, and strengthen skills in making observations and inferences. Additionally, we will discuss successful

ways that teachers have used “What’s Going On in This Graph?” with their students — both in the classroom and via remote learning.

C. Ross Flatt is responsible for managing the professional development programs at The Learning Network at The New York Times. Before joining the Learning Network in 2019, Ross was a social studies teacher, assistant principal, and curriculum manager in public schools and nonprofit organizations.

Rachel Manley joined The Learning Network as Professional Development Manager in 2020. Before joining The New York Times, Rachel was a classroom teacher, as well as professional development manager for a global education non-profit.

Uncovering the “Magic” and Science of Kaleidoscopes

Facilitators: MƒA Master Teachers Jay Jammula and Sean McCann

THURSDAY, OCT 29 ONLINE

 SCIENCE

The word kaleidoscope comes from Greek and means “an instrument for viewing beautiful forms.” Behind this simple but dazzling device is a great teaching tool to simultaneously explore optics and geometry concepts, including angles, reflections, circumferences, symmetries, and more. In this workshop, teachers will learn about these concepts by designing and manipulating their own kaleidoscope. Prior to the workshop, teachers will be provided with instructions and resources for gathering the basic building supplies. We will begin the session by showcasing a simple homemade kaleidoscope, discuss its origins, and go through the basic structural components. Teachers will then break out into smaller groups to build their kaleidoscopes and to discuss applications to their own classrooms. This workshop will be especially useful to middle school science and mathematics teachers, but high school teachers are also welcome to attend.

Jay Jammula and Sean McCann are MƒA Master Teachers and science teachers with the NYC Department of Education’s Home Instruction program.

57 Universal Design for Learning to Create More

Equitable Classroom Communities p Facilitators: Molly Nestor and Sophie Rutstein

THURSDAY, NOV 5 ONLINE

 INQUIRY, PRACTICE, AND LEADERSHIP

Oftentimes, when conversations center around racial equity in a school or classroom, the focus is solely on content. However, one of the most critical ways for us to achieve equity in our classrooms is by recognizing the variability of learners that make up our communities and ensuring that all learners have access to the curriculum in a way that ultimately gives them the power to own their own learning. To do this, we must develop a mindset that has no room for the myth of the average learner. In this session, we will share the mindset shifts required to recognize learning needs as an issue of equity and justice in our classrooms. Using the framework of Universal Design for Learning (UDL), teachers will consider UDL as an approach and understand what the framework means within the context of planning and curriculum, even in remote learning. Teachers will see examples of what UDL-based instruction looks like in both in-person and online classrooms, and explore concrete practices that support it. Teachers will leave with a deeper understanding of UDL and the implications of this work for their own classrooms and communities.

Molly Nestor has been an educator for ten years, working with students in pre-K through 4th grades in New York City and Southeast Michigan. Her professional work has centered on the interactions of power and identity in inclusive school spaces. Molly has most recently worked as a 2nd grade ICT teacher at Community Roots Charter School in Brooklyn, New York, a Roots ConnectED learning site where she launched and developed a UDL school-wide initiative. Molly has extended her work on UDL and inclusion over the past three years as an Educational Coach with Roots ConnectED.

Sophie Rutstein has been the special education teacher in a cotaught ICT classroom at Community Roots, the learning site for Roots ConnectED, since 2017. She works to integrate an anti-bias lens to project based curriculum and facilitates training for families to close the home-school gap in education. Her work with Roots ConnectED allows her to share her practical classroom experience with educators around the country in the practices of anti-bias and inclusive education in deep and meaningful ways. She graduated from New York University with a

Using Screencastify to Enhance Instruction

Facilitator: MƒA Master Teacher Lauren Friedman

TUESDAY, SEP 15 ONLINE

 COMPUTER SCIENCE AND TECHNOLOGY

Using videos in your virtual and traditional classroom has become exponentially more important over the last few months. Screencastify is a helpful add-on to your browser that makes it easy to record, edit, save, and upload videos. The goal of the workshop is to discuss and develop ideas on using Screencastify to incorporate videos and enhance instruction. We will start with an overview of Screencastify and learn how to record videos. Teachers will be given time to record a sample on their own and then come back together to discuss how to use this in their classrooms, whether in a synchronous or asynchronous setting. Teachers will be provided with links and resources to continue to work with Screencastify after the session is complete. This workshop is suitable for all teachers.

Lauren Friedman is an MƒA Master Teacher and mathematics teacher at Susan E. Wagner High School in Staten Island.

Using Student-Created Podcasts as an Assessment Tool

Facilitators: MƒA Master Teachers Lindsay Melachrinos and Daniel Perkowski

TUESDAY, JAN 12 ONLINE

 INQUIRY, PRACTICE, AND LEADERSHIP

As teachers, we strive to provide students with the ability to express their own voice and agency while also assessing their understanding of content. Studentcreated podcasts are an engaging and remote-friendly assessment choice that give students the ability to demonstrate their mastery in a creative and expressive way. The goal of this course is to provide resources and background knowledge on the technology and processes required for students to create and share a

podcast, and also to provide space and community to brainstorm possible structures and assessments that could enrich our curriculum.

Lindsay Melachrinos is an MƒA Master Teacher and science teacher at M.S. M245, The Computer School in Manhattan.

Daniel Perkowski is an MƒA Master Teacher and science teacher at The Facing History School in Manhattan.

Voting Systems: How Does America Rank?

Facilitator: MƒA Master Teacher Courtney Ferrell

THURSDAY, OCT 1 ONLINE

 MATHEMATICS

This workshop will look at a variety of voting systems including plurality, random, survivor, top-two runoff, instant runoff voting, Borda count, approval score, and Condorcet. We will start by utilizing a given data set for fictitious candidates to come up with potential voting systems in which each candidate could win, compare and match the derived systems to those listed, and discuss when each type of system was used historically and geographically. The second half of the workshop will give teachers a chance to discuss how political strategists use polling and electoral votes to make political campaign recommendations, and time will be allocated for collaborating on classroom activities around this content.

Courtney Ferrell is an MƒA Master Teacher and mathematics teacher at Bronx Theatre High School in the Bronx.

A Walk Through the Miocene: A Paleobotany Workshop

Facilitators: John Cunningham, Bill Rember, Ph.D., and MƒA Master Teachers Maria Giambanco, Elisa Margarita, Ph.D., Lola Oyediran, and Kay Sirianni

THURSDAY, OCT 8 ONLINE

 SCIENCE

+ PLEASE NOTE: TEACHERS WILL RECEIVE A SMALL SHIPMENT OF FOSSILS PRIOR TO THE COURSE WHICH THEY MAY KEEP FOR CLASSROOM USE.

With the move towards three dimensional learning, this workshop will focus on using fossils from the Clarkia fossil beds in Idaho as a case study to promote the NGSS standards.The Clarkia area is so dense with wellpreserved fossils that it is referred to as a “lagerstätte,” a German phrase meaning “Earth Treasure.” Many fossils in Clarkia are so well preserved, in fact, that leaves look as if they have just fallen from their trees. Paleobotany lends itself to a larger story about life on Earth, connecting easily to both the physical and life sciences. In this workshop, teachers will use actual fossils to identify species and explore an activity to solve the “mystery of the missing plants,” specimens that were once plentiful in the fossil record but then suddenly disappeared. This activity connects SEPs and CCCs such as analyzing data, drawing conclusions, and generating predictions with processes such as sedimentation, evolution, and climate change. In addition to learning about Clarkia, studying the fossils, and solving the mystery of missing plants, we’ll have two experts join us to guide us through the workshop and to answer questions, Dr. Bill Rember, a paleo-botanist and geologist, and John Cunningham, both of whom have been studying the site for nearly two decades. This course is suitable for all science teachers of any grade level.

John Cunningham received a B.A. in Biology from Hofstra University, and an M.S. in Anthropology from NYU. He taught secondary science for 29 years and remains passionate about science education and advocacy. He is an active member of the Science Council of NYC, STANYS retiree section/legislative and funding committees, and the NYS Science Education Consortium. Dr. Bill Rember is an affiliate professor of Geological Sciences at the University of Idaho and director of UI’s Tertiary Research Center. He has been unearthing and studying the Clarkia fossil flora of northern Idaho for decades and promotes the ongoing interest and scientific knowledge of this significant but undervalued geologic resource.

Maria Giambanco is an MƒA Master Teacher and science teacher at High School of Telecommunication Arts and Technology in Brooklyn.

Elisa Margarita is an MƒA Master Teacher and science teacher at Brooklyn Technical High School in Brooklyn.

Lola Oyediran is an MƒA Master Teacher and science teacher at Beacon High School in Manhattan.

Kay Sirianni is an MƒA Master Teacher and science teacher at Brooklyn Technical High School in Brooklyn.

What’s the PROBLEM?: Exploring Number Theory Tasks

Facilitators: MƒA Master Teachers Josue Cordones and Mimi Ong Ante

WEDNESDAY, JAN 27 ONLINE

 MATHEMATICS

The most important role for the mathematics teacher becomes creating a classroom in which all students can reflect on mathematics and communicate their thoughts and actions. If you’re interested in figuring out how such a classroom can be created, then this is the workshop for you. We will closely look at a sequence of number theory tasks and how they provide opportunities for students to construct mathematical understanding through reflections and communication. Join us as we explore how to problematize mathematics instruction with the intention of achieving deeper mathematical understanding. In this workshop, we will also highlight how teachers can create a virtual classroom that provides students with the opportunity to reflect and communicate their mathematical thinking.

Josue Cordones is an MƒA Master Teacher and mathematics teacher at the Bronx Collaborative High School in the Bronx.

Mimi Ong Ante is an MƒA Master Teacher and mathematics teacher at Hunter College High School in Manhattan.

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Teaching Mathematics as a Language

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57 Universal Design for Learning to Create More

Using Screencastify to Enhance Instruction

Using Student-Created Podcasts as an Assessment Tool

Voting Systems: How Does America Rank?

A Walk Through the Miocene: A Paleobotany Workshop

What’s the PROBLEM?: Exploring Number Theory Tasks

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Mini-Courses

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Summary of Core Learning Opportunities

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Summary of Additional Learning Opportunities

This article is from:

MƒA Fall 2020 Professional Development Course Catalog