MƒA Fall 2022 Professional Development Course Catalog

Professional Development Catalog Fall Semester: September 2022 - January 2023

Contents Fellowship Requirements, General Information, and Registration

3

MƒA Core Learning Opportunities

5

MƒA Additional Learning Opportunities

6

Annual MƒA Events

7

Summary of Core Learning Opportunities

8

Summary of Additional Learning Opportunities

11

Professional Learning Teams (PLTs)

12

Mini-Courses

26

Single Session Workshops

42

Affinity Groups

53

Interest Groups

55

MƒAdventures

61

Thursday Thinks

65

Equity Webinar Series

68

MƒA ƒundamentals

70

Community Contributions

72

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MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2022

FELLOWSHIP REQUIREMENTS AND GENERAL INFORMATION In fall 2022, MƒA will offer a variety of in-person and virtual programming sufficient for all teachers to meet attendance requirements comfortably. For the 2022-2023 school year, teachers can satisfy their minimum attendance requirements of seven Core Learning workshops with any mix of in-person and virtual programming. We encourage you to sign up for more than the minimum in the event of unforeseen situations to ensure you meet your attendance requirement.

We understand that scheduling conflicts occur for various reasons and may sometimes interfere with your ability to attend a workshop. Occasional absences do not reflect poorly on your participation in the fellowship. However, if you are going to be absent from a workshop, we ask that you notify MƒA at pdprogram@mathforamerica.org as soon as possible.

EQUITY AND INCLUSION p At MƒA, we believe that issues related to equity and inclusion should be acknowledged and considered in every professional development experience, regardless of the focus of the course. MƒA also provides many options for teachers who want to take workshops with an explicit focus on issues of equity and inclusion in the classroom. In an effort to highlight these opportunities and make them easier for teachers to find, we include this icon p next to courses that generally align with the TRU dimensions of equitable access and agency, ownership, and identity. Specifically, such courses should directly address the needs of students of color, non-binary and genderqueer students, students with disabilities, or students who are English Language Learners.

The icon is also placed next to courses and affinity groups that support the unique challenges faced by educators who are Black, Indigenous, and People of Color (BIPOC); educators within the Lesbian, Gay, Bisexual, Pansexual, Transgender, Genderqueer, Intersex, Agender, Asexual, and Ally (LGBTQIA+) community; and white anti-racist allies.

IN-PERSON COURSE INFORMATION To minimize the spread of COVID-19, teachers, external facilitators, and guests of MƒA who wish to attend in-person programming must attest that they are fully vaccinated against COVID-19. Additionally, MƒA takes several other safety measures to minimize the risk of spreading COVID-19.

Our safety policies are based on current evidence and expert recommendations and are subject to change as the situation evolves. Current policy, requirements, and logistical information about dining and masks will be kept updated HERE. Additionally, it may become necessary to limit or pause inperson programming.

Most in-person MƒA programming takes place at the MƒA office, 915 Broadway, on either the 14th or 17th floors. Some events are held at other locations throughout the city. Please check course listings for details before registering to ensure you can attend the specified location. The MƒA office houses a lounge and library for all MƒA community members, as well as classrooms and conference rooms for workshops.

All MƒA workshops run from 5:30-7:30 p.m. (unless otherwise noted). The MƒA lounge is available for teachers to work after school starting at 4:30 p.m.

Pizza arrives by 4:30 p.m., and workshops begin promptly at 5:30 p.m. As food is not permitted in classrooms, we encourage you to arrive early to enjoy pizza.

In the event of a citywide NYC DOE public school closure, in-person MƒA programming will be canceled or held virtually.

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Register at: mfa.force.com/smallworldnetwork MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2022

VIRTUAL COURSE INFORMATION All MƒA workshops run from 5:30-7:30 p.m. (unless otherwise noted). Please refer to the course details in the Small-World Network for information on the time. Many MƒA courses will continue to take place virtually on the Zoom platform.

Accessing Zoom Workshops Registered teachers will receive an automated email reminder one week and two days in advance, including the Zoom link and the password needed to join the workshop. Zoom links for upcoming workshops are also on the Small-World Network in the yellow box on the left-hand side of the home page.

Zoom Attendance We track virtual attendance using the Zoom participant record. To be marked present, teachers’ Zoom screen names must match the name MƒA has on file, and teachers must attend and actively participate in more than half of the workshop.

REGISTRATION Registration is required for all MƒA professional development and must be done through the SmallWorld Network. Please refer to your school and DOE calendars before signing up for courses.

September 6, 4 p.m. - Limited Registration During the two-day Limited Registration Period, you may register for two credit-bearing courses from the Core Learning section of the catalog and add yourself to two waitlists. You are free to register for as many non-credit bearing courses as you can commit to attending.

September 8, 4 p.m. - Open Registration When Open Registration begins, you may register for as many additional courses as you can commit to attending in full. .

Parent Teacher Conferences Elementary School

4

November 3

Middle School

September 22 & November 9

High School

September 29 & November 17

Register at: mfa.force.com/smallworldnetwork

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2022

MƒA Core Learning Opportunities The following types of professional development satisfy fellowship minimum attendance requirements. They are the primary way MƒA teachers learn and grow during their fellowship.

Professional Learning Teams (PLTs) are a series of four connected workshops that meet monthly over the course of the semester and consist of small teams of teachers who come together to explore a specific problem of practice in depth. Learn more about PLTs here.

Mini-Courses are a series of three connected workshops in which experts from academic institutions, local organizations, and within the MƒA Master Teacher community engage MƒA teachers in a topic at the cutting edge of their content area and/or pedagogical practice.

Extended Length Courses are a series of six to eight connected workshops that meet throughout a semester or school year. Experts from academic institutions, local organizations, and within the MƒA Master Teacher community engage MƒA teachers in topics at the cutting edge of their content area and/or pedagogical practice.

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

Affinity Groups are a series of workshops in which teachers with shared identities grapple with how their particular identities intersect and inform their role as STEM educators, their classroom practice, and their engagement with the wider MƒA community.

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MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2022

MƒA Additional Learning Opportunities The following meetings and events do not count towards fellowship attendance requirements. They are opportunities for MƒA teachers to expand their professional network, develop leadership skills, and explore their personal and professional passions.

Interest Groups are one-time workshops in which small groups of teachers meet informally around a common interest or identity. They provide opportunities to make connections and begin conversations with MƒA colleagues.

MƒAdventures are offsite events organized by MƒA teachers that allow teachers to explore shared interests. They are a great way to meet MƒA community members outside the MƒA office.

Thursday Thinks are monthly STEM talks open to MƒA teachers and their colleagues from the larger mathematics and science community. This speaker series features engaging and accomplished experts who delve into cutting-edge topics in mathematics, science, computer science, and education.

Equity Webinars Series (formerly Wednesday Webinars) are virtual workshops open to MƒA teachers, other Master Teacher programs, and people interested in learning more about MƒA. Each webinar leads with a talk from a nationally recognized STEM educator, followed by breakout sessions, where small groups of teachers discuss how these powerful ideas can be applied in their classrooms. Teachers are expected to stay for the entire session, including the talk and the small group discussion.

Community Contributions are leadership opportunities for MTII+ (teachers in their second, third, or fourth Master Teacher Fellowship) to deepen their connections within the MƒA community by becoming involved with admissions, recruitment, communications, facilitation, supporting new MƒA teachers, and other leadership activities. Please review each contribution for its unique structure and requirements.

MƒA ƒundamentals MƒA ƒundamentals is a sequence of virtual workshops that will orient teachers to the frameworks which serve as the basis for the MƒA model. MƒA ƒundamentals Part 1: The Five Dimensions of Powerful Classrooms began in 2019 and continues this fall for teachers in the 2022 cohort. MƒA ƒundamentals are credit-bearing workshops and offered for each cohort at various points in your fellowship. Teachers are required to attend these workshops. MƒA will notify teachers about when and how to register. The goal of these workshops is to help MƒA teachers develop a common language for (1) teaching that supports collaboration across classroom differences, (2) effective professional development, and (3) leadership at MƒA. They do not count towards the two-course limit during limited registration.

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MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2022

Annual MƒA Events Muller Award Ceremony is an event during which we honor the winners of the MƒA Muller Award for Professional Influence in Education, an annual honor given to two extraordinary teachers from within the MƒA Master Teacher community who influence the teaching profession in exceptional ways. This year, we will honor the 2022 Muller Award recipients with a small ceremony on October 18, 2022.

MƒA Fall ƒunction is an annual celebration of teaching, honoring the entire MƒA community of ~900 New York City public school mathematics, science, and computer science teachers. Each year, MƒA teachers, their guests, and other leaders in STEM education gather for the evening gala. The night consists of a cocktail reception, dinner, and program and is a rare moment for all members of the MƒA community to celebrate together in one space. The Fall ƒunction is held in November, and invitations are sent via email in early fall. This year’s gala is on November 12, 2022 - mark your calendar!

MƒA Summer Think is a three-day, teacher-designed, teacher-focused, and teacher-led conference held each July. This year the Summer Think will take place July 11-13, 2023. From hands-on events to deep dives into specific topics, the MƒA Summer Think empowers teachers to explore and collaborate over the summer. Registration for the MƒA Summer Think occurs through the Small-World Network in the spring.

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MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2022

Summary of Core Learning Opportunities COMMUNITY

Implementing and Evaluating Mindfulness Practice in Your STEM Classroom p (MINI)

“Young Man, Get Out of Here!”: Historical Perspectives on NYC Discipline Policy p (MINI)

INQUIRY, PRACTICE, AND LEADERSHIP

Incorporating Financial Literacy for a More Equitable Classroom Using EVERFI (SSW)

MATHEMATICS

Agile Teacher Thinking for Inclusive Classrooms p (MINI)

Let Them Figure It Out! Strategies to Develop Basic Logic Skills (SSW)

White Anti-Racist Educators Affinity Group p (AG)

ALL-ED Meets Dura-SEL: All Learners Learning Every Day to Build Durable SEL p (PLT)

Narrating Disability: Considering the Experiences of Others p (SSW)

COMPUTER SCIENCE AND TECHNOLOGY

The Art of Co-Teaching: Developing Positive and Productive Relationships p (PLT)

All About School Makerspaces (PLT)

Book Club: Grading for Equity p (PLT)

Bring Coding to Your Classroom: Getting Started With CSEdWeek! (SSW)

Book Club: Ratchetdemic: Reimagining Academic Success p

Continuing With Arduinos (MINI)

(PLT)

Asian American Affinity Group p (AG) Black, Latinx, and PoC Affinity Group p (AG) Cultivating Sustainable Careers as Women of Color Affinity Group p (AG) LGBTQIA+ Affinity Group p (AG)

Desmos Activity Builder for Beginners (MINI)

Emerging Technology: Cryptocurrency and Blockchain Essentials (SSW) Escaping Reality With AFrame.io (MINI) High Tech, Low Tech, No Tech: Project-Based Learning and Design Thinking (MINI) Introduction to Python Programming (MINI)

Let’s Roll: Sphero Robots as an Introduction to Programming (SSW) Let’s Tell a Story: Using Excel to Write Student Narratives (SSW) Making the Most of AP Classroom

Virtual Reality in STEM: An Introduction p (SSW)

The Notorious MBG: Working Towards Mastery-Based Grading (PLT) Paper Circuit Identity Portraits (SSW) Preparing for Master Teachers on Teaching (MINI)

Activities and Projects in Algebra II: Building Blocks for Accessible Learning (PLT) Analyzing Errors to Provoke Meaningful Student Discussion in Mathematics (PLT) Analyzing Free, Formative Assessment Lessons Using the TRU Framework (PLT)

Queer Your Classroom 2.0 p (PLT)

Are Your Students Ready for Calculus? (PLT)

Science Teaching Through Scenarios: A Case Studies Approach (PLT)

Book Club: Mathematics for Human Flourishing p (PLT)

Sharing Best Practice to Support ELLs and Students With IEPs p (SSW)

Book Club: Rough Draft Math (PLT)

Equity, Identity, and Restorative Justice: Applications in Our Communities p (PLT)

Shifting Instructional Practice to Create Anti-Racist STEM Classrooms p (MINI)

Cultivating Genius in High School Mathematics: Practical Applications p (PLT)

Establishing and Maintaining Cogenerative Dialogues p (PLT)

Staying TRU: Teaching for What Matters (PLT)

Culturally Responsive Mathematics: Creating Tools for Teaching p (PLT)

Examining and Revising Our Curriculum Through a CR-SE Lens: Part I p (PLT)

Talk Less, Smile More: Debate and Discussion in the STEM Classroom

Data Exploration With Gapminder

Exploring Instructional Routines Through Classroom Visits (PLT)

Teacher as Writer (PLT)

Dismantling Segregation in the Most Segregated School System in the Country p (PLT)

From Research to Reality: Investigating Myths in Educational Psychology (SSW)

(SSW)

Game-Based Learning: An Introduction (MINI)

Mastery vs. Metacognition in Computer Science (MINI)

Going Gradeless in the STEM Classroom: An Introduction (SSW)

Three Dimensional Learning With 3D Printers (PLT)

How To Design More Meaningful Project-Based Learning Curriculum

(MINI)

Ciphers Through the Ages (MINI)

(SSW)

Desmos Activity Builder for Advanced Users (MINI)

Teacher Leadership for Impactful School Change (SSW) Universal Design for Learning: Using Neuroscience to Engage All Learners p (MINI) Unpacking Your Implicit Bias p (SSW) Working Towards National Board Certification (PLT)

KEY Affinity Groups (AG) Professional Learning Teams (PLT) Mini-Courses (MINI) Single Session Workshops (SSW)

(PLT)

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MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2022

Summary of Core Learning Opportunities cont.

Developing a Math Tools Center That Works: Why and How? p (MINI)

Routines to Build Equity and Belonging in Mathematics p (MINI)

Electoral College Remix (SSW)

Sangaku 2.0: Samurai, Kissing Circles, and the Geometry of Shinto Shrines

Embracing the Mathematical Strengths of ALL Learners p (MINI) Engaging Activities in Statistics (PLT) Exploring Rational Tangles (SSW)

(MINI)

Street Data: An Invitation to Rehumanize Mathematics p (MINI)

Building a Culture of Science Reading Through Engaging Classroom Libraries p (SSW) Building an Ethical Framework for Animal Research (SSW) Build Your Own Electric Vehicle!: Renewable Energy With Engineering Tomorrow (MINI)

Fun With Factorials (MINI)

String Art: The Use of Straight Lines to Represent Curves (MINI)

Geometric Construction: Making Dynamic Sculptures (MINI)

Student Explorations of The True Origins of Mathematics p (MINI)

Geometry for All p (PLT)

Thinking Classrooms Under Construction (PLT)

Climate Change: An Anchor for Your Energy Unit in Physics p (MINI)

Get Rhythm: The Mathematics, Art, and History of Humanity’s Oldest Artform p (MINI)

To Infinity and Beyond (MINI)

Data-Driven Climate Justice With EcoRise (MINI)

Have Your Cake and Eat It Too: An Introduction to Fair Division (SSW)

Unpacking the Next Generation Mathematics Learning Standards (PLT)

Intermediate Combinatorics: Looking Beyond Basic Permutations and Combinations (SSW)

Using Virtual Manipulatives for Mathematics Exploration and Discovery (SSW)

An Introduction to Boolean Algebra

Winning at Blackjack Using Markov Chains (SSW)

Evaluating Scientific Claims: An Introduction to Statistics (SSW)

Making Algebra Accessible to All (SSW)

SCIENCE

Exploring the Geology and Geography of Northern Manhattan and the Bronx (MINI)

Mathematics in Government (PLT) The Most Beautiful Mathematical Equation: Euler’s Identity (SSW)

82 Reasons to Have Hope: Project Drawdown and the Fight Against Climate Change (SSW)

Fun With Fungi: Growth and Experimentation With Wild Yeast

Open-Ended Tasks and Non-Routine Problems in Mathematics Grades 2-7

Advanced Biology: Analyzing Primary Data to Hone Science Skills (PLT)

Getting Kids to Care About Climate Change (PLT)

(PLT)

Analyzing Perspectives in Life Science Data p (PLT)

GMOs: The More You Know - Are My Doritos Genetically Modified? (MINI)

Beyond Bohr: A Quantum Approach to the Atom With Perimeter Institute

Great Diseases With Tufts: Understanding Bioethics Through the Lens of History p (MINI)

The Geometry of Linear Algebra (SSW)

(MINI)

The TRU Framework in the Middle School Mathematics Classroom (PLT)

It’s All About That Base! (SSW)

Opening Up Mathematics Tasks for Creativity and Problem-Solving (SSW) Proof Through Play: Using Games, Number Strings, and Debate to Build Proof (MINI) Rich Learning Tasks for Middle School Mathematics (MINI)

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(SSW)

A Brief History of the Universe: From the Big Bang to Today (MINI)

Citizen Science: Measure the Health of the Bronx River With Macroinvertebrates (MINI)

Guided by Wonder: PhenomenaBased Units in AP Chemistry (PLT) Guiding Your Students Through Student-Designed Experiments (MINI) Illustrate to Stimulate: Understanding Earth Science Through Drawings (SSW)

Imagining a Gender-Liberated Science Classroom p (PLT) Investigating Inheritance, Gene Expression, and Genetic Medicine With HHMI (MINI) Let’s Talk About Sex (Ed): How to Teach Inclusive Sex Education p (PLT)

The Earth at Fault: What Does Seismology Teach Us? (MINI)

The Little Things That Run the World: The Incredible Universe of Social Insects (SSW)

Engineering Flight, From Birds to Blimps (PLT)

Nuclear Weapons: Past, Present, and Future (MINI)

Equity, Inclusion, and Justice in Middle School Science p (PLT)

Pablo Escobar’s Hippos and Constructing Models in the Science Classroom (MINI)

(MINI)

Green Chemistry Classroom: Developing Environmentally Sustainable Labs (PLT)

Polymers: More Than Common Consumer Plastics (MINI) The Pursuit of Equity: How to Cultivate Genius in Your Science Classroom p (PLT) Rethinking APES Lab Activities (PLT) Science From the Bottom of the World (SSW)

KEY Affinity Groups (AG) Professional Learning Teams (PLT) Mini-Courses (MINI) Single Session Workshops (SSW)

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2022

Summary of Core Learning Opportunities cont.

Teaching Trees: Where Ecology Meets Equity p (MINI)

This is Not a Test: Creating NGSS-Aligned Formative and Summative Assessments (PLT) Unique Perspectives in Astronomy With Hands-On Investigations (SSW) Unlocking Nature’s Potential: Chinese Herbalism and Modern Medicine (MINI) Using Environmental Justice as a Lens to Promote Scientific Understanding p (SSW) Using Ocean Satellite Data in the Classroom (SSW) Using Portfolios to Authentically Assess Lab Skills (SSW)

Vogue-istry! Modeling in Chemistry (SSW) Why Do I Need to Know This? Using Storylines to Engage Students in Biology (PLT)

KEY Affinity Groups (AG) Professional Learning Teams (PLT) Mini-Courses (MINI) Single Session Workshops (SSW)

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MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2022

Summary of Additional Learning Opportunities INTEREST GROUPS

MƒADVENTURES

MƒA ƒUNDAMENTALS

All-Levels Vinyasa Yoga

Bird Migration in Prospect Park

AP Biology Teacher Meetup

Brooklyn Math Teacher Meetup

MƒA ƒundamentals Part 1: The Five Dimensions of Powerful Classrooms

APES Teacher Meetup

A Day in the Zoo - The Real Zoo

Building Your Department

Disc Golf Hangout

COMMUNITY CONTRIBUTIONS

Can We Trust Facial Recognition? p

Elementary Teacher Fall Meetup

2023 MƒA Summer Think Planner

Coordinating Activities Coordinators

Hydroponic Farm Tour and Tasting

Equity Advisory Committee p

Crafting Through Cricut in the Classroom

Kids Got You Climbing the Walls?!

Equity Webinar Series Facilitator p

Earth Science Teacher Meetup

MƒA Soccer Club

Information Session Host

Elementary Teacher Meetup

Prospect Park Bike Ride

Learning Materials Screener

Experiential Educators: Taking First-Hand Fieldwork Experience to the Classroom

Science 101 at Caveat

MƒA Connector

Stained Glass Creations

Praxis Prep Session Facilitator

Exploring a Plant Path

Star Party on Staten Island

Restorative Justice Collaborator p

For The Love of Lepidoptera

Teachers, Take a Hike!

Small-World Network Mobilizer

Getting Started With Grant Writing and DonorsChoose

Ultimate Frisbee Hangout

Implementing Student-Choice “Monday Fundays” International Teaching Learn Spanish to Support Your Multilingual Students in STEM p Let’s Do...Calculus!

MƒA Game Night Mindful Yoga Practice Navigating Lactation and Pumping as a Teacher New Teacher Mentor Meetup Overbooked

Unlocking Nature’s Potential: A Visit to a Chinese Pharmacy Using the American Natural History Museum for a Final Exam

THURSDAY THINKS Statistics and Data Science in Society When Does Breast Cancer Risk Begin? p MT²: Master Teachers on Teaching Mycology: Exploring Fungi in the Environment and in the Classroom

Sabbaticals: Paid Leave for Study or Research Science Supplies Ordering Sharing Best Classroom Practices Starting a Middle School Science Olympiad Team Think Tank for Future Facilitation Travel Opportunities With Your Students

EQUITY WEBINAR SERIES STEM Education That Cultivates Just, Thriving, and Sustainable Worlds p Supporting Multilingual Students’ Scientific Sensemaking Through Translanguaging p

Tutoring: Growing Your Side Gig

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MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2022

Professional Learning Teams (PLTs) Professional Learning Teams (PLTs) are a series of four connected workshops that meet monthly over the course of the semester and consist of small teams of teachers who come together to explore a specific problem of practice in depth.

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MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2022

Professional Learning Teams (PLTs)

productive struggle with interpretations develops critical thinking. With this in mind, our goal is to cocreate a collection of activities modeled on data-based free response questions. In our first session, we will

Activities and Projects in Algebra II: Building Blocks for Accessible Learning Facilitators: MƒA Master Teachers Leslyn Morris and Christina Varghese, Ph.D. MONDAYS, OCT 3, NOV 7, DEC 5, JAN 9 ONLINE  MATHEMATICS

share strategies for finding articles/data, discuss how to

WEDNESDAYS, SEP 21, OCT 19, NOV 16, DEC 14

scaffold data-driven activities, and then form small

MƒA

groups to begin identifying articles/data to anchor our activities. During the next two sessions, we will continue to work with our small groups to develop activities that we will test in our classrooms. Finally, we will reflect on our work, examine student artifacts, and collaborate to improve our activities for future use. This

How might we create Algebra II activities that can be

PLT is appropriate for AP/IB Biology teachers or any life

adapted for multiple entry points? Sometimes, Algebra

science teacher who wishes to incorporate data

II tasks can be lengthy, complicated, or assume that

analysis into their lessons.

students already have a strong understanding of the concepts. How can using short tasks and projects bridge this conceptual understanding? In this PLT, we will build on pre-existing tasks, create new ones, and ensure that every activity is appropriately scaffolded for our diverse learners: from our struggling students to our most advanced. We will develop a toolbox of

ALL-ED Meets Dura-SEL: All Learners Learning Every Day to Build Durable SEL p Facilitators: Marvin Antebi-Gruszka and Rhonda Bondie, Ph.D.

 INQUIRY, PRACTICE, AND LEADERSHIP

How might we juggle different methods for meeting the needs of diverse learners with limited time and resources? In this PLT, teachers will explore social and emotional learning (SEL) not merely as a strategy for addressing students’ emotional needs, but also as a vehicle for deepening connection with students in differentiated STEM teaching. Teachers will learn and apply elements of motivational interviewing, build on routines from the ALL-ED Framework, and make use of

All About School Makerspaces Facilitators: MƒA Master Teachers Joel Bianchi and Emily Maretsky

between-session practice to hone both ALL-ED and SEL skills through application in daily lessons. We will launch by exploring motivation through ALL-ED Routines,

MONDAYS, SEP 19, OCT 17, NOV 7, NOV 21

implicit versus explicit SEL, and the book Motivational

OFFSITE

Interviewing, Helping People Change. Then, we will

 COMPUTER SCIENCE AND TECHNOLOGY

examine engagement and focus as we evoke and

+ PLEASE NOTE: ALL FOUR SESSIONS WILL TAKE PLACE OFFSITE, LOCATIONS TBD.

navigate difficult conversations. Each session will have

How might we create spaces in our school buildings that

and routines to grow their teaching practice. Teachers

invite students to explore STEAM, expand their technical

will also be asked to complete surveys to measure

skills, create innovative projects, and collaborate?

the development of social-emotional competencies,

Makerspaces have become tremendously popular in

identify challenges and triumphs in teaching learners

education, but setting up and maintaining one in a

with diverse needs, and offer feedback to the facilitators.

school is a massive undertaking. There is materials

All STEM teachers hoping to grow their practice and

management; specialized skills for the technology,

build better interpersonal relationships with their

machines, and software; ordering processes to follow;

students are welcome.

structured versus unstructured time scheduling; and

MONDAYS, OCT 17, NOV 14, DEC 12, JAN 23

Marvin Antbebi-Gruszka is a former MƒA Master Teacher and is currently

different pedagogical skills called on to manage the

pursuing an M.A. in Mental Health Counseling at the City College

ONLINE

space and workflow. In this PLT, we aim to not only

of New York. He has worked at high-needs schools for 15 years as

share and discuss best practices and resources but also

a science, health, and language instructor and as a student support

activities, projects, and rubrics for Algebra II units that challenge students, foster creative discussions, and maintain individual accountability. We will also share feedback as we modify tasks and develop projects our students have vetted. This PLT is best suited for Algebra II teachers.

Advanced Biology: Analyzing Primary Data to Hone Science Skills Facilitators: MƒA Master Teachers Michael Holmes and Marisa Wagner, Ph.D.

 SCIENCE

time for teachers to practice (and plan) the scripts, skills,

specialist. Marvin looks forward to continuing his career in education

How might we use data from primary research articles

tour different school makerspaces and see how they

to anchor student-centered activities and strengthen

work in various school environments. Each session will

science skills? Data presented in textbooks are often

take place offsite at various school makerspaces and will

idealized, hiding their authentic “messiness.” Exposing

include time to explore the makerspace and reflect on

a classroom teacher and administrator in public schools for over twenty

students to diverse, authentic data and allowing

our experience. This PLT is best for any middle or high

years. Rhonda’s co-authored book, Differentiated Instruction Made

school STEAM teacher who has a makerspace at their

Practical, is used by teachers in more than 30 countries. Teachers can

through mental health counseling in schools.

Dr. Rhonda Bondie is an Associate Professor in Special education at Hunter College, where she directs the Learning Lab. She enjoyed being

school or is interested in starting one.

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MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2022

Professional Learning Teams (PLTs)

and are designed for secondary mathematics teachers who want to maximize the use of formative assessment in their classrooms. A crucial element of these lessons is that they are built to foster robust classroom conversations on deep mathematical ideas, making

access a variety of free teaching routines and materials at her website:

them an ideal vehicle for video cases. Throughout this

http://alled.org.

PLT, we will have rich discussions about assessment as we lean on each other to deepen our understanding

Analyzing Errors to Provoke Meaningful Student Discussion in Mathematics Facilitators: MƒA Master Teachers Renu Budhraja and Shari Eng

of the mathematics we teach and devise new ways to share that experience more powerfully with our students. This PLT is a part of a broader community of teachers doing similar work in the New York State

WEDNESDAYS, SEP 28, NOV 2, DEC 7, JAN 11

Master Teacher Program and Chicago as a part of a

MƒA

National Science Foundation grant.

 MATHEMATICS

How might we design mathematics activities that anticipate student error and motivate students to take the driver’s seat to rectify common misconceptions?

Error analysis “can foster a deeper and more complete understanding of mathematical content, as well as of the nature of mathematics itself” (Raffaella Borasi). In this PLT, we will discuss the different types of errors in mathematics and create student work that promotes discussion on why these mistakes occur. First, we will dive into Sheryl Rushton’s research study, “Teaching and Learning Mathematics Through Error Analysis,” to learn how error analysis in the classroom leads to increased concept retention and long-term student performance. Then, we will analyze errors in student work samples, create error analysis tasks, explore the benefits of integrating error analysis in our instruction, and compare it to other instructional approaches. Between sessions, we will pilot our newly developed tasks in our classrooms and bring our experiences and artifacts back to the group for reflection, review, and discussion. By the end of the PLT, teachers will leave with a database of rich tasks and strategies that deepen student thinking and achieve mastery through error analysis. All middle school and high school mathematics teachers are welcome.

Analyzing Perspectives in Life Science Data p Facilitators: MƒA Master Teachers Brittany Beck, Deame Hua, and Sarah Tazghini WEDNESDAYS, OCT 19, NOV 16, DEC 21, JAN 25 ONLINE  SCIENCE

Analyzing Free, Formative Assessment Lessons Using the TRU Framework Facilitators: MƒA Master Teachers Gary Cruz, Danilsa Fernandez, Sendy Keenan, and Azikiwe Peters THURSDAYS, OCT 6, OCT 27, DEC 1, JAN 12 (IN-PERSON) WEDNESDAYS, OCT 19, NOV 16, DEC 21, JAN 25 (VIRTUAL) MƒA OR ONLINE

How might we utilize culturally responsive-sustaining education (CR-SE), particularly, the inclusive curriculum and assessment principle, as a lens for how students and teachers interpret life science data? In this PLT, teachers will learn how to analyze primary scientific data and secondary sources from different perspectives and discuss how to utilize CR-SE to help students understand that interpretation of data is based on their

 MATHEMATICS

own background: personal experiences, perspectives,

+ PLEASE NOTE: THIS IS A YEAR-LONG PLT, AND TEACHERS ARE ENCOURAGED TO PARTICIPATE FOR THE DURATION OF THE SCHOOL YEAR. ONE ITERATION OF THIS COURSE WILL TAKE PLACE IN-PERSON AT MƒA AND THE OTHER ONLINE.

mindsets, and knowledge. First, we will explore how

How might we explore the ways our students engage

resources and discuss ways of displaying data to analyze,

in mathematical tasks to inform how we use those

discover trends, and design models to answer life

tasks in our classrooms? In this PLT, we will analyze

science questions. Then, we will develop lessons based

video cases of teachers implementing lessons from the

on these foundational discussions. Lastly, we’ll look at

Mathematics Assessment Project, a database of 100

the implementation of these data analysis techniques in

free, high-quality mathematics lesson plans. Developed

the context of CR-SE and discuss classroom impact. This

by the Shell Center for Mathematical Education, the

PLT is for any middle school or high school life science

lessons and resources support teaching aligned to the

teacher.

our interpretations of data are interwoven with its presentation and associated stories. Next, we will share

Teaching for Robust Understanding (TRU) framework 14

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2022

Professional Learning Teams (PLTs) Are Your Students Ready for Calculus?

Facilitators: MƒA Master Teachers Stephanie Bohbot and Ricardo Estrada TUESDAYS, OCT 18, NOV 22, DEC 13, JAN 10 MƒA  MATHEMATICS

co-teaching relationship isn’t very productive at all, leaving students without the necessary supports needed for success. In the first two sessions of this PLT, we

Book Club: Grading for Equity p Facilitators: MƒA Master Teachers Joe Grogan, Ph.D., and Beth Henry

will focus on the dynamics between co-teachers as

THURSDAYS, OCT 6, NOV 3, DEC 8, JAN 12

we reflect on our own co-teaching experiences. We’ll

MƒA

identify what is needed in a positive and productive

 INQUIRY, PRACTICE, AND LEADERSHIP

co-teaching relationship and create a road map for

+ PLEASE NOTE: TEACHERS ARE EXPECTED TO PURCHASE THEIR OWN COPY OF GRADING FOR EQUITY BY JOE FELDMAN AND CAN BE REIMBURSED THROUGH THE MƒA FLEX FUNDS PROGRAM.

success no matter who our co-teaching partner is. In sessions three and four, we’ll focus on our students as we discuss strategies we’ve found successful and make

How might we integrate equitable assessment policies

plans to implement new ideas with our co-teachers.

and practices into our classrooms? How we assess

How might we better prepare our students to succeed

Throughout, we will also review a selection of resources

our students should be part of a culture centered on

in Calculus by examining the non-calculus courses

on co-planning and co-teaching to help inform our

learning rather than compliance. It should cultivate

we teach? Join us as we examine our high school

practice. Teachers’ experience in co-teaching is

intrinsic motivation, reduce bias, and accurately reflect

mathematics curriculum to uncover the topics necessary

important in all sessions; any mathematics, science, or

what students know and can do. Together, we will work

to prepare students for AP Calculus and other calculus-

special education teachers who have co-taught classes

towards this through a book club structure, anchored

level courses more effectively. Together, we will draw

in the past, are open to sharing their co-teaching glows

by the text Grading for Equity by Joe Feldman. In each

upon our content knowledge and consider where these

and grows, and are determined to improve their co-

session, we will discuss the reading, plan for changes

calculus skills are addressed in the courses we teach. We

teaching practice are welcome.

to our practice, and reflect on our work to change the

will begin by exploring, analyzing, and deconstructing

culture of assessment in our classrooms. In the first

calculus questions and resources including topics such

session, we will focus on problems with traditional

as limits, derivatives, integrals, and their applications.

grading and discuss the case for change. Next, we

This PLT is open to all high school mathematics teachers, including those who may be teaching Calculus in the coming years.

The Art of Co-Teaching: Developing Positive and Productive Relationships p Facilitators: MƒA Master Teachers Helen Haritos and Jake Liebold MONDAYS, OCT 17, NOV 14, DEC 12, JAN 23 ONLINE  INQUIRY, PRACTICE, AND LEADERSHIP

How might we utilize the strengths of every adult in the classroom to meet the needs of our diverse learners?

Co-taught classrooms come in all shapes and sizes.

Sometimes the teachers work together seamlessly such that students cannot distinguish between the content teacher and the special education teacher. Other times, there are clear differences between the teachers but each is leveraging their strengths to support every student in the classroom. And still, in other cases, the 15

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2022

Professional Learning Teams (PLTs)

Book Club: Ratchetdemic: Reimagining Academic Success p Facilitators: MƒA Master Teachers Sharon Collins and Scott Gallagher THURSDAYS, OCT 13, NOV 10, DEC 22, JAN 19

will delve into accurate grading and the mathematical

ONLINE

consequences of our choices. Then, we will examine

 INQUIRY, PRACTICE, AND LEADERSHIP

how to develop bias-resistant grading practices as well policies. Finally, we will explore intrinsic motivation, the

+ PLEASE NOTE: TEACHERS ARE EXPECTED TO PURCHASE THEIR OWN COPY OF RATCHETDEMIC: REIMAGINING ACADEMIC SUCCESS BY DR. CHRISTOPHER EMDIN AND CAN BE REIMBURSED THROUGH THE MƒA FLEX FUNDS PROGRAM.

psychological impact of “punishing” students for making

How might we discover and share our personal “ratchet”

mistakes while learning, and mastery-based grading

to create student-centered classrooms and empower

with retakes. This PLT is intended for teachers of all

our students? If you are curious about what the word

content and grade levels.

“ratchetdemic” means, this PLT is for you. In this book

as the impact of, and alternatives to, common grading

club, we will read Dr. Christopher Emdin’s latest book

Book Club: Mathematics for Human Flourishing p Facilitators: MƒA Master Teachers Andy Deegan and Brittany Murdock

Ratchetdemic: Reimagining Academic Success, learn how plantation pedagogy led to historically repressive STEM classrooms, discuss relevant passages using protocols, and collaborate to implement Emdin’s ideas

TUESDAYS, OCT 11, NOV 1, DEC 6, JAN 3

to allow our students to express their true ratchetdemic

ONLINE

selves. We will also turn inward and explore our own

 MATHEMATICS + PLEASE NOTE: TEACHERS ARE EXPECTED TO PURCHASE THEIR OWN COPY OF MATHEMATICS FOR HUMAN FLOURISHING BY DR. FRANCIS SU AND CAN BE REIMBURSED THROUGH THE MƒA FLEX FUNDS PROGRAM.

ratchet, as well as ways to share it with our students, colleagues, and school communities. We’ll begin by setting norms and engaging in self-discovery as we explore our own multiple identities. In session two, we’ll

How might we move toward a more humanist

discuss the influence the “haters, suckas, and elevators”

and inclusive approach to teaching mathematics?

have on us. In our final two sessions, we will discuss the

In his book, Mathematics for Human Flourishing,

“slingshots our students possess to defeat bureaucracy”

mathematician Dr. Francis Su contends that “math is

(aka David vs. Goliath), synthesize our own definition of

intimately tied to being human.” In this PLT, we will read

“ratchetdemic,” discuss alternative versions of academic

Book Club: Rough Draft Math Facilitators: MƒA Master Teachers Emma Reid and Diane Thole TUESDAYS, OCT 18, NOV 22, DEC 13, JAN 10 MƒA  MATHEMATICS + PLEASE NOTE: TEACHERS ARE EXPECTED TO PURCHASE THEIR OWN COPY OF ROUGH DRAFT MATH: REVISING TO LEARN BY DR. AMANDA JANSEN AND CAN BE REIMBURSED THROUGH THE MƒA FLEX FUNDS PROGRAM.

How might we build classroom communities where all students are comfortable sharing and revising their mathematical thinking? Using Dr. Amanda Jansen’s Rough Draft Math: Revising to Learn as our grounding text, we will develop a “spirit of revision” in our classrooms to shift classroom culture away from answer-getting and towards a more equitable approach to mathematical discourse. Together we will come to a shared definition of “rough draft thinking,” build a foundation for shifting our classroom culture, choose tasks and share artifacts that provide opportunities for students to communicate to learn, and reflect on and revise our work. This PLT is open to mathematics teachers of all grade levels.

Cultivating Genius in High School Mathematics: Practical Applications p Facilitators: MƒA Master Teachers Ramona Fittipaldi-Deoraj, Emma Haddad, and Laura Paulino MONDAYS, OCT 3, NOV 7, DEC 5, JAN 9 ONLINE

Dr. Su’s book to uncover a more human approach to

success, and plan for our classrooms to become spaces

teaching mathematics—one that helps our students

of healing and love. Between sessions, teachers will

build hope, joy, compassion, ingenuity, and confidence.

read assigned chapters and try out strategies in their

How might we use Dr. Gholdy Muhammad’s five pursuits

Most importantly, we will consider how to create

classrooms. This PLT is for any mathematics or science

(intellect, skills, identity, criticality, and joy) to design

classrooms that are inclusive and accessible to all.

teacher interested in self-reflection and revolutionizing

high school mathematics units that increase student

We will also reflect on our current practices and work

their classroom and teaching practice.

motivation and self-efficacy? In Cultivating Genius, Dr.

 MATHEMATICS

collaboratively to develop new activities, routines, and

Muhammad explains the key components of culturally

shifts for our instruction. Each session will begin with a

and historically responsive education. While skills and

discussion around the reading followed by collaborative

intellect may be second-nature for many, it can be more

exploration and development of opportunities to

challenging to incorporate identity development and

amplify these virtues in our classrooms. This course is

criticality into the mathematics curriculum. In this PLT,

open to all mathematics teachers.

aimed at Algebra I, Geometry, and Algebra II teachers,

16

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2022

Professional Learning Teams (PLTs) we will collaborate by course to design, teach, and refine units of study incorporating identity and criticality.

In the first session, we will build an understanding of self-efficacy and the five pursuits, share ready-made examples, and brainstorm ideas. In the next two sessions, we will dive into collaboratively planning and teaching a unit that incorporates identity development or criticality. In the final session, we will review the impact of our changes and revise our units. All levels of experience are welcome.

Culturally Responsive Mathematics: Creating Tools for Teaching p Facilitators: MƒA Master Teachers Kent Hansan and Matthew Mitchell THURSDAYS, OCT 6, NOV 3, DEC 8, JAN 12 ONLINE  MATHEMATICS

Dismantling Segregation in the Most Segregated School System in the Country p Facilitators: MƒA Master Teachers Matthew Fleck and Jamie Munkatchy

the AP Statistics curriculum, all high school Statistics

 INQUIRY, PRACTICE, AND LEADERSHIP

schools by better understanding the very mechanisms that produce the segregation? NYC’s public schools are among the most segregated in the nation. Recent

WEDNESDAYS, OCT 12, NOV 9, DEC 14, JAN 18

have populations that are at least 90% nonwhite. In

MƒA

this PLT, we will begin by examining the historical roots of segregation in NYC public schools. From here we will investigate current admission screens and the impact that they have on diversity in our individual schools. Then, we will narrow our focus to understand the impact of the specialized high school admissions test (SHSAT) and the potential impact of alternative screening mechanisms for specialized high schools.

Finally, we will research the work of existing individuals and organizations to desegregate NYC public schools.

down in the spring when we launch a continuation that

of CRT in mathematics, try these lessons out in our

focuses on moving towards action.

classrooms, and reflect on their execution. In small

WEDNESDAYS, SEP 21, OCT 26, NOV 30, JAN 4

topic from students and their families, and modify

MƒA

as Culturally Responsive Teaching and The Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students by Zaretta Hammond to ground our work. Mathematics teachers of every grade and content area are welcome.

17

 SCIENCE

How might we empower students to take flight by emulating a bird’s ability to fly? Join us in this PLT as we craft biomimicry engineering and aviation design projects to help our students soar. We will tap into humans’ innate curiosity about flight to drive student learning and give students agency in their investigations.

In session one, we’ll dive into free resources from the Cornell Lab of Ornithology, NASA, and more to learn about birds and flight. We’ll continue in session two as we develop design challenges around flying objects. In the final two sessions, we will collaborate on lessons and design rubrics to support students’ independent work. Our goal is to empower teachers to break free of packaged, dry curricula to engage students in learning

Engaging Activities in Statistics Facilitators: MƒA Master Teachers Christopher Chilas and Estella Li

create surveys to obtain information relevant to that

to give and receive feedback. We will use texts such

Engineering Flight, From Birds to Blimps Facilitators: MƒA Master Teachers Rebecca Haverstick and JoEllen Schulman

research indicates that 70% of NYC public schools

classrooms? In this PLT, we will develop strong examples

share their work each session and have the opportunity

teachers are welcome.

How might we work collaboratively to desegregate our

on this matter to join this PLT and to potentially double

activities based on those survey responses. Groups will

to your class with a new set of inspiring activities. While we will primarily use resources and materials from

responsive teaching (CRT) into our mathematics

incorporate the culture and identities of our students,

share some of your favorite statistics lessons, and return

MƒA

We enthusiastically invite teachers of all perspectives

lessons where there are meaningful opportunities to

the AP Statistics curriculum. Come ready to collaborate,

WEDNESDAYS, OCT 19, NOV 16, DEC 21, JAN 25

How might we design resources to bring culturally

groups, we will work to identify specific standards and

content. Each session will focus on different topics of

 MATHEMATICS

about physics, aviation, birds, and working with data in powerful and sustainable ways. This course is aimed at elementary and middle school teachers who want to develop more NGSS-aligned engineering and design tasks within their core curriculum.

How might we captivate statistics students through meaningful and engaging activities? In this PLT, we will share and try out activities that enable our students to thoughtfully connect the science of statistics and its applications to the real world. We will present, iterate on, execute, and adapt our most engaging activities to help our students master both conceptual and procedural

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2022

Professional Learning Teams (PLTs)

academically and socio-emotionally? We will begin by briefly exploring some historical contexts of restorative justice (RJ), including roots in Indigenous practices as well as the evolving role of the NYC Department of

Equity, Identity, and Restorative Justice: Applications in Our Communities p Facilitators: MƒA Master Teachers Sage Forbes-Gray and Naomi Hawkins

Establishing and Maintaining Cogenerative Dialogues p Facilitators: MƒA Master Teachers Jocelyn Forman and Brian Palacios

Education. Then, we will utilize storytelling and personal

WEDNESDAYS, OCT 19, NOV 16, DEC 21, JAN 25

reflection to explore how our individual identities and

MƒA

perceived power can positively and/or negatively affect

 INQUIRY, PRACTICE, AND LEADERSHIP

the implementation of RJ. As a whole group, we will

How might we use cogenerative dialogues to position

flesh out specific challenges in our communities that

students as decision-makers of their own learning?

might improve with RJ practices. We will break into

Popularized by Dr. Christopher Emdin in his influential

small groups to generate actionable interventions to

book For White Folks Who Teach in the Hood…and the

tackle these problems. In between sessions, teachers

Rest of Y’all Too, cogenerative dialogues (or cogens)

will take strategies back to their classrooms and schools

are formal conversations between teachers and a small

to test out with colleagues and students and then

group of their students with the goal of improving the

How might we use circles and other collaborative

share their experiences with the PLT. This course is

classroom community through actionable feedback.

practices to build resilience and respond to harm in our

best suited for all STEM teachers interested in building

These structured conversations reimagine learning,

communities? How do equity and identity inform what

community and responding to harm in their classrooms.

foster nuanced student critique of our teaching, and

we understand restorative justice to be? And how can

No previous experience with RJ is necessary but is

challenge inherent power differentials that exist in

we ensure that students have many opportunities to

welcomed.

traditional classrooms. During each session, we will

TUESDAYS, OCT 25, NOV 22, DEC 20, JAN 17 MƒA & ONLINE  INQUIRY, PRACTICE, AND LEADERSHIP + PLEASE NOTE: THIS IS A HYBRID COURSE. SESSIONS 1 AND 4 WILL TAKE PLACE IN-PERSON AT MƒA. SESSIONS 2 AND 3 WILL TAKE PLACE VIRTUALLY.

feel connected to their classrooms and schools, both

examine the research that supports cogens, study

Equity, Inclusion, and Justice in Middle School Science p Facilitators: MƒA Master Teachers Lauren Couto and Chereese Gardener

examples of these critical discussions from members of the PLT, and support each other as we implement them in our classrooms. Together, we will discover firsthand what works well and what falls flat with our students.

TUESDAYS, OCT 18, NOV 22, DEC 13, JAN 10

No previous experience with cogens is necessary, only a

ONLINE

willingness to try. All teachers are welcome.

 SCIENCE

How might we teach equity, inclusion, and justice in our middle school science classrooms? The goal of this PLT is to explore and utilize the Underrepresentation Curriculum (URC), a free STEM curriculum grounded

Examining and Revising Our Curriculum Through a CR-SE Lens: Part I p Facilitators: MƒA Master Teachers Zachary Itzkowitz, Paul Kehoe, and Emily Rodkin

in data analysis, investigation, and social justice, and

WEDNESDAYS, OCT 12, NOV 9, DEC 14, JAN 18

adapt it for our middle school classrooms. We will open

MƒA

by discussing why this work is important and share an

 INQUIRY, PRACTICE, AND LEADERSHIP

overview of the URC. In sessions two and three, we’ll

+ PLEASE NOTE: THIS IS AN INTRODUCTORY COURSE. FURTHER SUPPORT FOR PLANNING AND EXECUTING A “CR-SE SCORING EVENT” FOR YOUR SCHOOL COMMUNITY WILL BE THE FOCUS OF AN ADVANCED PLT PLANNED FOR SPRING 2023.

begin developing and adapting a sequence of lessons appropriate for grades 6-8. Finally, after piloting some lessons in our schools, we will share our experiences,

How might we examine and revise our curriculum

give feedback, and consider next steps. This PLT is for

through a culturally responsive-sustaining education

any middle school science teacher.

(CR-SE) lens to transform our classrooms and school communities? Too often teachers are not fully equipped to cultivate a CR-SE space for their students, and all

18

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2022

Professional Learning Teams (PLTs) students deserve to learn in ways that foster identity and imagination, are critical of power, and seek to solve problems. Join us in this PLT as we work together to examine NYU’s CR-SE STEAM scorecard. We’ll open by contextualizing the historic eschewing of CR-SE in the fields of STEAM, then move on to understanding how the scorecard is used as an auditing tool, and finally, use the scorecard to audit a small portion of our own curriculum. We’ll conclude by reflecting on our learning and setting goals for how we will use the scorecard with a larger group of diverse stakeholders. As we will

will experience a variety of routines, co-plan how to implement them, preview the classes we will visit, and prepare for potential challenges. We will use routines that aim to bring more voices to the discussion and

TUESDAYS, OCT 25, NOV 29, DEC 20, JAN 17

therefore create a more equitable learning environment.

ONLINE

During the two school intervisitations, we will visit one another’s classrooms to try out (and potentially co-teach) the routines, listen to students, and debrief what we observe. We will structure the day to use the same routine twice so that we can adjust the lesson collaboratively before implementing it again with a second class. We will choose routines that are adaptable to any content area or grade and teachers will benefit from seeing them implemented in different settings. All STEM teachers are welcome.

into their curriculum and work collaboratively to foster classroom communities that are more responsive to the interests, identities, and cultures of their students is welcome.

Exploring Instructional Routines Through Classroom Visits Facilitators: Dee Dee Dyer and MƒA Master Teachers Isabelle Gianella and Bushra Makiya

 SCIENCE

How might we cultivate a community of student activists with the knowledge and desire to change the world? In this PLT, elementary, middle, and high school teachers will share best practices for educating and inspiring students and will plan lessons and projects to motivate them to energize and educate others. In each session, we will spark a discussion with a guest speaker followed by planning time. In session one, a Youth Climate Leader will demonstrate how to develop a mindset of independence and activism. In session

collaborate and engage with resources specifically designed for STEAM subjects, anyone looking to dig

Getting Kids to Care About Climate Change Facilitators: MƒA Master Teachers Shakira Provasoli and Adam Zaid

Geometry for All p Facilitators: MƒA Master Teachers Rebecca Caporale-Guarino, Carol Kinney, Ph.D., and Azikiwe Peters

two, Cafeteria Culture will share their success with enacting change. In sessions three and four, we’ll focus on discussion starters, planning time, and sharing the work of our students taking action. Throughout, we’ll

WEDNESDAYS, SEP 21, OCT 26, NOV 30, JAN 4

use a variety of resources to help guide our work,

ONLINE

including the Student & Educator Toolkit developed by

 MATHEMATICS

How might we create interactive tasks to encourage

the Climate Resilience Education Task Force. All STEM teachers are welcome.

access and depth for all Geometry students? In this PLT, we will collaborate to make content accessible

WEDNESDAYS, OCT 26, NOV 2, NOV 30, DEC 14

and engaging to all learners as we create innovative,

MƒA & OFFSITE

interactive, and cognitively demanding tasks. As we

Green Chemistry Classroom: Developing Environmentally Sustainable Labs Facilitators: Scott Carlson and MƒA Master Teacher Andrea Steele

 INQUIRY, PRACTICE, AND LEADERSHIP

adapt and develop materials, we will share feedback

+ PLEASE NOTE: THE TWO INTERVISITATION DATES WILL BE 11/2 AND 12/14. PLEASE REQUEST THESE DATES AS PD DAYS FROM YOUR ADMINISTRATION WHEN YOU REGISTER FOR THIS PLT. TEACHERS ARE ALSO ENCOURAGED TO BRING A COLLEAGUE FROM OUTSIDE OF MƒA AS LONG AS THEY COMMIT TO ATTENDING ALL FOUR SESSIONS.

to refine tasks, improve geometric comprehension for

THURSDAYS, OCT 6, NOV 3, DEC 8, JAN 12

struggling students, and challenge our more confident

MƒA & ONLINE

How might we use intervisitations to adjust our

for high school Geometry teachers who want to

instructional routines in ways that increase access and

improve accessibility for diverse learners, including

equity for all students? Unlike classroom management

English Language Learners and students with IEPs,

routines, instructional routines are academic protocols

and to continually challenge all students to push their

that increase engagement, make thinking visible,

geometric understanding.

and ensure entry points for all learners. This PLT will consist of two evening sessions and two intervisitations during the school day. In the evening sessions, we 19

students to push themselves deeper into geometric

 SCIENCE

connections and extensions. This PLT is designed

+ PLEASE NOTE: THIS IS A HYBRID COURSE. SESSIONS 1 AND 4 WILL TAKE PLACE VIRTUALLY. SESSIONS 2 AND 3 WILL TAKE PLACE IN-PERSON AT MƒA.

How might we empower our chemistry students and make teaching chemistry more sustainable by utilizing green chemistry principles and practices? In this PLT, we will contextualize key science topics such as the history of chemistry, environmental justice, and human activity/impacts by incorporating the principles of green chemistry as set out by the Beyond Benign organization.

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2022

Professional Learning Teams (PLTs) We’ll begin with an introduction to green chemistry and discuss how to integrate sustainability and equity in our classrooms. In subsequent sessions, we will work in small groups to evaluate chemistry labs based on the green chemistry principles, NYSSLS, and NGSS. Throughout, teachers will co-design, share, critique, and ideally implement one or more of these labs with their own students. In our final session, we’ll reflect on our work together, discuss and share artifacts from our implementation, and set next steps for continued work.

All chemistry teachers are welcome.

Guided by Wonder: Phenomena-Based Units in AP Chemistry Facilitators: MƒA Master Teachers Mohamed Elhawary and Laura Torres

examine what assessment looks like in a PBL classroom, how to scaffold and differentiate PBL to support all learners, and how to incorporate project management strategies to help support students throughout the

WEDNESDAYS, OCT 12, NOV 9, DEC 14, JAN 18

unit. Each session will balance content exploration with

ONLINE

time to develop our projects. We will utilize various

 SCIENCE

collaborative learning strategies and participate in

How might we use phenomena to anchor AP Chemistry

feedback protocols to explore topic-specific resources

content and inspire wonder in our students? In this PLT,

and develop our projects. Some of the resources we

we will investigate the use of phenomena, connecting

will use to help create a meaningful PBL unit include

them with our students’ lives and interests, while also

PBLWorks and Dr. Gholdy Muhammad’s equity

allowing for productive struggle and equitable access to

framework. This course is for any teacher interested

this rigorous content. In session one, we’ll explore Paul

in learning more about PBL and ready to develop and

Andersen’s tools at The Wonder of Science, with the

implement a new PBL unit or iterate on an existing one.

goal of identifying relevant and captivating chemistry phenomena (e.g. relating our sense of taste to molecular

Scott Carlson is a science teacher at W. H. Maxwell Career and Technical

shape or linking an athlete’s performance to buffer

Education High School in Brooklyn.

capacity). During the next two sessions, we will create or adapt phenomena-based modules. Between sessions

Imagining a Gender-Liberated Science Classroom p Facilitators: MƒA Master Teachers Max Chomet and Tracy LaGrassa, Ph.D.

three and four, we hope to implement these modules

THURSDAYS, OCT 6, NOV 3, DEC 8, JAN 12

in our classrooms. Finally, we’ll return to discuss our

MƒA

experiences and the impact of these anchoring modules

 SCIENCE

on student learning. This course is best suited for AP

How might we build a STEM classroom that validates

Chemistry teachers but all chemistry teachers are

and engages in the complexity of sex/gender and affirms

welcome.

queer identities? “Scientific” language and curricula can systemically reinforce cisgender and heteronormative

How To Design More Meaningful Project-Based Learning Curriculum Facilitators: MƒA Master Teacher John Derian and MƒA Early Career Teacher Tess Dul

assumptions in the classroom. How can we as teachers work to challenge these assumptions to create an empowering learning environment? During the course of this PLT, teachers will explore current conceptions

TUESDAYS, OCT 11, NOV 1, DEC 6, JAN 3

of sex/gender in the scientific and queer communities

MƒA

and envision gender-liberated classrooms. Using

 INQUIRY, PRACTICE, AND LEADERSHIP

Sam Long et al.’s “Framework for a Gender-Inclusive

Project-based learning (PBL) gives students a greater

Biology Curriculum” as a jumping-off point, teachers

sense of purpose for the “why” of learning—especially

will work together to reimagine and redesign their own

when the product impacts their communities or their

curricula and classroom environments to disrupt deficit

lives. How might we design meaningful project-based

models and make all students feel loved, safe, and

learning (PBL) units that are accessible to all of our

seen. Teachers will have an opportunity to collaborate

students? In this PLT, we will develop a project idea and

with others in their own content and grade-level areas.

corresponding artifacts that align with our content,

While all teachers are welcome, middle school and high

standards, skills, and students’ interests. We will also

school biology-specific examples will be shared by the facilitators.

20

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2022

Professional Learning Teams (PLTs)

into our classrooms? This PLT is for teachers interested

the leap into MBG or who would like to improve their

in how mathematics is used to shape and analyze

current MBG system.

our government systems, including voting systems, apportionment, the electoral college, statistical

Let’s Talk About Sex (Ed): How to Teach Inclusive Sex Education p Facilitators: Adam Chawansky and MƒA Master Teachers Kristen Brown MONDAYS, SEP 19, OCT 24, NOV 21, DEC 19 ONLINE  SCIENCE

How might we create a curriculum for comprehensive,

reporting, census data, and gerrymandering. We will pull from previous mathematics in government courses to modify and implement tasks that have students directly interact with the political information, ideas, and arguments relevant to their lives and futures. Then, we

series? The goal of this PLT is to design a flexible sex ed curriculum that focuses on equity and inclusivity and can be used in a sex ed, biology, health, or advisory

WEDNESDAYS, SEP 21, NOV 2, DEC 7, JAN 11 ONLINE

will use student work to reflect on and revise our tasks.

 MATHEMATICS

All mathematics teachers familiar with these concepts

How might we center our mathematics classes on

from previous coursework or their own experience are

problem-solving by transforming the more structured

encouraged to join.

curriculum into rich tasks and non-routine problems?

inclusive sex education (sex ed) that can be taught as part of an existing course or as a limited advisory course

Open-Ended Tasks and Non-Routine Problems in Mathematics Grades 2-7 Facilitators: MƒA Master Teachers Grace Chang and Jessica Smith

While many teachers want to incorporate more

The Notorious MBG: Working Towards MasteryBased Grading Facilitators: MƒA Master Teachers Eddie Fletcher and Benjamin Siegel

problem-solving using rich, open-ended mathematics tasks, the curriculum often doesn’t include this. Trying to squeeze separate problem-solving activities into an already packed teaching schedule is a challenge.

curriculum. In session one, we will build a safe space

WEDNESDAYS, SEP 28, NOV 2, DEC 7, JAN 11

and discuss the current state of sex ed in our schools,

Instead, our goal is to modify traditional mathematics

MƒA

tasks to make them more open-ended, allowing us to

in New York State, and in the broader U.S. In our second session, we will explore resources from GLSEN, Advocates for Youth, and Sex Ed for Social Change to help us develop our curriculum as well as share any relevant and successful sex ed lessons we currently use.

In the third and fourth sessions, we’ll work on creating a lesson series that teachers can take back to their schools and classrooms. This PLT is open to middle and high school teachers who are or will be teaching sex ed and want to make their course more inclusive and equitable.

Adam Chawansky is a mathematics teacher at Brooklyn Collaborative Studies in Brooklyn.

Mathematics in Government Facilitators: MƒA Master Teachers Kate Belin and Courtney Ferrell WEDNESDAYS, SEP 21, OCT 26, NOV 30, JAN 4 MƒA  MATHEMATICS

How might we empower students to make social change by bringing the mathematics of the government 21

 INQUIRY, PRACTICE, AND LEADERSHIP

teach content and problem-solving simultaneously. We

How might we implement and refine mastery-based

will discuss what makes a problem non-routine, work

grading (MBG) systems? In this PLT, we will create

to modify problems from our curriculum, and reflect

a supportive community for teachers interested in

on our progress using student work. We will use various

making the transition to MBG. Our goals are to learn

texts to guide our work including Good Questions for

about various MBG systems and to leverage the

Math Teaching: Why Ask Them and What to Ask by

community’s expertise to help improve our existing

Dr. Peter Sullivan and Pat Lilburn. This PLT is open to

grading systems. In our first session, we will develop a

mathematics teachers in grades 2-7.

shared understanding of MBG, discuss its advantages and challenges, and examine concrete examples of its implementation using the text, Changing the System from Within: Using Competency-Based Education to Transform Teaching by Tkatchov, et al. In subsequent

The Pursuit of Equity: How to Cultivate Genius in Your Science Classroom p Facilitators: MƒA Master Teachers Leton Hall and Mariella Manino

sessions, we will refine our own grading practices

TUESDAYS, OCT 25, NOV 29, DEC 20, JAN 17

through an iterative process in which we share our

MƒA

unique grading contexts, redesign aspects of our

 SCIENCE

grading practices, implement these shifts in our

+ PLEASE NOTE: TEACHERS ARE EXPECTED TO PURCHASE THEIR OWN COPY OF CULTIVATING GENIUS BY DR. GHOLDY MUHAMMAD AND CAN BE REIMBURSED THROUGH THE MƒA FLEX FUNDS PROGRAM.

classrooms, and reflect on their success. Throughout, we will work to improve assessments, units, and/or course structures using the principles of MBG. This PLT

How might we integrate culturally responsive teaching

is ideal for any STEM teacher who is ready to take

practices that reflect our students’ experiences? In this PLT, we’ll use the book, Cultivating Genius by Dr. MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2022

Professional Learning Teams (PLTs)

and push the boundaries of their comfort in order to better connect content to the lived experiences of their students.

Rethinking APES Lab Activities Facilitators: MƒA Master Teachers Stephen McClellan, Laura Singleton, and Sharisse Small THURSDAYS, SEP 22, OCT 27, DEC 1, JAN 5

Gholdy Muhammad, as an anchoring text and dive into the five pursuits: identity, skills, intellect, criticality, and joy to transform our classrooms and celebrate our students. In session one, we’ll begin with an overview of the introductory chapters to more deeply understand

Queer Your Classroom 2.0 p Facilitators: MƒA Master Teachers Jamie Kubiak and KC Reddy

MƒA  SCIENCE

How might we design a series of engaging and data-

TUESDAYS, OCT 11, NOV 1, DEC 6, JAN 3

driven laboratory activities for the AP Environmental

MƒA

Science (APES) curriculum? In this PLT, we will work

 INQUIRY, PRACTICE, AND LEADERSHIP

collaboratively to develop inquiry-driven lab activities

In the next two sessions, we’ll take a deeper dive into

How might we change our curriculum, classroom

that align with the nine units of the APES curriculum

the next four chapters, considering each of the five

culture, and school community to affirm, represent,

framework. In session one, we’ll discuss what makes a

pursuits. We’ll also spend time developing and adapting

and celebrate LGBTQIA+ identities? In this PLT, we will

meaningful lab experience and which activities we’ve

lessons and activities with the pursuits in mind. Between

identify both areas of improvement and strength in

had success with previously. In our next session, we’ll

sessions, teachers will implement one or more of these

our current curricula, classrooms, and communities,

review exemplars from Buffalo Case Studies, Data

lessons in their classrooms. We’ll conclude in session

as we work to be inclusive of queer identities and

Nuggets, and HHMI before we dive into planning for the

four by sharing our implementation, reflecting on our

create action plans to support growth. We’ll begin

new lab activities. In session three, we will examine and

experience, and discussing future integration. This PLT

with a brief overview of why this work matters and

tailor our labs through the lens of NGSS and the new

is for any science teacher willing to make mistakes

discuss focus areas. In session two, we’ll share areas

DOE lab safety requirements. Before the final session,

of strength/improvement and begin developing action

we will pilot one or more of the labs in our classrooms

plans. In sessions three and four, we will discuss how

and prepare to bring student work back to the group.

to implement this work and advocate for necessary

We will conclude by reflecting on the implementation,

changes that best support queer students as we share,

providing group feedback, and setting goals for next

critique, and adjust action plans. To ground our work,

steps. This PLT is best suited for AP Environmental

we’ll reference strategies from the following texts:

Science teachers but any high school science teacher

1). The Educator’s Guide to LGBT+ Inclusion by Kryss

interested in developing ecologically-driven lab activities

Shane 2). Safe Is Not Enough: Better Schools for LGBTQ

is welcome.

and discuss the foundation and relevance of this work.

Students by Michael Sadwoski 3). Read This, Save Lives: A Teacher’s Guide to Creating Safer Classrooms for LGBTQ+ Students by Sameer Jha. This PLT is intended for any teacher (LGBTQIA+ or ally) of any level/subject who wants to expand their knowledge and practice around supporting queer students. Teachers who have previously taken the Queer Your Classroom single session workshop are also welcome as we’ll explore a deeper dive into that introductory work.

Science Teaching Through Scenarios: A Case Studies Approach Facilitators: MƒA Master Teachers Eric Siu and Tim Tschurjumov THURSDAYS, SEP 22, OCT 20, NOV 10, DEC 8 MƒA, OFFSITE, & ONLINE  INQUIRY, PRACTICE, AND LEADERSHIP + PLEASE NOTE: THIS IS A HYBRID COURSE. SESSIONS 1 AND 2 WILL TAKE PLACE IN-PERSON (OFFSITE AND AT MƒA). SESSIONS 3 AND 4 WILL TAKE PLACE VIRTUALLY.

How might we use complex, open-ended problems to anchor student learning? In this PLT, we will utilize the case studies approach, anchoring science content with complex, real-world situations in which students

22

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2022

Professional Learning Teams (PLTs)

session three, we will use what we’ve learned to build better lessons, activities, and routines with the goal of classroom implementation. In our final session, we will share additional classroom artifacts and discuss how

observe, analyze, implement, conclude, or make recommendations for solutions. In our first session, we will set norms, discuss the structure of these case studies, and look at concrete examples of this approach focusing on scientific mysteries such as the Mpemba effect. In session two, we will share how we currently utilize scenarios and case studies in our instruction and begin to develop case study-driven lessons and projects. In session three, we will give and

we might continue to incorporate this work into our

Thinking Classrooms Under Construction Facilitators: MƒA Master Teacher Christopher Chilas and David Price THURSDAYS, SEP 22, OCT 27, DEC 1, JAN 5 MƒA

planning, future PLTs at MƒA, and within our school

 MATHEMATICS

communities.

Do you love having students solve problems in Visibly Random Groups but aren’t sure how to translate

Teacher as Writer Facilitators: MƒA Master Teachers Lauren Brady and Brooke Sossin

that to changes in your assessments? Do they work happily on Vertical Non-Permanent Surfaces but struggle to switch to note-taking or preparing for a

WEDNESDAYS, OCT 12, NOV 9, DEC 14, JAN 18

Regents exam? How might we move toward a “thinking

ONLINE

classroom” by engaging students in deep thinking

 INQUIRY, PRACTICE, AND LEADERSHIP

around rich mathematics tasks? Given the constraints of

implementation with our students. In our final session,

How might we create space to nurture our own unique

standardized testing, limited space, and the expectations

we’ll share student work, reflect on the process, and

voices and creativity, while also mastering the art of

of administrators, families, and the DOE, it can be

iterate for future lessons. This PLT is for all middle and

feedback and revision? As teachers, we do a lot of

challenging to let our students take ownership of their

high school science teachers.

obligatory writing, including lesson plans, emails, and

learning. Using Dr. Peter Liljedahl’s Building Thinking

letters of recommendation—and we are constantly

Classrooms in Mathematics, Grades K-12: 14 Teaching

trying to improve our delivery of feedback. In this

Practices for Enhancing Learning as our grounding

PLT, we will approach writing as a restorative practice

text, this PLT is a space for teachers to share and build

and a means for creative expression. Join us in this

on their experiences of implementing the 14 practices

safe and supportive community as we develop our

for teaching K-12 mathematics. We will focus on

communication skills by refining our own written work

sharing successes and workshopping implementation

and providing feedback to others. In our first session, we

challenges toward the iterative growth of our practice.

will break down the elements of strong writing based

This PLT is best for teachers who have prior exposure to

on our favorite works, establish the norms of a writing

the book or are currently implementing some of these

workshop, introduce a feedback protocol, and share our

practices in their teaching.

receive feedback to hone our lessons as we prepare for

Staying TRU: Teaching for What Matters Facilitators: MƒA Master Teachers Alex Cristando, Abbie Sewall, and Matthew Sullivan THURSDAYS, OCT 13, NOV 10, DEC 22, JAN 19 MƒA  INQUIRY, PRACTICE, AND LEADERSHIP + PLEASE NOTE: THIS PLT IS OPEN TO ANY TEACHER WHO HAS COMPLETED THE FIRST MƒA ƒUNDAMENTALS WORKSHOP OR HAS PARTICIPATED IN THE ANALYZING FREE FORMATIVE ASSESSMENT LESSONS IN GRADES 6-12 MATHEMATICS PLT.

How might we start our journey into teacher leadership and what makes a lesson TRUly effective? Do you feel like you never have enough time to TRUly collaborate on lessons that you are excited to teach? In this PLT, we will explore how the Teaching for Robust Understanding (TRU) Framework can be used as a tool to improve our lessons, enrich our classrooms, and make us more effective teachers. We’ll begin our work together by reflecting on our teaching practices through the lens of the TRU framework. In the next session, we’ll share artifacts from our classrooms including lessons, video clips, and student work as we discuss ways to improve our curricula and our practice as a whole. In 23

first original piece of writing (on any subject). In sessions two and three, we will start off with a theme of interest (i.e. publishing or revision strategies), then continue to share work and implement our feedback protocol, all while refining the workshop process. In our final session,

This is Not a Test: Creating NGSS-Aligned Formative and Summative Assessments Facilitators: Danielle DeBenedetto and MƒA Master Teacher Grace Bennett, Ph.D.

we’ll use the feedback protocol on a fourth original

THURSDAYS, OCT 6, NOV 3, DEC 8, JAN 12

work and close with an “open mic” to celebrate the

ONLINE

progress we have made. Not only will we improve our

 SCIENCE

own writing, but we will elevate our classroom practice

How might we equip teachers with the knowledge and

by refining both our delivery of feedback as well as our

skills needed to prepare their own NGSS-aligned three

process of revision. All genres of writing and experience

dimensional (3D) assessments? While many resources

level are welcome.

are now available for designing NGSS-aligned curricula, 3D assessment building tools are still a rarity. In this PLT,

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2022

Professional Learning Teams (PLTs)

implement, reflect on, and revise 3D printing tasks.

Finally, we will celebrate and share the implementation process of our tasks. Throughout, we will work collaboratively to explore and create 3D printing

we aim to prepare teachers to create assessments that allow them to assess students on all three dimensions of the NGSS in meaningful and manageable ways. Much like a 3D classroom, this PLT will be an inquiry-based experience. We will begin our work by examining and discussing examples of 3D assessments. In subsequent sessions, we will have additional opportunities to critique 3D assessment examples as well as time to create our own formative and summative assessment tools. Throughout, ample time will also be allotted for feedback, revision, and the sharing of student performance on the 3D assessments we create. The primary tools of this session will be the evidence statements of the NGSS, the EQuIP Rubric, and the EQuIP guidance document. This course is intended for all middle and high school science teachers.

Danielle DeBenedetto is an Assistant Principal at Brilla College Prep Elementary and a former MƒA Master Teacher. She graduated from Wake

tasks, discuss challenges, troubleshoot solutions, and ultimately leave with a variety of teacher-tested 3D printing lessons. All 3D printer experience levels are welcome!

The TRU Framework in the Middle School Mathematics Classroom Facilitators: MƒA Master Teachers Kelly Hudson and Cathy Zhu THURSDAYS, OCT 13, NOV 10, DEC 22, JAN 19 ONLINE  MATHEMATICS

How might we center equitable access and cognitive demand in our middle school mathematics classrooms?

The Teaching for Robust Understanding (TRU) Framework is a powerful tool for building equitable access and high cognitive demand for all students.

In this PLT, we will dive into the TRU framework and

Forest University with a B.S. in Biology and earned a Master’s in Science

consider practical skills, methods, and teaching

this PLT, mathematics teachers of all grade levels are

Education from Lehman College. In her spare time, she enjoys almost

strategies to better infuse the five dimensions in our

welcome to participate as we analyze key documents,

any non-fiction reading, playing with her dog, as well as quality time

classrooms. During each session, we will spend time

including the grade-level Learning Standards Crosswalks

analyzing and revising current lessons and activities

and Snapshots, to ease and support the transition.

using the TRU Framework and tools as a guide. Then,

We will collaboratively examine the new standards in

we will implement and reflect on our work. This PLT is

comparison to the current Common Core standards,

best suited for middle school mathematics teachers.

track the progression of important skills through the

with family and friends.

Three Dimensional Learning With 3D Printers Facilitators: MƒA Master Teacher Olivia Bello and Sara Heymont THURSDAYS, OCT 13, NOV 10, DEC 22, JAN 19 MƒA  COMPUTER SCIENCE AND TECHNOLOGY

How might we leverage 3D printers to enhance and

grade levels, and edit existing curricula to help students

Unpacking the Next Generation Mathematics Learning Standards Facilitators: MƒA Master Teachers Brian Frechtman and Maria Leon Chu

provide equitable access to our students? 3D printing

TUESDAYS, OCT 11, NOV 1, DEC 6, JAN 3

tasks can engage all learners, increase student agency,

ONLINE

ownership, and identity, and bring STEM to life as

make connections across concepts and skills. While delving into the standards, teachers will also share best practices for teaching individual topics. Teachers will leave with a better understanding of the new standards and resources to share within their school community.

 MATHEMATICS

students engage in design challenges such as creating

This September, the New York State Next Generation

bubble wands to maximize bubble production or

Mathematics Learning Standards will be fully

developing a scale model of a Mars rover. First, we will

implemented; are you ready? How might we ease

explore existing 3D printing tasks to identify where

and support the transition to these new standards? In

they may fit into our curriculum. Then, we will design, 24

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2022

Professional Learning Teams (PLTs)

Working Towards National Board Certification Facilitators: MƒA Master Teachers Kristen Reetz and Julia Shube THURSDAYS, SEP 22, OCT 27, DEC 1, JAN 5 ONLINE

Why Do I Need to Know This? Using Storylines to Engage Students in Biology Facilitators: MƒA Master Teachers Camila Locke and Marisa Miller

 INQUIRY, PRACTICE, AND LEADERSHIP

Are you a teacher currently applying for National Board Certification or planning to apply for your certification

TUESDAYS, OCT 18, NOV 22, DEC 13, JAN 10

during the 2022-2023 academic year? Then join us

MƒA

in this PLT as we guide and support each other along

 SCIENCE

How might we use storylines to engage students in the Living Environment/biology curriculum? Storyline units are an increasingly popular and enjoyable way to infuse meaningful and authentic learning experiences into curricula. Unlike a set of isolated topic-based lessons, storyline units start with an anchoring phenomenon that introduces a problem or question. Each step in the unit is framed around addressing the original problem and any student-generated questions. In our first session, we’ll begin with an introduction to storyline units as we examine a few widely available exemplars (e.g. New Visions, NGSS). We’ll also share any previous

this professional journey. In session one, we will begin by reviewing the components of the National Board Certification process and sharing additional resources.

In the following sessions, we will create working groups as we gather information about our students and select units of study that best complement the process.

Throughout, teachers will share and reflect on their progress as well as give and receive feedback through the use of National School Reform Faculty (NSRF) protocols. In our final session, teachers will craft next steps to complete before their final submission. The PLT will be scaffolded to meet the needs of the group and the various stages of the application process.

experiences using storylines in our classrooms and then form groups based on content and interest. In subsequent sessions, we’ll work in these small groups to create or adapt “story-a-lined” curriculum. In our final session, we’ll share our units, reflect on our work, and set goals for further iteration and development. This PLT is intended for any biology or Living Environment teacher.

25

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2022

Mini-Courses Mini-courses are a series of three connected workshops in which experts from academic institutions, local organizations, and within the MƒA Master Teacher community engage MƒA teachers in a topic at the cutting edge of their content area and/or pedagogical practice.

26

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2022

Mini-Courses Agile Teacher Thinking for Inclusive Classrooms p Facilitator: Rhonda Bondie, Ph.D.

A Brief History of the Universe: From the Big Bang to Today Facilitators: MƒA Master Teacher Josh Ilany and MƒA Early Career Teacher Conor Hunt

Build Your Own Electric Vehicle!: Renewable Energy With Engineering Tomorrow Facilitators: Joanna Caudle, Milton Davis, and Edgar Martinez

TUESDAYS, NOV 22, NOV 29, DEC 6

WEDNESDAYS, OCT 12, OCT 26, NOV 9

MƒA

MƒA & ONLINE

 SCIENCE

 SCIENCE

The renowned physicist John Archibald Wheeler once wrote, “the past has no existence except as it is

+ PLEASE NOTE: THIS IS A HYBRID COURSE. SESSION 1 WILL TAKE PLACE IN-PERSON AT MƒA. SESSIONS 2 AND 3 WILL TAKE PLACE VIRTUALLY.

recorded in the present.” How, then, are the origins

Do you own an electric vehicle (EV), wish to own

and development of the universe recorded in our

one, or just want to learn how they work? Then join

observations of it today? Until just 100 years ago, the

Engineering Tomorrow (ET) to learn about the history

Milky Way Galaxy was thought to be the whole of

and future of electric vehicles and—get this—build your

an eternal, static universe. Today, we know there are

own! In this mini-course, teachers will put on their

hundreds of billions of galaxies, clumped together

student hats to explore three ET renewable energy

along cosmic filaments of dark matter, in a universe

labs. In session one, we will meet in person to explore

being driven apart by dark energy. In this mini-course,

the history, development, and design of EVs and build

we will explore how our understanding of the origins of

our own using a solar cell. In session two, we will

the universe have evolved in the past century. The first

discuss the global need for renewable energy sources

session will be an overview of the current state of the

as we engage with a solar and wind power lab. In our

Big Bang model of cosmology and an exploration of its

final session, we will learn about the basic structure of

early development. In session two, we’ll delve into the

an electrical power grid and the impact of renewable

enigmatic nature of dark matter and dark energy and

energy sources. Throughout the process, teachers

how they relate to the evolution of the universe. In our

will be guided by engineers and supported with

final session, we will focus on some prominent loose

NGSS-aligned teacher guides and interactive student

ends of cosmology, including baryon asymmetry, the

workbooks. At the end of the course, ET will send

horizon problem, and more. Along the way, we’ll also

your students kits to build their own EVs and schedule

discuss how some of these topics can be adapted for

Zoom sessions with your class where engineers and

use in our classrooms. This course is best suited for

future engineers introduce the lab content, support

high school physics teachers, but anyone interested

the students with their design challenges, and provide

in learning more about the history of the universe is

direct feedback on students’ engineered solutions, all

welcome.

for FREE. While all STEM teachers love the EV lab, this

Joshua Ilany is an MƒA Master Teacher and science teacher at The Bronx

course is particularly applicable for high school physics

High School of Science in Bronx.

and chemistry teachers.

a classroom teacher and administrator in public schools for over twenty

Conor Hunt is an MƒA Early Career Teacher and science teacher at The

Joanna Caudle spent the first half of her career as an engineer with the

years. Rhonda’s co-authored book, Differentiated Instruction Made

Urban Assembly School for Green Careers in Manhattan.

Bechtel Corporation where she designed and oversaw the construction

TUESDAYS, NOV 22, NOV 29, DEC 6 MƒA  INQUIRY, PRACTICE, AND LEADERSHIP

As teachers, we spontaneously solve problems and engage students learning at very different rates on our feet as learning unfolds. In split seconds, our decisions impact students’ learning, and therefore, we need thinking strategies to make more effective teaching decisions and manage our biases. In this mini-course, we will practice making rapid, culturally affirming teaching decisions that leverage student strengths while attending to diverse learning needs. We will develop agile thinking strategies and skills through paper-based board games and the latest augmented technologies. We will take away 1). practical All Learners Learning Every Day (ALL-ED) routines that increase teacher time for learning from students and critical thinking during daily lessons, 2). a deeper understanding of how to apply research on learning, motivation, and culturally responsive and sustaining pedagogy to daily practice, and 3). increased agile thinking skills—the ability to rapidly perceive, imagine, and analyze teaching and learning during planning and daily practice. This mini-course is for teachers of all grades and subjects who are new or old friends of ALL-ED. Dr. Rhonda Bondie is an associate professor in special education at Hunter College where she directs the Learning Lab. She enjoyed being

Practical is used by teachers in more than 30 countries. Teachers can

and startup of power projects in the U.S. and abroad. She holds a B.S.

access a variety of free teaching routines and materials at her website:

in Physics from the University of the South in Sewanee, Tennessee and

http://alled.org.

a BME from Georgia Institute of Technology in Atlanta, Georgia. After a rewarding engineering career, Joanna transitioned to teaching in 2002 and has taught physics and exploratory engineering at the Stone Ridge School of the Sacred Heart in Rockville, Maryland, where she also serves as the chair of the science department and the STEM Program Coordinator.

27

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2022

Mini-Courses

Ciphers Through the Ages Facilitators: MƒA Master Teachers Lisa Asher and Lauren Friedman WEDNESDAYS, DEC 7, DEC 14, DEC 21

Milton Davis began his engineering career at Goddard Space Flight Center as a Pathways Student in 2000 working with the Navigation and Mission Design and Components and Hardware Systems branches.

Milton serves as the National Society of Black Engineers (NSBE) Greenbelt Space Chapter (GSC) President. He holds a B.S. in Aerospace Engineering from Purdue University, a Master’s in Project Management

 MATHEMATICS

When you were a kid, did you have a decoder ring or want to be a spy? Join us as we learn all about ciphers.

Ciphers are algorithms performed on individual or

from Johns Hopkins University.

small chunks of letters for encryption or decryption.

Edgar Martinez has eight years of teaching experience in mathematics,

While it may seem a relatively simple concept, ciphers

physics, and engineering in grades 7-12. Prior to teaching, Edgar worked

play a crucial role in modern technology. They are

for John P. Picone, Inc. as a project engineer and assistant project

an exciting way to blend mathematics, computer

by the NYC DEP. He also tenured for Skanska USA in their Underpinning

Island Technical High School in Staten Island.

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

MƒA

from Johns Hopkins University, and is completing a Master’s in Robotics

manager on several multi-million dollar rehabilitation contracts owned

Lisa Asher is an MƒA Master Teacher and mathematics teacher at Staten

science, and real-life applications. In this course,

Citizen Science: Measure the Health of the Bronx River With Macroinvertebrates Facilitators: MƒA Master Teacher Huan Wang and MƒA Early Career Teacher Justin Grimm-Greenblatt WEDNESDAYS, SEP 28, OCT 12 MƒA & OFFSITE  SCIENCE + PLEASE NOTE: THIS IS A TWO SESSION MINI-COURSE. SESSION 1 WILL TAKE PLACE IN THE FIELD AND SESSION 2 WILL TAKE PLACE IN-PERSON AT MƒA.

and Foundation Division working on geotechnical projects in the

teachers will explore various ciphers, including Caesar,

Do you want to empower your students to become

tri-state area. Edgar holds a B.S. from the Fu Foundation School of

Vigenère, Affine, and Multiplicative Ciphers using

environmental stewards and activists, incorporate

Engineering and Applied Science of Columbia University. He is an NY

mathematical concepts including modulo arithmetic,

citizen science into your curriculum, and get your

EIT.

inverses, and matrices. Teachers will leave with a better

students out into their local environment? If so, join

understanding of ciphers, ways to incorporate them

us as we investigate the health of the Bronx River and

into their curriculum, and classroom-ready activities

learn about the environmental and historical relevance

for all ages. This course is open to all teachers as no

of this green space. In session one, we will meet at

prior knowledge is required.

River Park to assess the river’s water quality and to collect and observe macroinvertebrates. In session two, we’ll continue our work at MƒA as we analyze our data, discuss the importance of networking with community-based organizations, and begin planning how to incorporate this work into our curricula. We will also consider the historical and social context of the Bronx River ecosystem. This course is best suited for middle and high school life science, environmental science, and chemistry teachers, but anyone interested in citizen science fieldwork and using authentic data in the classroom is welcome.

Huan Wang is an MƒA Master Teacher and science teacher at E.S.M.TI.S. 190 in Bronx.

Justin Grimm-Greenblatt is an MƒA Early Career Teacher and science teacher at Urban Assembly Maker Academy in Manhattan.

28

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2022

Mini-Courses Climate Change: An Anchor for Your Energy Unit in Physics Facilitators: MƒA Master Teachers Seth GuiñalsKupperman and Elissa Levy

Continuing With Arduinos Facilitators: MƒA Master Teachers Marieke Thomas and Andrew Wallace

In session two, we’ll delve deeper by examining how EcoRise resources related to climate data, GIS mapping, and climate justice can shape students’

WEDNESDAYS, NOV 2, NOV 16, NOV 30

understanding of the causes and impact of climate

MƒA

change within their community. In our final session,

 COMPUTER SCIENCE AND TECHNOLOGY

teachers will learn how to support student climate

Have you explored the basics of Arduinos and want

action at their schools; through the creation of data-

THURSDAYS, OCT 13, OCT 20, OCT 27

to learn about and practice with new components?

driven policy or by applying for a student-driven Eco-

MƒA

Join us to further develop your Arduino skills and

Audit grant. This course is best for middle and high

confidently bring them back to your classroom.

school life science, environmental science, and Earth

How can we teach energy types and energy transfer in

Teachers will collaboratively work to complete hands-

Science teachers.

a way that centers on climate change? The underlying

on challenges as they learn to make things move with

concepts of climate change are already embedded in

motors; record data with shields, sensors, and Arduino

our physics curricula, but it’s up to us to help students

Science Journal; and communicate with LCD screens

put the pieces together. In session one, we’ll focus on

and infrared remotes. This course is best suited for

Massachusetts, and Georgia. She is a geologist and a LEED Green

student-driven models of the greenhouse effect, which

teachers who have already taken a “Getting Started

Associate and brings more than a decade of experience teaching

require us to revisit our definition of “heat” and to make

With Arduinos” course at MƒA or have basic experience

energy charts for the Sun-Earth-space system. Next,

with Arduinos.

 SCIENCE

Zakhia Grant is the Senior Program Manager for EcoRise and provides professional development to K-12 teachers participating in the Sustainable Intelligence Program in New York, New Jersey,

science and sustainability at both the high school and collegiate levels in NYC. She is passionate about equity and justice in sustainability and environmental education. Zakhia holds a B.A. in Geology from George

we’ll connect canonical forms of energy (e.g. chemical

Marieke Thomas is an MƒA Master Teacher and science teacher at The

Washington University and an M.S. in Geology from Bowling Green

or kinetic) to traditional definitions of energy resources

Bronx High School of Science in Bronx.

State University.

(e.g. coal or wind), culminating in conversations about

Andrew Wallace is an MƒA Master Teacher and science teacher at World

the carbon cycle and net new carbon. We’ll conclude

View High School in Bronx.

in session three by looking toward the future, exploring the C-ROADS and En-ROADS climate simulations, and developing action-oriented projects that empower

Data-Driven Climate Justice With EcoRise Facilitator: Zakhia Grant

students to make lasting change. In each session,

THURSDAYS, OCT 27, NOV 3, NOV 10

we will approach the work from both a student and

MƒA & ONLINE

Desmos Activity Builder for Advanced Users Facilitators: MƒA Master Teachers Matt Baker and Deb Barnum THURSDAYS, DEC 1, DEC 8, DEC 22 MƒA  MATHEMATICS

 SCIENCE

How might we use Desmos Activity Builder to improve classroom engagement? In this mini-course, teachers

school physics and Earth Science teachers, although

+ PLEASE NOTE: THIS IS A HYBRID COURSE. SESSION 1 WILL TAKE PLACE VIRTUALLY AND SESSIONS 2 AND 3 WILL TAKE PLACE IN-PERSON AT MƒA.

the materials could be adapted for chemistry or middle

Geographic information systems (GIS) mapping helps

school physical science classes as well.

us understand patterns and relationships within a

Seth Guiñals-Kupperman is an MƒA Master Teacher and science teacher

geographic context. GIS is used in virtually every field

at The Brooklyn Latin School in Brooklyn.

and can make data come “alive” for your students.

Elissa Levy is an MƒA Early Career Teacher and science teacher at The

Join us as we discover GIS, explore EcoRise resources,

High School for Climate Justice in Manhattan.

and learn strategies to inspire students to act by

teacher lens to think through modifications needed for our classrooms. This course is best suited for high

giving them the skills needed to design solutions to environmental issues within their communities. In session one, we will begin with an introduction to environmental justice issues as we discuss and try out hands-on activities from the EcoRise curriculum.

29

will deepen their existing knowledge of Desmos Activity Builder, both in programming and instruction.

Each session will focus on a specific skill to learn how it is used, create and troubleshoot our own activities using the skill in focus, and then discuss how to teach these activities most effectively. This course will give teachers already familiar with Desmos Activity Builder an opportunity to hone their knowledge, collaborate with peers on projects and activities, and troubleshoot with a group of experienced Desmos Activity Builder users.

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

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2022

Mini-Courses

understanding and cultivate student autonomy?

Dr. John Russell is the Associate Director for Quantitative Analysis

In this two session mini-course, we will learn how

at EL Education, where he works to generate (and answer!) research

manipulatives enhance student understanding, explore Deb Barnum is an MƒA Master Teacher and mathematics teacher at Renaissance School of the Arts in Manhattan.

Desmos Activity Builder for Beginners Facilitators: MƒA Master Teachers Patricia Yee and Mehmet Zubaroglu

questions that support practitioners in Expeditionary Learning schools nationwide. John also serves on the faculty of the American Museum

how mathematics tool centers can support student

of Natural History, where his courses advance Earth Science content

independence, and discuss how to facilitate their

knowledge and the ways in which we teach that content in the

use. Together, we will work to create a designated

classroom. Before EL Education, he was a Program Officer and Senior

classroom space for students to recognize and selfselect the tools needed to support them in their

Education Researcher at MƒA, as well as a former Master Teacher.

John earned his Ed.D. in science education from Teachers College at Columbia University.

mathematics learning and problem-solving. Teachers

TUESDAYS, OCT 11, OCT 18

will try it out in their classrooms between sessions

ONLINE

and then come back together to share and reflect on

Embracing the Mathematical Strengths of ALL Learners p Facilitator: Dorothy White, Ph.D.

 COMPUTER SCIENCE AND TECHNOLOGY

their experiences. Teachers will leave ready to build on

+ PLEASE NOTE: THIS IS A TWO SESSION MINI-COURSE.

their math tools center. This course is best suited for

MONDAYS, SEP 19, OCT 3, OCT 17

Are you interested in utilizing Desmos to design

teachers of grades 3-8.

ONLINE

interactive lessons and activities to engage and support

Lauren Anderson and Kyla MacDonald are MƒA Master Teachers and

 MATHEMATICS

your students? Join us in this introduction to Desmos’

mathematics teachers at P.S. 321 William Penn in Brooklyn.

Every student has mathematical strengths beyond

free Activity Builder platform as we develop unique activities and uncover how Desmos can support student autonomy and choice, foster class discussion, and aid in sharing student work. We will use preexisting Desmos activities as a starting point to create and modify our own. We will also learn to create slides for text responses, card sorts, multiple-choice

knowing basic facts, solving problems quickly, or

The Earth at Fault: What Does Seismology Teach Us? Facilitator: John Russell, Ed.D. TUESDAYS, OCT 18, OCT 25, NOV 1

showing work clearly. Mathematical strengths include explaining ideas to others, noticing and describing patterns, paying attention to detail, and taking risks

MƒA  SCIENCE

questions, and more. We will spend each session

In 2017, North Korea tested a nuclear bomb and the

designing, developing, and critiquing our Desmos

first people who knew about it were not politicians

activities. This course is open to all teachers new to

or news anchors, but seismologists! How did these

Desmos Activity Builder.

seismologists know? By examining seismographs,

Patricia Yee is an MƒA Master Teacher and mathematics teacher at

scientists can uncover the hows and whys of

Brooklyn Technical High School in Brooklyn.

earthshaking events. In collaboration with the

Mehmet Zubaroglu is an MƒA Master Teacher and mathematics teacher

Incorporated Research Institutions for Seismology

at International High School at Union Square in Manhattan.

(IRIS), we will spend each session going beyond the P and S wave arrival times to understand how scientists

Developing a Math Tools Center That Works: Why and How? p Facilitators: MƒA Master Teachers Lauren Anderson and Kyla MacDonald

use seismographs and earthquakes to provide us with a wide variety of information, including the repercussions of fracking, the discovery of plate tectonics, and our current understanding of the

WEDNESDAYS, NOV 30, JAN 4

structure of the Earth. We will do this by using some

MƒA

traditional techniques (hello stereonet!) and also by

 MATHEMATICS

exploring publicly available real-life datasets, all of

+ PLEASE NOTE: THIS IS A TWO SESSION MINI-COURSE.

which teachers can utilize in their own classrooms.

How might we create a dedicated space in our

This course is open to all Earth Science teachers as

classrooms for mathematics tools that enhance

well as those eager to learn more about seismology.

30

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2022

Mini-Courses

and interactive virtual reality worlds using the

Dr. Steven Jaret is a geologist at the American Museum of Natural

AFrame library. Unlike libraries that require extensive

History working in Earth and Planetary Sciences and is faculty in their

programming knowledge, AFrame uses HTML and to contribute ideas. By recognizing and valuing the strengths and contributions of every student, we empower them to see themselves as mathematical thinkers and doers. In this course, teachers will broaden their understanding and use of mathematical strengths. First, teachers will engage in group tasks to explore the different mathematical strengths they use to solve problems with peers. Then, teachers will reflect on their classroom practices as we discuss strategies to identify and acknowledge students’ strengths in the classroom. Teachers will also design an activity to gather data on the mathematical strengths of their students. Finally, teachers will share their findings and plan ways to incorporate their students’ strengths into their lesson plans and classroom interactions.

Throughout the course, teachers will discuss strategies to support the development of students’ positive mathematics identities as they learn to name their

Master of Arts in Teaching (Earth Science) program. He holds a Ph.D. in geosciences from Stony Brook University, a master’s in geology from

JavaScript to create 3D worlds accessible through any

Harvard University, and a bachelor’s in geology from the University of

web browser. Virtual reality is an exciting medium to

Tennessee, Knoxville. Steven’s research focuses on the geology and

bring content to life at all grade levels. Teachers start

geochemistry of New York City and broader New England as well as

their exploration by creating static virtual reality worlds using HTML and then progress to using JavaScript to create dynamic and interactive content. This course is

planetary geology, where he studies the effects of meteorite impacts on the Earth.

Constance Giannakakis is an MƒA Master Teacher and science teacher at High School for Construction Trades, Engineering and Architecture

ideal for teachers familiar with HTML and JavaScript,

in Queens.

but the content provided can be scaled to meet

Gloria Nicodemi is an MƒA Master Teacher and science teacher at East-

individual levels of knowledge and interests.

West School of International Studies in Queens.

Renne Castro is an MƒA Master Teacher and computer science teacher at Bayside High School in Queens.

Greg Sciame is an MƒA Master Teacher and computer science teacher at I.S. 318 Eugenio Maria De Hostos in Brooklyn.

Fun With Factorials Facilitator: MƒA Master Teacher Alexander Lord, Ed.D. THURSDAYS, DEC 1, DEC 22, JAN 5

Exploring the Geology and Geography of Northern Manhattan and the Bronx Facilitators: Steven Jaret, Ph.D., and MƒA Master Teachers Constance Giannakakis and Gloria Nicodemi

_ONLINE  MATHEMATICS

Factorials play an essential role in the mathematics our students learn, yet they are rarely studied for

mathematical strengths and those of their peers. This

WEDNESDAYS, SEP 21, SEP 28, OCT 12

their unique and complex properties. In this mini-

course is open to all mathematics teachers.

MƒA & OFFLINE

course, we will collaboratively explore extensions of

Dr. Dorothy Y. White is a professor of mathematics education in the

 SCIENCE

the factorial function to rational and imaginary values

Mary Frances Early College of Education at the University of Georgia.

+ PLEASE NOTE: THIS IS A HYBRID COURSE. SESSIONS 1 AND 2 WILL TAKE PLACE OFFSITE. SESSION 3 WILL TAKE PLACE VIRTUALLY.

by introducing the fascinating gamma function. First,

Her research, teaching, and service interconnect and support empowering all students for success in mathematics by purposefully promoting collaborative relationships among mathematics teachers and researchers. She teaches undergraduate teacher preparation courses in early childhood education and middle school mathematics education

How does New York City’s geology affect its topography? Join us as we explore and link geological

and graduate courses in critical issues and national trends in STEM

features and landforms to the greater topography

education. She also provides professional development in mathematics

and geologic history of New York City. In our first

to Pre-K-8 classroom teachers at the local, state, and national levels.

two sessions, we will visit Isham and Inwood Parks as well as Orchard Beach, discuss how we can use these

Escaping Reality With AFrame.io Facilitators: MƒA Master Teachers Renne Castro and Greg Sciame

landscapes to help our students better understand what their city is built upon, and uncover how its geologic features came to be. We will spend our

TUESDAYS, NOV 22, DEC 6, DEC 20

last session indoors as we apply our field data to

ONLINE

topographic maps and historical data of the area to

 COMPUTER SCIENCE AND TECHNOLOGY

design NGSS-aligned and phenomenon-based Earth

Have you ever felt the need to escape reality but didn’t

Science learning experiences. This course is best suited

know where to go? During these historic times, virtual

for Earth Science teachers who want to dig deeper and

reality allows you to envision the world you want.

get their students out of the classroom and into their

In this mini-course, teachers will create immersive

local environment.

31

we will warm up with some factorial problems and explore factorial variants, including double factorial and primorial. Then, we will examine Euler’s gamma function and its relation to factorials. Finally, we will discuss how to find the derivative of the factorial function and extensions of the gamma function. This course is open to all mathematics teachers. We will review concepts from multivariable calculus as needed.

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

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2022

Mini-Courses

the games Spot It! (a.k.a. Dobble) and Codenames to unpack each game’s core mechanics and components.

Then, teachers will use the design process to design

Fun With Fungi: Growth and Experimentation With Wild Yeast Facilitator: Jeanne Garbarino, Ph.D. THURSDAYS, OCT 13, OCT 20, OCT 27 MƒA  SCIENCE

Multicellular life forms—such as plants and animals— have existed in symbiotic relationships with microbes throughout the course of evolution. While humans may not have always appreciated the scientific nature of this symbiosis, they have exploited microbial community dynamics for thousands of years through the fermentation, and thus preservation, of food. In

their own playable decks. Finally, they will participate in a game jam where colleagues will play each other’s games to give constructive and actionable feedback.

Each session will be highly interactive, fun, and

Get Rhythm: The Mathematics, Art, and History of Humanity’s Oldest Artform p Facilitators: MƒA Master Teachers Jay Lang, Sam Williams, and Rachel Woolley WEDNESDAYS, JAN 11, JAN 18, JAN 25 MƒA  MATHEMATICS

educational. This course is open to teachers of all

This course will take a multi-dimensional look at

content areas and levels and best suited to those with a

rhythm to develop a set of culturally responsive lessons

creative mindset and playful spirit.

and activities scalable to any mathematics classroom.

Phylicia Hoyt and Kate Litman are MƒA Master Teachers and mathematics teachers at Quest to Learn in Manhattan.

We will investigate how rhythm relates to mathematical thinking and symbolic representation, serves as a living historical artifact of colonialism, slavery, and the

Geometric Construction: Making Dynamic Sculptures Facilitators: MƒA Master Teachers Saida Atmaca and Quratul Waqas

African diaspora, and reinforces cultural identity. We will also explore how the mind’s natural ability to sense patterns opens a doorway to things as complex as fractional addition, factoring, and modular arithmetic.

this course, we will safely culture wild yeast that live in

TUESDAYS, OCT 11, OCT 18, OCT 25

Expect some call and response activity and much

symbiosis with plants and flowers found outside our

MƒA

practice as we seek to model the vibrancy of a typical

homes or from familiar food products easily obtained

 MATHEMATICS

New York City classroom. Teachers of all grades are

Have you ever constructed a moving sculpture? In this

welcome, especially those willing to play a simple

mini-course, we will explore and build 3D sculptures,

rhythm instrument. You may also bring your own

including a hexaflexagon (a paper hexagon whose

instruments.

sides flex, revealing more surfaces than a standard

Jay Lang and Sam Williams are MƒA Master Teachers and mathematics

hexagon would), a kaleidocycle (a ring of tetrahedrons

teachers at Curtis High School in Staten Island.

community members to develop an appreciation for science as a human

that rotate and move in a spellbinding way), soma

Rachel Woolley is an MƒA Master Teacher and mathematics teacher at

endeavor, and to provide equitable access to scientific resources and

cubes (akin to 3D tangrams), infinity cubes, spiral

P.S. 139 Alexine A. Fenty in Brooklyn.

opportunities that genuinely reflect the process of science. Jeanne is

cubes, and more. As we construct, we will bring our

formally trained as a lipid biochemist, earning her Ph.D. in metabolic

prior knowledge and experience to the table as we

from the supermarket. From there, we will discuss ways students can conduct more traditional experiments such as growth assays with our homegrown yeast.

Dr. Jeanne Garbarino is the Director of RockEDU Science Outreach at The Rockefeller University, where she works to promote and support science outreach within the scientific community, open channels for

biology from Columbia University, then conducting postdoctoral studies on cholesterol transport at Rockefeller.

collaborate to work through a handful of challenges, make connections to algebra and geometry, and

Game-Based Learning: An Introduction Facilitators: MƒA Master Teachers Phylicia Hoyt and Kate Litman TUESDAYS, JAN 3, JAN 10, JAN 17 MƒA  INQUIRY, PRACTICE, AND LEADERSHIP

Do you want to energize your classroom? Do you think kids learn best through play? Do you want to explore the benefits of game-based learning while learning how to design games for your content area? Look no further! In this mini-course, teachers will explore 32

discuss ways to engage and enrich our middle and high school mathematics classrooms.

Saida Atmaca is an MƒA Master Teacher and mathematics teacher at P.S. 049 Dorothy Bonawit Kole in Queens.

Quratul Waqas is an MƒA Master Teacher and mathematics teacher at I.S. 230 in Jackson Heights.

GMOs: The More You Know - Are My Doritos Genetically Modified?

Facilitators: Kelsie Anson, Ph.D., and MƒA Master Teacher Sabrina Miller WEDNESDAYS, OCT 12, OCT 19, OCT 26 OFFSITE  SCIENCE + PLEASE NOTE: ALL THREE SESSIONS WILL TAKE PLACE AT THE DNA LEARNING CENTER AT THE NEW YORK CITY COLLEGE OF TECHNOLOGY (CITY TECH) IN BROOKLYN.

Farmers have been selectively breeding crops for millennia, but the 1990s brought about a new way to modify crops: genetic engineering. With advances in genetic technology, most corn, soy, and cotton grown in the United States are now genetically engineered

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2022

Mini-Courses

explore powerful first-hand accounts of participants’ experiences. Finally, we’ll discuss what regulation of medical research and consent look like today. Join

for herbicide resistance, while other crops have been modified for pest resistance or drought tolerance.

Despite the advantages of genetic engineering, the use of genetic modification in agriculture remains a hotly contested topic. In this mini-course, we’ll discuss the history and implications of genetically modifying our food supply and learn how to identify a single transgene within a plant’s genome. Teachers will isolate DNA from common snack foods and perform PCR to determine whether the foods contain genetically modified components. We will also discuss how to adapt or implement this lab in your classroom and options for bringing your class to the DNA Learning Center.

us as we journey through the landmark changes this case brought about as we explore fundamental ideas such as trust in science, cross-cultural sensitivity, and understanding the ethical principles involved in informed consent and the protection of study participants. Teachers will also learn how to integrate authentic scientific practices such as experimental design, data analysis, and evidence-based reasoning.

All middle and high school life science teachers who want to empower their students to become effective advocates for their health and agents of change in their communities are welcome.

Dr. Revati Masilamani is the Director of the Great Diseases program at The Center for Science Education at Tufts University School of Medicine.

The Great Diseases is a suite of health and disease-focused curricula

Dr. Kelsie Anson is an Educator at the DNALC NYC, an operating unit

that brings cutting-edge biomedical science and hands-on critical

of Cold Spring Harbor Laboratory’s DNA Learning Center. Dr. Anson is

thinking into high school classrooms. Dr. Masilamani is an immunologist

formally trained as a biochemist, earning her Ph.D. in Biochemistry from

and microbiologist by training, and her work aims to improve scientific

the University of Colorado Boulder.

engagement and health literacy in young adults via teacher learning and

Sabrina Miller is is an MƒA Master Teacher and science teacher at East

professional development.

Side Community in Manhattan.

Great Diseases With Tufts: Understanding Bioethics Through the Lens of History p Facilitator: Revati Masilamani, Ph.D. WEDNESDAYS, NOV 30, DEC 7, DEC 14 MƒA & ONLINE

design a peer-reviewed experiment. In sessions two

Guiding Your Students Through StudentDesigned Experiments Facilitator: Kristen Dotti TUESDAYS, OCT 11, OCT 18, OCT 25, NOV 1 ONLINE  SCIENCE

and three, we’ll practice writing scientific procedures, analyzing data, and drawing conclusions. The data, graphs, and reflections on these investigations will be shared in jigsaw fashion so everyone benefits from the knowledge acquired by each individual. In our final session, we will brainstorm ideas for initiating this

 SCIENCE

+ PLEASE NOTE: THIS IS A FOUR SESSION MINI-COURSE.

+ PLEASE NOTE: THIS IS A HYBRID COURSE. SESSIONS 1 AND 3 WILL TAKE PLACE VIRTUALLY. SESSION 2 WILL TAKE PLACE INPERSON AT MƒA.

Are you stumped on how to conduct meaningful

and collect data. The techniques shared will help you

investigations and data analysis with your students?

engage your students in exploration, observation, data

It’s actually easier than you might imagine! The goal

collection, and analysis for use in any K-12 science

of this mini-course is for teachers to explore methods

classroom.

These past few years have been a stark reminder of why scientific trust and health literacy are critical to individual well-being and a more equitable society.

In this mini-course, we will explore an immersive case study highlighting the damaging consequences of 1980s research on the causes of type 2 diabetes in a vulnerable population. First, teachers will learn more about the historical context and details of the study. Then, we’ll examine some of the original documents from the lens of study participants and 33

to help their students design and conduct authentic data-driven investigations. Throughout this course,

process so students never run out of ways to generate

Kristen Dotti writes curricula and leads professional development training for teachers who enjoy using student-centered techniques. As

you will play the role of the student to experience

a teacher, geneticist, and life-long learner, she is constantly exploring

scientific inquiry firsthand while learning the

new topics from a scientific perspective to grow her mind and feed her

framework for leading your own students. In session one, you will learn how to build curiosity by exploring

passions. Although she travels to different schools each week to help them achieve their faculty development goals, she has made Asheville, NC home.

a phenomenon, collecting observations, and selecting a factor that may be influencing the phenomenon to

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2022

Mini-Courses

unique ability and responsibility to create and foster

Jeff Reeder is an MƒA Master Teacher and mathematics teacher at NYC

healthy learning environments for their students and

iSchool in Manhattan.

themselves. Mindfulness practice is an effective Social-

High Tech, Low Tech, No Tech: Project-Based Learning and Design Thinking Facilitators: MƒA Master Teachers Everton Henriques and Jared Jax, Ph.D.

Emotional Learning (SEL) strategy to promote student and staff well-being. Mindfulness practice supports “students in accessing and applying knowledge and skills needed to manage emotions, forge positive

WEDNESDAYS, OCT 19, OCT 26, NOV 2

relationships, achieve goals and make responsible

MƒA

choices.” (Kuranishi, et al., 2018). This course will

Introduction to Python Programming Facilitators: MƒA Master Teachers Alex Duff and Andrew O’Grady, Ph.D. WEDNESDAYS, SEP 21, SEP 28, OCT 12, OCT 19 ONLINE  COMPUTER SCIENCE AND TECHNOLOGY + PLEASE NOTE: THIS IS A FOUR SESSION MINI-COURSE.

 COMPUTER SCIENCE AND TECHNOLOGY

provide educators with research-based methods to

Are you looking for new and innovative ways to

incorporate mindfulness practice into their general

Python is a computer language that is both easy

incorporate and structure hands-on, project-based

education, ICT, and/or 12:1 STEM classroom settings.

to learn and easy to teach. Many professional

learning (PBL) in your STEM classroom? This course

In each session, educators will engage in mindfulness

programmers use python as it is known for its

will offer ways to integrate PBL within STEM subjects,

practices and have time to practice, reflect, create

readability. During this course, teachers will be

whether you have no access to technology, a fully

tools, and set specific goals for their classroom. We

grouped based on their skill level and interest as

functioning makerspace, or something in-between.

will also collaboratively reflect on glows and grows and

they learn concepts in Python through lessons and

Join us as we share best practices for structuring

strategize ways to improve our practices. This course is

exercises, explore online resources available to the

a PBL approach to teaching and learning. We will

open to educators of all subjects and grade levels.

Python community, and leave with ideas for scalable

use simulated environments, hands-on equipment

Simone O. Kuranishi is a dance, yoga, and special education teacher

such as Arduinos and breadboards, and traditional

with over a decade of experience in public schools. She currently works

for this course—just an interest in learning to program.

as a dance and mindfulness educator on Long Island.

While this course is for Computer Science teachers

Erika Stafne is an MƒA Master Teacher and science teacher at Repertory

interested in learning how to teach a class or unit in

Company High School for Theatre Arts in Manhattan.

Python, any STEM teacher wishing to learn Python is

consumables like wood and glue to design and create classroom-ready projects. Additionally, we will discuss Design Thinking, which focuses on promoting creative problem-solving in the project cycle and using feedback to refine ideas. To close out the course, we will work in teams to iterate on one of the PBL units shared to adapt it to each of our unique classroom settings. This course is designed primarily for STEM teachers of grades 6-12.

Everton Henriques and Dr. Jared Jax are MƒA Master Teachers and science teachers at Staten Island Technical High School in Staten Island.

welcome to attend!

An Introduction to Boolean Algebra Facilitator: MƒA Master Teacher Jeff Reeder

Alex Duff is an MƒA Master Teacher and science teacher at Renaissance High School for Musical Theater and the Arts in Bronx.

TUESDAYS, JAN 3, JAN 10, JAN 17

Dr. Andrew O’Grady is an MƒA Master Teacher and computer science

ONLINE

teacher at Bronx Early College Academy for Teaching & Learning in

 MATHEMATICS

Did you know that 1 + 1 = 1? Well, not always, but in the world of Boolean Algebra, it’s true! Boolean Algebra is the mathematical basis for modern computing. In

Implementing and Evaluating Mindfulness Practice in Your STEM Classroom p Facilitators: Simone Ousset Kuranishi and MƒA Master Teacher Erika Stafne

Python projects. There is no prerequisite knowledge

addition to its importance in computing, Boolean Algebra has fascinating implications in logic. This interactive mini-course will start with the basics, such as operators and how Boolean functions work. We will

Bronx.

Investigating Inheritance, Gene Expression, and Genetic Medicine With HHMI Facilitators: Kate Fisher and Valerie May WEDNESDAYS, NOV 2, NOV 16 ONLINE  SCIENCE

THURSDAYS, OCT 6, OCT 13, OCT 20

then learn how to turn those functions into circuits.

+ PLEASE NOTE: THIS IS A TWO SESSION MINI-COURSE WITH ~30 MINUTES OF ASYNCHRONOUS WORK.

ONLINE

Finally, we will use our knowledge to explore one of

 INQUIRY, PRACTICE, AND LEADERSHIP

To understand genetic diseases and their 21st-

the fundamental applications of Boolean Algebra:

century treatments, students need to understand

Do you want to help improve your students’ mental

circuit optimization! We will examine the interplay

both the central dogma and classical genetics. In

health while cultivating a classroom of support

between logic and Boolean Algebra throughout the

this mini-course, teachers will investigate free HHMI

and responsiveness? Classroom teachers have the

course. The course requires no prior knowledge and is

BioInteractive resources to help their students

accessible to all.

34

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2022

Mini-Courses understand genetics and molecular biology concepts, including how recent discoveries have led to novel ways of treating genetic diseases. In session one, we will use Leber congenital amaurosis (LCA), an inherited form of blindness, to explore the molecular basis of phenotype and genotype. We’ll examine pedigrees to determine the inheritance pattern of LCA, investigate how mutations result in vision loss, and discuss how gene therapy is used to treat the disease. In session two, we’ll review the central dogma and build on our understanding of gene expression as we work in small groups to explain how genetic medicine and CRISPR are currently being used to treat inherited diseases.

Throughout, teachers will have time to reflect on and discuss how to apply the content and resources to their classrooms. This course is best for introductory and advanced high school biology teachers, and middle

classroom. While mastery data is a powerful tool,

literature from Baylor University. Upon graduating in 2011, Jeff was

school life science teachers are also welcome.

it can paint an incomplete picture of students’

placed as an English teacher in Phoenix, Arizona, with Teach For

Kate Fisher has taught biology and AP Biology for two decades at

learning process and the likelihood of their continued

Oregon City High School, a large comprehensive public high school in

persistence; knowing that a student is struggling to

engineering, iOS app development, and web design to high school

Oregon City, Oregon. She loves the daily challenge of harnessing her

master material doesn’t tell you how to help them

students in Los Angeles, California, and New York City. He believes

students’ curiosity about the natural world and encouraging them to see

succeed. In this mini-course, we’ll explore why, how,

learning to code is the most empowering experience a high school

connections between their lives and the world around them. When she’s not teaching, she enjoys exploring the outdoors with her family.

Valerie May teaches at the Woodstock Academy, an independent,

and when to use student feedback and self-reported data and best practices for analyzing and responding

America and earned his M.Ed. in secondary education from Arizona State University. In 2015, Jeff taught beginner courses in software

student can have, coding is joyful, and all students deserve access to this life-changing form of fun.

Taylor Want holds a B.A. in Physics from Carleton College and an M.Ed.

rural Connecticut school that serves students from six small public

to it. We’ll begin by examining the strengths and

school districts. Val enjoys working with teachers across the country

limitations of relying exclusively on mastery data to

career around increasing educational opportunities in computer science

in professional development workshops, sharing what works in her

inform a computer science classroom. We’ll then dig

for underrepresented populations in tech. Taylor began her career in

classroom, and learning from their experiences. Traveling the world with

deep into how student self-assessment and feedback

education as a high school physics and computer science teacher and

her husband and son brings her joy, as does completing a challenging jigsaw puzzle on the coffee table at home.

can provide a powerful complement to the mastery data. We’ll tie all these threads together by discussing

Mastery vs. Metacognition in Computer Science Facilitators: Jeff Olson and Taylor Want MONDAYS, NOV 14, NOV 21, NOV 28 ONLINE  COMPUTER SCIENCE AND TECHNOLOGY

Student feedback and self-reported data can be a powerful tool to drive student skill development, motivation, and inclusion in the computer science 35

in Curriculum and Teaching from Boston University. She has built her

then as the Director of Strategy and Operations at Upperline Code. At Upperline Code, she built, managed, and trained teachers for computer science education programs in partnership with organizations like

the implications a feedback-centered approach has on

Google, JPMorgan Chase, the New York City Department of Education,

our mission to create inclusive classrooms and walk

and Cornell Tech. She is now CodePath’s Head of Programs, where she

away with implementation plans customized to our classroom contexts. Ultimately, this course aims to

brings a deep commitment to increasing equity in computer science to her role.

help computer science teachers drive more inclusive learning environments in a systematic, feedback-driven way.

Jeff Olson is the Director of Curriculum and Instruction at Upperline Code. Jeff has an undergraduate degree in neuroscience and American

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2022

Mini-Courses Nuclear Weapons: Past, Present, and Future Facilitator: Ivana Hughes, Ph.D.

Pablo Escobar’s Hippos and Constructing Models in the Science Classroom Facilitators: MƒA Master Teachers Elese Lau and Emily Schmidt, Ph.D.

developments across the medical, transportation, and personal care industries. In sessions one and two, we will explore an overview of polymer synthesis,

WEDNESDAYS, OCT 19, OCT 26

structures, properties, and applications. Examples will

MƒA

range from some of the earliest synthetic polymers,

THURSDAYS, JAN 5, JAN 12, JAN 19

 SCIENCE

MƒA

+ PLEASE NOTE: THIS IS A TWO SESSION MINI-COURSE.

 SCIENCE

Advanced synthetic polymers have led to significant

such as nylon, to more advanced polymers made possible by recent advances in polymer chemistry,

Did you know Pablo Escobar, notorious drug lord

including Nobel Prize-winning science. We’ll conclude

The Ukraine War has reignited fears of nuclear

and cartel leader, was also an animal lover? In fact,

in session three by discussing both the positive and

weapons use that have largely been absent from the

he created a makeshift zoo on his estate, importing

negative societal and environmental impacts resulting

public’s consciousness since the end of the Cold

animals from all over the world. When Escobar was

from the development and use of polymer materials.

War. Contrary to the popular narrative that nuclear

killed in 1993, most of the animals were captured and

Throughout, we’ll incorporate examples of existing

weapons have kept the world safe, their development

relocated—but not his four hippos, the descendants of

polymers, polymer research, and polymerization

and testing have had devastating humanitarian

whom have become an invasive species in Colombia.

experiments throughout, and teachers will consider

consequences around the world. From the Navajo

Join us in this two session mini-course as we learn

how best to adapt the content, hands-on activities, and

Nation to the atolls of the Marshall Islands and French

how to use this phenomenon to teach ecology. In

discussions for their classrooms. This course is best for

Polynesia, to the deserts of Kazhakstan, Algeria, and

session one, we’ll learn more about hippos in their

high school chemistry teachers, but anyone interested

Australia, nuclear weapons have put millions of people

native range as we explore published studies and the

in learning more about polymer chemistry is welcome

in harm’s way, endangering their health and polluting

free, web-based program SageModeler to build and

to attend.

their environments. In this mini-course, teachers will

test a model of how hippos affect complex ecosystem

have the opportunity to review the science behind

Dr. John Henssler is a Clinical Professor and Director of the Organic

dynamics. In the second session, we will work in small

Chemistry Teaching Laboratories at New York University. He received

nuclear weapons, analyze the scientific literature on

groups to model our own chosen phenomena and

his B.S. in Chemistry, with a concentration in Polymer Chemistry at the

the impact of their testing, consider current challenges,

discuss how to use SageModeler in our classrooms.

and imagine a future without nuclear weapons, as

The content and tools are most applicable to life and

promoted by the Treaty on the Prohibition of Nuclear

environmental science teachers, but anyone interested

research interests range from the synthesis of organic electronic

Weapons. Scientific data analysis and quantitative skills

in helping their students model complex phenomena

materials, including polymers, to chemical education.

development will be supplemented by discussions of

and learning more about Pablo’s hippos is welcome!

Denice Gamper is an MƒA Master Teacher and science teacher at Bard

nuclear justice and its relationship to climate justice. All teachers are welcome, however, chemistry and physics

Elese Lau and Dr. Emily Schmidt are MƒA Master Teachers and science

Dr. Ivana Nikolić Hughes is a Senior Lecturer in Discipline in the Department of Chemistry at Columbia University and President of the Nuclear Age Peace Foundation. She graduated from Caltech in

Polymers: More Than Common Consumer Plastics Facilitators: John Henssler, Ph.D., and MƒA Master Teacher Denice Gamper

1999 with a B.S. in chemical engineering with Honors and earned her

THURSDAYS, DEC 1, DEC 8, DEC 22

Ph.D. from Stanford University in 2005, working in the Department of

MƒA

Biochemistry as an American Heart Association Fellow.

 SCIENCE

Plastic bags, bottles, toys, and packaging are just a few applications of common consumer polymers. With the many unique solutions they offer, consumer polymers have become an integral part of our daily lives. So much so, it can be hard to imagine life without them.

36

Chemistry at the University of Michigan and a Postdoctoral Fellowship at NYU’s Materials Research Science and Engineering Center. His

High School Early College in Manhattan.

teachers at The Bronx High School of Science in the Bronx.

teachers may find the content and resources most helpful.

University of Pittsburgh. He completed his Ph.D. in Organic Materials

Preparing for Master Teachers on Teaching Facilitators: MƒA Master Teachers Jude Julien, Michael Paoli, and Molly Shabica WEDNESDAYS, NOV 9, NOV 16, NOV 30, DEC 7 TUESDAY, DEC 13 MƒA  INQUIRY, PRACTICE, AND LEADERSHIP

This workshop is for Master Teachers selected to speak at this year’s Master Teachers on Teaching (MT²) event on Thursday, December 15, 2022. We will use protocols to develop, practice, and hone (and practice again) our presentations. We will create a warm and supportive

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2022

Mini-Courses space for you and your story to flourish. Please see the listing for the MT² Thursday Think for more information on the event and how to propose a talk.

Melissa Singer is an MƒA Master Teacher and mathematics teacher at P.S. 130 The Parkside in Brooklyn.

Rich Learning Tasks for Middle School Mathematics Facilitators: MƒA Master Teachers Maria Ayub and Shon Zelman

Routines to Build Equity and Belonging in Mathematics p Facilitator: Anne Burgunder WEDNESDAYS, SEP 21, SEP 28, OCT 12 MƒA  MATHEMATICS

Jude Julien is an MƒA Master Teacher and science teacher at Bronx High

WEDNESDAYS, NOV 2, NOV 16

Are you new to Illustrative Mathematics (IM), have

School for Writing and Communication Arts in the Bronx.

MƒA

been using it for years, or somewhere in between?

Michael Paoli is an MƒA Master Teacher and mathematics teacher at Ella

 MATHEMATICS

Perhaps you’re wondering how you might use it to

Baker School in Manhattan.

+ PLEASE NOTE: THIS IS A TWO SESSION MINI-COURSE.

provide equity and access to your students and foster

Molly Shabica is an MƒA Master Teacher and science teacher at Fannie

Are you a middle school mathematics teacher looking

Lou Hamer Freedom High School in the Bronx.

for ways to spark student curiosity, engage students in sustained productive struggle, or allow students

Proof Through Play: Using Games, Number Strings, and Debate to Build Proof Facilitators: MƒA Master Teachers Sophie Brady and Melissa Singer WEDNESDAYS, OCT 12, OCT 19, OCT 26 ONLINE  MATHEMATICS

to take greater ownership of their learning? If you said “yes” to any of these questions, this mini-course is for you! Rich learning involves students coming together for thought-provoking activities that allow them to connect ideas from across the mathematical landscape. These tasks ignite curiosity by involving students in an irresistible challenge, question, or

deep mathematical thinking and reasoning skills. IM is a problem-based curriculum that emphasizes student engagement and developing critical mathematical habits through various routines. In this minicourse, teachers will explore routines across the IM curriculum, discuss and plan their implementation, capture necessary formative data, and create positive mathematics learning communities where all voices are recognized and valued. Each session will focus on specific routines, planning for student thinking, capturing students’ thoughts, and implementing those

We often think about proof and conjecture as part

mystery. In this course, we will first do the mathematics

of secondary education, but elementary students

together as we explore ways to invite students into

are full of ideas about how numbers work! How can

the rich learning experience. Then, we will examine

we capitalize on their need to generalize to support

strategies to help students productively struggle and

mathematics content and increase discourse in our

make sense of problems. Finally, we will discuss ways

elementary classrooms? Over the three sessions,

of assisting students in articulating their thoughts,

teachers will explore, implement, and reflect on three

reflecting on their process, and taking ownership of

ways to encourage student talk and conjecture-

their learning. Ideally, this kind of rich learning helps

making: games, number strings, and debate. First, we

students make connections, build new strategies, and

methods courses and mentors student teachers. Anne’s wide-ranging

will learn the game Nim and understand how a game

develop as problem-solvers. Some of the rich learning

experience makes her a true mentor to both new and seasoned

not routed in numbers can draw in more students.

tasks will come from Dan Finkel’s blog Math For Love.

teachers. She is dedicated to helping teachers increase student

Maria Ayub is an MƒA Master Teacher and mathematics teacher at The

pedagogical content knowledge.

Then, based on the work of Cathy Fosnot and Kara Imm, we will explore how to use number strings and

Highbridge Green School in Bronx.

conjectures to develop mathematics fluency and

Shon Zelman is an MƒA Master Teacher and mathematics teacher at

discussions about how numbers work. Finally, we

Bedford Stuyvesant Collegiate Charter School in Brooklyn.

routines effectively. We will look at practices across grades and consider shifts in pedagogy as students become familiar with the routines. This course is open to all mathematics teachers, as the IM routines work in any mathematics curriculum.

Anne Burgunder is widely regarded as a teacher’s teacher. Currently, she is a clinical faculty member at NYU Steinhardt School of Culture, Education, and Human Development, where she teaches mathematics

achievement through improved instruction and the development of

will use the Teachers College, Columbia University debate protocol to start mathematics debates in our classrooms. This course is best for elementary mathematics teachers.

Sophie Brady is an MƒA Master Teacher and mathematics teacher at The Emily Warren Roebling School in Brooklyn.

37

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2022

Mini-Courses Sangaku 2.0: Samurai, Kissing Circles, and the Geometry of Shinto Shrines Facilitators: David Clark and MƒA Master Teacher Andy Brockmann

Shifting Instructional Practice to Create AntiRacist STEM Classrooms p Facilitators: Mary Leer, Ed.D., and MƒA Master Teachers Dionne Beckford and Dawoun Jyung TUESDAYS, DEC 13, DEC 20, JAN 10, JAN 17 MƒA & ONLINE

Street Data: An Invitation to Rehumanize Mathematics p Facilitator: Kara Imm, Ph.D. WEDNESDAYS, NOV 9, NOV 30, DEC 14, DEC 21 MƒA  MATHEMATICS

 INQUIRY, PRACTICE, AND LEADERSHIP

+ PLEASE NOTE: THIS IS A FOUR SESSION MINI-COURSE.

+ PLEASE NOTE: THIS IS A FOUR SESSION HYBRID COURSE. SESSIONS 1 AND 4 WILL TAKE PLACE IN-PERSON AT MƒA. SESSIONS 2 AND 3 WILL TAKE PLACE VIRTUALLY.

As teachers, we exist within “big data” systems that

 MATHEMATICS

How might we critically incorporate anti-racist

create classroom communities where all kids are seen,

+ PLEASE NOTE: THIS IS A TWO SESSION HYBRID COURSE. SESSION 1 WILL TAKE PLACE IN-PERSON AT MƒA. SESSION 2 WILL TAKE PLACE VIRTUALLY.

practices into our mathematics and science

heard, loved, and understood. Testing and data systems

classrooms? It takes vigilance and collaboration to

are designed to profit from the myth that Black, Latinx,

develop an anti-racist stance, given the long history of

and Indigenous students “need developing” and that

mathematics and science education as gatekeeper for

schooling can “fix” them. Together, we will dismantle

students of color. This mini-course provides a reflective

this myth and work towards radical alternatives. We will

and courageous space for educators to examine the

use the book Street Data: A Next-Generation Model for

actions and beliefs that drive daily instructional and

Equity, Pedagogy, and School Transformation by Shane

curricular decisions. Teachers will begin by unpacking

Safir and Jamila Dugan as our guiding text to center

the idea of anti-racist teaching as they share their

on the ways of knowing of Queer, Black, Indigenous,

classroom routines (e.g. analyzing tasks). Then, these

and people of color to redefine conventions of

discussions will be used to uncover implicit and

understanding, creating, and learning mathematics.

explicit biases that stymie even the best intentions to

This course is designed for teachers of all grade levels

transform instructional practice. The goal is for every

and subjects.

teacher to leave with actionable steps and tools to

Dr. Kara Imm is a K-12 mathematics educator based in New York City. In

shift their instructional practices to be anti-racist and

her more than 20-year career, she has been a middle and high school

to dismantle common practices that block access and

mathematics teacher, staff developer, leadership coach, and teacher

THURSDAYS, OCT 6, OCT 13 MƒA & ONLINE

Would you like to explore more centuries-old mathematics puzzles of the East and dig deeper into their history? As a further exploration beyond previous sangaku courses, we will continue our investigation of 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; make connections to algebra, geometry, and basic trigonometry; and discuss ways to engage and enrich diverse learners in our middle and high school classrooms. Teachers will leave able to connect Japanese mathematics and culture in a historical context, identify the aesthetic of traditional geometry problems, apply basic techniques to solve them, and acquire the know-how to create sangaku of their own. Those who have previously taken a sangaku course are best suited for this course, but all are welcome.

Dr. David Clark is a 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 inperson and to watch sumo.

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

equity. This course is for all who seek a lifelong journey

shape our identities, relationships, and capacity to

education faculty. At MƒA, Kara has designed and led over 20 courses on design thinking, mathematical routines, models and modeling,

toward becoming anti-racist educators.

developing a coaching practice, early algebra, and more. Kara has

Mary Leer, Ed.D., of Visualizing Education, Reframing Achievement

written several articles and books with and for teachers on the teaching

Consulting, LLC, is an adjunct advisor to graduate students in the

and learning of mathematics. A proud graduate of Minneapolis Public

Leadership in Mathematics Education program at Bank Street Graduate

Schools, Kara earned degrees from Stanford University and Bank Street

School of Education. Her passion for mathematics education and anti-

College of Education. Her recent Ph.D. in Urban Education from The

racist practice began 30 years ago through a seminal project (Math3,

Graduate Center, The City University of New York, investigated the

U Pittsburgh) that engaged teachers in thinking critically about how

impact of mathematical modeling on high school girls of color who had

student-teacher interactions (accountable talk©) maintain or decrease

experienced the gate-keeping effects of algebra.

cognitive demand and student learning. These ideas continue to support her collaborative work with educators striving to co-create an anti-racist math environment that is not an opaque gatekeeper, but a transparent game-changer for students of color.

Dionne Beckford is an MƒA Master Teacher and mathematics teacher at P.S. 321 William Penn in Brooklyn.

Dawoun Jyung is an MƒA Master Teacher and mathematics teacher at Metropolitan Expeditionary Learning School in Queens.

38

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2022

Mini-Courses String Art: The Use of Straight Lines to Represent Curves Facilitator: MƒA Master Teacher Christine Lasagne WEDNESDAYS, OCT 19, OCT 26, NOV 9 MƒA  MATHEMATICS

Need a creative way to increase classroom engagement? Join us as we explore the history behind string art and how we can use it to make mathematical ideas more accessible to students. Teachers will begin by diving deep into string art construction while making connections between patterns and parabolic curves. Then, teachers will create three dimensional designs as classroom models. Finally, teachers will collaboratively design a string art activity to increase classroom engagement. String art is adaptable to any grade, so all STEM teachers are welcome.

Christine Lasagne is an MƒA Master Teacher and mathematics teacher at P.S. 071 Rose E. Scala in Bronx.

investigate Babylonian, Ancient Egyptian, and Mayan mathematics, focusing on base systems, the need for mathematics in the functioning of civilizations, and the connection between mathematics and religion.

Student Explorations of The True Origins of Mathematics p Facilitator: MƒA Master Teacher Rebecca CaporaleGuarino

Talk Less, Smile More: Debate and Discussion in the STEM Classroom Facilitators: MƒA Master Teachers Matt Baker and Devin Sprague

Then, we will explore Islamic, Indian, and Chinese

WEDNESDAYS, JAN 4, JAN 11, JAN 18

mathematics, including religious associations and the

MƒA

study of art. Finally, we will study Greek, Spanish, and

 INQUIRY, PRACTICE, AND LEADERSHIP

Italian mathematics, such as using libraries to publish

Are you interested in creating more space for student

TUESDAYS, NOV 22, NOV 29, DEC 6

mathematics, transferring knowledge, mathematics

talk time by reducing your own? Do you want to know

MƒA

duels, and claiming knowledge from other spaces.

what students think and hear them reason through

This course is best suited for high school mathematics

and defend their arguments? This mini-course will

teachers, but all teachers interested are welcome to

explore classroom structures and techniques to help

join.

create what Harvard educator Ron Ritchhart calls a

Rebecca Caporale-Guarino is an MƒA Master Teacher and mathematics

“culture of thinking,” where reasoning and arguments

teacher at Manhattan Village Academy in Manhattan.

are visible and valued. Drawing from multiple sources

 MATHEMATICS

How might we better integrate culturally responsive representations of the origins of mathematics into our classrooms? Join us as we explore the history of mathematics, especially the Non-Eurocentric history, and find ways for students to explore and reflect on the true origins of mathematics from different civilizations, cultures, and communities throughout history.

Teachers will engage in hands-on activities highlighting the mathematical discoveries, dissecting power dynamics throughout the history of mathematics, and challenging the Eurocentric narrative. First, we will 39

and experiences, we will immerse ourselves in activities promoting student discussion and debate in and about mathematics and science. Throughout the course, we will explore methods for increasing student talk, develop student-to-student conversations, and find ways to get students on their feet excitedly debating mathematics problems and scientific ideas. We will have time to assess and evaluate these ideas and MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2022

Mini-Courses

Environmental Center, and the Natural Areas Conservancy, with a focus

anyone should learn it. View Dr. Su’s MƒA Thursday Think talk from Fall

on street tree care, invasive species removal, and reforestation projects.

2021 here.

Tyler Van Fleet delights in teaching students, teachers, and landowners about the fascinating (and life-sustaining!) connections between healthy

develop ways of implementing appropriate structures

forests and clean drinking water. A former high school science teacher

in our classrooms.

and forest conservation outreach specialist, Tyler has worked in the

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

Devin Sprague is an MƒA Master Teacher and science teacher at Edward

Forestry Program at the Watershed Agricultural Council for eight years

Universal Design for Learning: Using Neuroscience to Engage All Learners p Facilitator: MƒA Early Career Teacher Stephen Kos

engaging hundreds of teachers and thousands of students in watershed

WEDNESDAYS, NOV 2, NOV 16, NOV 30

forestry discovery through field trips, workshops, tours, and classroom

MƒA

lessons.

 INQUIRY, PRACTICE, AND LEADERSHIP

R. Murrow High School in Brooklyn.

Teaching Trees: Where Ecology Meets Equity p Facilitators: Jocelyn Perez-Blanco and Tyler Van Fleet THURSDAYS, OCT 6, OCT 13, OCT 27 MƒA

To Infinity and Beyond Facilitator: Francis Su, Ph.D. TUESDAYS, DEC 6, DEC 13, DEC 20 ONLINE  MATHEMATICS

Why is it that some students like school more than others? There are many answers to this question, but with new developments at the intersection of neuroscience and education, we are well-poised to understand how our students’ neurodiversity plays a role in how they feel about learning. In this mini-

”Infinity” seems like an idea that could always be

course, we’ll unpack the three principles of CAST’s

patently out of reach! And yet some of the most

“Universal Design for Learning” framework and

exciting mathematics arises from wrestling with the

Daniel T. Willingham’s book, Why Don’t Students Like

infinite, from calculus to geometry to number theory.

School to reimagine our lessons through a cognitive

In this course, we will marvel at infinite sets. A starting

science lens. This work will help us reduce time

point is Cantor’s “diagonal argument,” showing

spent reteaching, improve the accuracy of scholar

there are more real numbers than rationals. Infinite

assessment, and ultimately help ALL scholars thrive

constructions appear in fractals and in the Banach-

and enjoy attending school each day. In each session,

Tarski paradox, which strangely says that a solid ball

we’ll explore one of the three UDL principles. We’ll

can be cut into five pieces and reassembled to form

begin with puzzles that illustrate the neuroscience,

two solid balls, each the same size as the original.

discuss the role of each neural network, and then

We’ll learn how to count beyond the natural numbers

review the recommended checkpoints and examine

to do transfinite induction. Finally, we’ll see some

some exemplar lessons. Throughout, we’ll use

practical consequences of these ideas in computing.

Goalbook’s “UDL-Aligned Strategies” to update our

By the end of the course, you’ll better understand what

lessons and share our eureka moments. This course is

“infinite” means and articulate why it matters. The only

suitable for all teachers striving to better understand

prerequisites are a desire for wonder and imagination,

how to support student success and enthusiasm. No

though familiarity with rational numbers and induction

neuroscience background is necessary.

is helpful.

Stephen Kos is an MƒA Early Career Teacher and science teacher at

and tree-huggers are welcome!

Dr. Francis Su is the Benediktsson-Karwa Professor of Mathematics

New Explorations into Science, Technology and Math High School in

at Harvey Mudd College and a former president of the Mathematical

Manhattan.

Jocelyn Perez-Blanco, the founder of Herban Garden, is an educator,

Association of America. In 2013, he received the Haimo Award, a

urban naturalist, herbalist, conservationist, and avid gardener with a

nationwide teaching prize for college mathematics faculty, and in 2018

background in biology, animal husbandry, and agriculture. Jocelyn

he won the Halmos-Ford writing award. His work has been featured

is the Assistant Director of Herbalists Without Borders (HWB), an

in Quanta Magazine, Wired, and The New York Times. His book

international non-profit whose mission is to empower and mobilize

Mathematics for Human Flourishing, winner of the 2021 Euler Book

herbalists working within their communities. Jocelyn leads classes and

Prize, is an inclusive vision of what mathematics is, who it’s for, and why

 SCIENCE

Trees impact us every day—from the street trees that provide shade and stormwater retention to the upstate forests that filter and protect our drinking water supply.

Join us in this mini-course as we learn how trees impact the lives and well-being of New Yorkers. In session one, we will discuss the products and services that trees provide, analyze the uneven distribution of these benefits across communities, and define “tree equity” and its importance. In session two, we’ll walk to a nearby area to conduct hands-on stewardship activities, including how to care for our street trees and measure urban forest benefits. In our final session, we’ll explore educational resources and opportunities related to tree ecology, equity, and stewardship, and will develop and share plans to integrate trees into our teaching in multi-dimensional ways. This course is best suited for middle and high school life and environmental science teachers, but all dendrophiles

botanical walks through partnerships with Latino Outdoors, Alley Pond

40

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2022

Mini-Courses Unlocking Nature’s Potential: Chinese Herbalism and Modern Medicine Facilitators: MƒA Master Teachers Erin Ratz and Meng-Ping Tu, Ph.D.

“Young Man, Get Out of Here!”: Historical Perspectives on NYC Discipline Policy p Facilitator: Rachel Lissy, Ph.D. WEDNESDAYS, NOV 2, NOV 9, NOV 16 ONLINE  INQUIRY, PRACTICE, AND LEADERSHIP

For as long as there have been schools, there have

TUESDAYS, OCT 11, OCT 18

been students whom adults deem “disruptive,”

MƒA

“disorderly,” and “unruly.” In this mini-course,

 SCIENCE

teachers will explore themes and challenges related

+ PLEASE NOTE: THIS IS A TWO SESSION MINI-COURSE. TEACHERS ARE ENCOURAGED, BUT NOT REQUIRED, TO ALSO JOIN THE MƒADVENTURE, UNLOCKING NATURE’S POTENTIAL: A VISIT TO A CHINESE PHARMACY.

to classroom discipline from a historical perspective.

Did you know that a cure for malaria, first reported

politics, and ideas informing current disciplinary

over 1,000 years ago, was the basis of the 2015 Nobel

policies that exclude, segregate, and criminalize

Prize in medicine? Chemist Tu Youyou demonstrated

students—particularly Black students. Teachers will

that a plant detailed in ancient Chinese texts was

draw connections between historical trends, beliefs

incredibly effective at curing malaria and received the

and practices, and their current practice. This course is

Nobel for her work. In this mini-course, we will learn

especially relevant for those engaging in or considering

about some of the Chinese scholars who codified

restorative justice reforms, as it highlights both the

years of anecdotal wisdom on herbal medicines,

need for change and the roots of resistance.

the role of herbs in traditional Chinese medicine

Dr. Rachel Lissy is the Senior Program Officer for Ramapo for Children.

(TCM), and explore different plants used in TCM that

She has a doctorate in Social and Cultural Studies in Education from

have scientifically proven properties. We’ll begin by

the University of California at Berkeley, a master’s degree in Policy,

exploring texts and videos to learn about some of the

Using the story of the origins of the New York City DOE’s suspension policy, we will examine the history,

Organization, and Leadership Studies from Stanford University School of Education, and a B.A. in English from Brown University.

most prominent Chinese scholars and the herbs they studied. Then we’ll work in small groups to select a plant of interest, learn about its role in TCM, and identify its medicinal properties. We’ll also hear from a scientist guest speaker on some of the current research on traditional herbs as treatments for disease. In our second session, we’ll work in grade-level teams to revise or develop curricular materials for use in our classrooms. This course is best suited for biology and chemistry teachers, but any science teacher wanting to incorporate and elevate ancient and Indigenous knowledge into their classrooms is welcome.

Erin Ratz-Guiñals is an MƒA Master Teacher and science teacher at The Brooklyn Latin School in Brooklyn.

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

41

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2022

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

42

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2022

Single Session Workshops 82 Reasons to Have Hope: Project Drawdown and the Fight Against Climate Change Facilitator: MƒA Early Career Teacher Stephen Kos

Beyond Bohr: A Quantum Approach to the Atom With Perimeter Institute Facilitator: Dave Fish

not all students have access to coding opportunities.

CSEdWeek gives all students a chance to participate in a coding event to raise awareness of computer science

THURSDAY, OCT 6

in today’s tech-infused world. If you are interested in

ONLINE

leading a celebration for CSEdWeek, this workshop is

 SCIENCE

for you! Join us as we share multiple models for running

WEDNESDAY, JAN 11

Neils Bohr proposed his model of the atom—the idea

an engaging and successful CSEdWeek. Then, teachers

MƒA

of electrons orbiting the nucleus and jumping from one

will have a chance to tailor CSEdWeek plans to fit their

 SCIENCE

energy level to another—in 1913. His model explained

needs and leave with a low-barrier, high-engagement

Learning about climate change can be a lot of gloom

many observations that previous models could not.

set of activities for their classroom, team, or school. This

and doom, but thanks to Project Drawdown, it doesn’t

But even Bohr himself knew his model was incomplete.

workshop is open to all teachers; no computer science

have to end there! Join us in this workshop as we

Take your students Beyond Bohr with Perimeter’s

background is required.

explore climate change with a focus on solutions. We’ll

newest curricular resource to introduce the quantum

Susie Li is an MƒA Master Teacher and computer science teacher at P.S.

begin by reviewing Drawdown’s 82 proposals to reduce

model of the atom with classroom-ready activities. We

126 Jacob August Riis in Manhattan.

CO² emissions. Sorted into categories like electricity,

will begin with an examination of the Bohr model and

Kate Maschmeyer is an MƒA Master Teacher and mathematics teacher at

industry, and transportation, each solution is ranked

how classical concepts like particles and waves fail to

Community Roots Charter School in Brooklyn.

based on CO² reduction, implementation costs, and the

produce a viable model for the atom. Then, we will

overall monetary savings, providing clear, data-driven

introduce the concept of wave functions and conclude

ways to compare and contrast options. Next, we’ll

with a hands-on activity in which the electron orbitals

put on our student hats as we work in small groups to

are produced directly from the wave function. This

explore specific topics and create short presentations

workshop is best suited for high school chemistry and

to share with the larger group. We’ll combine all

physics teachers.

presentations into a digital resource and share feedback

Dave has been a high school physics teacher for over 30 years. His

on each other’s work. Finally, we’ll switch back to our

involvement with Perimeter Institute dates back to the beginning

teacher hats to discuss the resources and planning that

with the initial development of ISSYP, EinsteinPlus, and several other

go into making this a successful and engaging student

outreach activities. He has played a leading role in the production of most of Perimeter’s classroom resources and has given workshops on

Building a Culture of Science Reading Through Engaging Classroom Libraries p Facilitators: MƒA Master Teachers Mariella Mannino and Jaclyn Maricle WEDNESDAY, DEC 7 MƒA  SCIENCE

From vaccine misinformation to climate denial, we face a crisis in science literacy. A starting point to address

project and share ideas for how we might implement

modern physics at the ocal, provincial, national and international levels.

this challenge is by cultivating engaging and relevant

the work into our own classrooms. If you’re a middle

Dave is currently a Teacher in Residence at Perimeter Institute.

classroom libraries. In this workshop, teachers will learn how to select a range of diverse texts and ways to

school teacher looking for a fun way to end a unit about climate change, this workshop is for you!

Stephen Kos is an MƒA Early Career Teacher and science teacher at New Explorations into Science, Technology and Math High School in Manhattan.

43

Bring Coding to Your Classroom: Getting Started With CSEdWeek!

Facilitators: MƒA Master Teachers Susie Li and Kate Maschmeyer

obtain funding to purchase them. First, we will discuss how to build spaces, tools, and structures that invite curiosity and allow students to access science texts easily. Then, we will share strategies to encourage

TUESDAY, NOV 1

students to co-create the space and explore routines

ONLINE

such as sorting texts, writing book reviews, and creating

 COMPUTER SCIENCE AND TECHNOLOGY

a sustainable check-out system. We will also discuss

Computer Science Education Week (CSEdWeek) is an

the role of classroom libraries as a tool for equity and

annual call to action to inspire K-12 students worldwide

inclusion to support a diverse community of students

to learn computer science, advocate for equity, and

and readers. Finally, we will break into groups to begin

celebrate the contributions of students, teachers, and

planning our own classroom libraries, considering

partners to the field. Anyone can learn to code, but

space, supplies, book lists, and funding. This workshop

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2022

Single Session Workshops is most appropriate for elementary and middle school science teachers.

Mariella Mannino is an MƒA Master Teacher and science teacher at I.S. 381 in Brooklyn.

Jaclyn Maricle is an MƒA Master Teacher and science teacher at I.S. 289 in Manhattan.

Building an Ethical Framework for Animal Research Facilitator: Pooja Viswanathan, Ph.D. WEDNESDAY, NOV 2 MƒA  SCIENCE

Have you ever wondered just how many animals contribute to the quality of your everyday life? You might count your pet, the animal products you consume, or the many animal sources used to make what you wear.

In this workshop, we will discuss the myriad ways in

her life and dietary choices in the present day and while making plans

to create them. This workshop is best suited for anyone

which animals benefit our lives, with a specific focus

for the future of our world.

who incorporates statistics into their teaching, but any

on animal research. We’ll begin by examining any misconceptions we might have about animal models in biomedical research. Then, we’ll consider the numbers and species of animals involved in research in the US. In

teacher who enjoys exploring and playing with data is

Data Exploration With Gapminder Facilitators: MƒA Master Teachers Melanie Battles and Melanie Pflaum

the second half of the workshop, we will build an ethical

MONDAY, JAN 9

framework for how to think about animal use in our

ONLINE

society. We will focus on some specific research areas and debate the suitability of animal models in those fields. To ground our discussion and debate, we will read arguments written by prominent ethicists for and against these models and review landmark animal rights cases.

This course is best suited for middle and high school science teachers but is open to anyone interested in bioethics and advocating for animal rights.

Dr. Pooja Viswanathan is a postdoctoral researcher in neuroscience at Icahn School of Medicine at Mount Sinai and a Junior Fellow at the Simons Society of Fellows. She holds a Ph.D. and M.Sc. from the

Melanie Battles is an MƒA Master Teacher and mathematics teacher at Brooklyn Technical High School in Brooklyn.

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

 MATHEMATICS

What percent of the world’s children have received a measles vaccine? The answer to this and many other

Electoral College Remix Facilitator: MƒA Master Teacher Courtney Ferrell

questions may surprise you! Gapminder, a website

THURSDAY, NOV 3

developed by Swedish physician Hans Rosling, identifies

ONLINE

misconceptions about global trends and offers a range of tools that allow us to explore reliable worldwide data and create beautiful and accessible data visualizations.

This workshop will teach us how to use these tools with our students and develop classroom-ready tasks

University of Tübingen, Germany. She studies intelligent behavior and

to better understand our world and challenge mistaken

the brain areas that support abstract knowledge in primates. Growing

ideas. We will explore data visualizations, such as bubble

up vegetarian in India and deeply in love with animal life, she questions

charts and income mountains, and the datasets used

44

welcome!

 MATHEMATICS

The Electoral College has been enormously controversial over the years, with many opinions on changing it or eliminating it. However, the last time the United States had a bill on the floor to eliminate the Electoral College was in 1969, and a Senate filibuster halted it. In this workshop, we will discuss the history of the Electoral College and engage in exercises MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2022

Single Session Workshops

Evaluating Scientific Claims: An Introduction to Statistics Facilitator: Klejda Bega, Ph.D.

demonstrating various alternatives. We will explore

WEDNESDAY, SEP 21

how these alternatives would change outcomes using

MƒA

the 2020 election and census data. We’ll end the

 SCIENCE

night by discussing the future of the Electoral College

Although most of our students may not become

and collaborating on classroom activities around

scientists, they will all have to make important life

this content. This course is for teachers who want to

decisions based on scientific claims. Therefore, it is

integrate Electoral College mathematics into their

important for students to become good consumers

curriculum or further their understanding.

of science and also to become discerning readers of

Courtney Ferrell is an MƒA Master Teacher and mathematics teacher at

primary scientific sources and peer-reviewed scientific

school mathematics teacher looking to bring a fun, engaging, and educational activity back to your class, this workshop is for you.

Robert Greenblatt is an MƒA Master Teacher and mathematics teacher at Pace High School in Manhattan.

From Research to Reality: Investigating Myths in Educational Psychology Facilitators: Anastasiya Lipnevich, Ph.D., and MƒA Early Career Teacher Juanita Martin MONDAY, NOV 7 ONLINE

articles. To achieve this, they need to understand the

 INQUIRY, PRACTICE, AND LEADERSHIP

basic statistical tools scientists use to evaluate claims. In

Do you ever wonder what the research says about

this workshop, we will work through concepts such as

learning styles, praise, and inquiry-based instruction?

confidence intervals, p-value, correlation vs. causation,

This workshop offers a glimpse into educational

random vs. systematic errors, and how these concepts

psychology, exposing teachers to sound empirical

are used to test a hypothesis. We will use examples of

research that may challenge traditionally held views of

TUESDAY, DEC 20

published scientific articles, presented at a level suitable

assessment, learning, and inquiry. This workshop aims to

MƒA

for high school students or advanced middle school

engage teachers with the latest findings in educational

 COMPUTER SCIENCE AND TECHNOLOGY

students, to consider how we might encourage our

psychology and inspire meaningful conversations about

As of 2022, more than 300 million people around the

students to consult primary scientific sources or apply

growth within our school communities. We will share

globe use cryptocurrencies, and more than 20% of

statistics to solve real-life problems.

a curated list of common myths and controversies in

American adults have invested in Bitcoin (Wise 2022).

Dr. Klejda Bega has a Ph.D. in particle physics from Caltech and is

education, along with podcasts, readings, and videos

Cryptocurrencies have become widely accepted by

currently a Lecturer in Discipline at Columbia University, where she

related to educational psychology research that will be

institutional authorities, including central banks and

teaches Frontiers of Science, a required interdisciplinary science course,

available to all teachers. This workshop is ideal for STEM

New Design High School in Manhattan.

Emerging Technology: Cryptocurrency and Blockchain Essentials Facilitator: MƒA Early Career Teacher Yassine Mouaddab

governments, but what are they, and how do they work? This workshop will explore blockchain, the underlying technology behind Bitcoin, and other cryptocurrencies. By the end of the course, teachers will

part of the Columbia Core Curriculum.

Exploring Rational Tangles Facilitator: MƒA Master Teacher Robert Greenblatt

teachers of all grades interested in deepening their understanding of the connection between educational research and practical applications.

Dr. Anastasiya Lipnevich is a Professor of Educational Psychology at

have developed a foundation of blockchain essentials,

TUESDAY, JAN 10

Queens College and the Graduate Center of the City University of New

including decentralization, distributed ledgers, proof

MƒA

York. Originally from Belarus, Dr. Lipnevich received her combined master’s degree in Clinical Psychology, Education, and Italian language

of work, mining, wallets, and public key cryptography

 MATHEMATICS

that they can use to educate students about this

Rational tangles are powerful ways of exploring and

emerging technology. This course is open to teachers

representing rational numbers. Through a movement-

then earned her Ph.D. in Educational Psychology (Learning, Cognition,

from any discipline interested in learning more about

based investigation involving the manipulation of

Development concentration) from Rutgers University. Her research

cryptocurrencies and blockchain technology.

two strands of rope, teachers can create any rational

Yassine Mouaddab is an MƒA Early Career Teacher and science teacher

number and analyze the complexity of the rational

at High School of Telecommunication Arts and Technology in Brooklyn.

number system. In this workshop, teachers will explore

individuals’ academic and life achievement.

the wonders of rational tangles through an engaging,

Juanita Martin is an MƒA Early Career Teacher and science teacher at

hands-on knot activity that they will undoubtedly want

The Math & Science Exploratory School in Brooklyn.

from the Belarusian State Pedagogical University, followed by her master’s in Counselling Psychology from Rutgers University, USA. She

interests include instructional feedback, formative assessment, attitudes toward mathematics, alternative cognitive and non-cognitive assessment methods, and the role of psychosocial characteristics in

to share with their students. If you are a middle or high 45

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2022

Single Session Workshops The Geometry of Linear Algebra Facilitator: MƒA Master Teacher Patrick Honner WEDNESDAY, NOV 9

gradeless” but need more resources to do it in their

strengthen student observation and metacognitive skills,

classroom.

foster an understanding of complex and abstract ideas,

Shannon Guglielmo is an MƒA Master Teacher and mathematics teacher

and provide an outlet for creativity, stress relief, and

at Landmark High School in Manhattan.

growth. We will begin by defining what makes a “good”

Melissa Rodriguez is an MƒA Master Teacher and mathematics teacher at

scientific illustration and looking at literature supporting

Central Park East High School in Manhattan.

the benefits of using science illustrations. Then, we will explore and practice activities and techniques

MƒA  MATHEMATICS

What makes a transformation “linear”? In this workshop, we’ll look at the geometry of linear transformations, the mathematical objects that turn vectors, systems, and matrices into linear algebra. We’ll explore what

Have Your Cake and Eat It Too: An Introduction to Fair Division Facilitator: MƒA Master Teacher Corey Levin

that can be seamlessly incorporated into any Earth Science curriculum. Teachers will have time to discuss, collaborate, and reflect on ways they can develop

TUESDAY, NOV 29

and strengthen the use of science illustrations in the

ONLINE

classroom. This course is best suited for Earth Science

 MATHEMATICS

teachers, but all teachers are welcome.

and see how that linearity helps us understand the

If two people are to share a piece of cake but have no

Marna Lehnert Chaky is an MƒA Master Teacher and science teacher at

algebra of vectors and matrices. This workshop is best

means of measuring, what do they do? In this workshop,

High School of Hospitality Management in Manhattan.

for those who want to deepen their understanding of

we will explore the mathematics of cake-cutting. “Cake-

Angela Oldenburg is an MƒA Master Teacher and science teacher at

linear algebra and have previous experience with vector

cutting is a metaphor for a wide range of real-world

Baruch College Campus High School in Manhattan.

addition and constructing points of reflection points.

problems that involve dividing some continuous object,

Patrick Honner is an MƒA Master Teacher and mathematics teacher at

whether it’s cake or, say, a tract of land, among people

Stuyvesant High School in Manhattan.

who value its features differently” (Klarreich). Teachers

makes some of the most familiar transformations linear

will explore concepts such as equality, fairness, and

Going Gradeless in the STEM Classroom: An Introduction Facilitators: MƒA Master Teachers Shannon Guglielmo and Melissa Rodriguez

optimization and will work together as mathematicians to achieve the most fundamental goal: securing as much cake as possible. This workshop is an introduction to fair division problems and is best for those with little

Incorporating Financial Literacy for a More Equitable Classroom Using EVERFI Facilitators: Lane Sohn and MƒA Master Teacher Rose Ventimiglia THURSDAY, NOV 10 MƒA  INQUIRY, PRACTICE, AND LEADERSHIP

THURSDAY, OCT 6

to no experience on the topic.

Do your students know how to file their taxes or build

ONLINE

Corey Levin is an MƒA Master Teacher and mathematics teacher at

their credit? Financial literacy is a crucial extension of

Yorkville East Middle School in Manhattan.

any mathematics course that has real consequences

 INQUIRY, PRACTICE, AND LEADERSHIP

on daily life. This workshop will introduce teachers to

What would learning in a STEM classroom look like if we didn’t have grades? What if we told you that “going gradeless” could give students more agency and advocacy in school and lead to deeper learning?

First, we’ll examine research excerpts from Alfie Kohn and other STEM practitioners about why the practice of “ungrading” is both backed by research and empowering for students. Then, we’ll explore this

Illustrate to Stimulate: Understanding Earth Science Through Drawings Facilitators: MƒA Master Teachers Marna Lehnert Chaky and Angela Oldenburg

EVERFI’s digital resources and platform, including ten financial literacy courses and guides on implementing digital lessons. We will also explore compatible ed-tech programs to create other engaging, digital lessons for

THURSDAY, NOV 10

students. Lastly, teachers will learn a bit about EVERFI,

MƒA

including opportunities for students to apply for

 SCIENCE

scholarships and attend free events throughout the year.

This workshop is designed for middle and high school

approach in our classrooms and discuss common areas

Whether it is Darwin’s famous finches or Copernicus’

for troubleshooting. Teachers should come ready to

revolutionary sketches of our heliocentric solar system,

thought-partner with us and be open to the possibility

drawing has been deep-rooted throughout the history

of making a huge shift around grades and learning! This

and evolution of science and discovery. Regardless of

Lane Sohn is a former special education teacher who taught 8th grade

workshop is ideal for teachers who have heard of “going

artistic level, science illustration can be used as a tool to

ELA in Brooklyn. She transitioned to Education Technology last school

46

STEM teachers interested in incorporating financial literacy into their curriculum.

year and is the EVERFI representative for Brooklyn and Queens.

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2022

Single Session Workshops

Let’s Roll: Sphero Robots as an Introduction to Programming Facilitators: MƒA Master Teachers John Garvey and Wan Park

Rose Ventimiglia is an MƒA Master Teacher and science teacher at J.H.S.

TUESDAY, DEC 15

383 Philippa Schuyler in Brooklyn.

MƒA  COMPUTER SCIENCE AND TECHNOLOGY

Intermediate Combinatorics: Looking Beyond Basic Permutations and Combinations Facilitator: MƒA Master Teacher Scott Matthews

Sphero is a programmable robot that can help students learn how to code using block-based coding. By

TUESDAY, NOV 1

dragging and dropping “blocks,” students—with and

MƒA

without prior coding experience—are introduced to

 MATHEMATICS

programming through a more straightforward visual

You want to buy precisely four doughnuts and enter

approach. They can see the results of their work

a specialized shop that makes only three types of

instantly. In this workshop, teachers will see examples of

doughnuts. In how many different ways can you buy

Sphero activities and curricula that highlight the basics

your doughnuts? We know how basic permutations and

of computer programming and mathematical concepts

combinations work, but what other counting techniques

(e.g., algorithms, loops, conditionals, variables). Teachers

can we use, and how can we solve the doughnut

will code Spheros and brainstorm ways to use the robots

problem using an elegant method? In this workshop,

in their classrooms. All levels of coding experience are

we’ll collaboratively explore some different results in

welcome as no prior knowledge is required.

combinatorics. We’ll look at block-walking problems to

John Garvey and Wan Park are MƒA Master Teachers and mathematics

review counting basics and explore the “stars and bars”

teachers at Community School for Social Justice in the Bronx.

counting method to delve into some binomial identities

use a different base? In this workshop, we will explore

related to Pascal’s Triangle. Then, we’ll play with

how expressing numbers in bases other than ten can

counting problems related to the Fibonacci sequence

often lead to more elegant solutions. We will discuss

and create our own problems. Whether you are new

magic tricks, ancient methods of multiplication, and

to combinatorics or have previously taught it, this

real-world applications such as Braille and bar codes.

TUESDAY, OCT 11

workshop will give you a deeper understanding of the

We will review the mathematical ideas behind bases

MƒA

topic to help identify your students’ misunderstandings

and investigate various number base problems. As

and to build upon their knowledge.

number bases are often missing from the mathematics

Scott Matthews is an MƒA Master Teacher and mathematics teacher at Brooklyn Technical High School in Brooklyn.

curriculum, we hope teachers will gain an appreciation for number bases and find ways to integrate these ideas into their lessons. This workshop is best suited for

It’s All About That Base!

Facilitators: MƒA Master Teachers Michael Riccardo and Scott Schwartz

middle or high school mathematics teachers.

Let’s Tell a Story: Using Excel to Write Student Narratives Facilitator: MƒA Master Teacher Deborah Katz

 COMPUTER SCIENCE AND TECHNOLOGY

Are you interested in giving individualized feedback at the touch of a button? Join us as we learn how to use an Excel file full of raw data to write personalized emails to every student in your class. This workshop will show how teachers can use Excel formulas to write

Michael Riccardo and Scott Schwartz are MƒA Master Teachers and

student narratives. We will learn to use existing grading

mathematics teachers at Bayside High School in Queens.

platforms to create easily accessible Excel documents

TUESDAY, DEC 13

and the most frequently used coding tricks, tips, and

MƒA

techniques. This workshop is suitable for those new to

 MATHEMATICS

using Excel in this way and may help those more familiar

Have you ever wondered why we use ten as the base

with Excel to expand their repertoire. Once mastered,

of our number system? Is there any reason to ever

you’ll use this technique for semester narratives or timely assignment feedback.

47

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2022

Single Session Workshops

evolved—emphasizing the powerful forces that can favor cooperation. En route, we will discuss the central role that social insects have played in the vibrant

Deborah Katz is an MƒA Master Teacher and science teacher at Bronx

scientific controversy on the evolution of cooperation.

Collaborative High School in Bronx.

Finally, we’ll turn to the importance of social insects

Making the Most of AP Classroom Facilitator: MƒA Master Teacher Ben Elias Morgenroth THURSDAY, SEP 22 ONLINE

in ecosystems, focusing on the complex—and often

 COMPUTER SCIENCE AND TECHNOLOGY

hidden—ways in which they shape the natural world.

AP Classroom is an online platform where students

We’ll also exchange ideas for field and lab experiments

can access free practice resources and instructional

to excite students with the wonder of social insects.

videos for every topic and skill covered in their course

This workshop is best suited to middle and high school

MONDAY, DEC 19

and assessed on the AP Exam. This workshop aims

biology teachers but is open to anyone interested

ONLINE

to familiarize teachers with how to use AP Classroom

in learning more about the evolution and ecology

 INQUIRY, PRACTICE, AND LEADERSHIP

and get the most out of it. Teachers will learn to

of insects. As the proverb says, “Go to the ant, thou

create assessments and assignments, filter questions,

How do we get students to uncover and learn content

sluggard, and be wise!”

analyze student data, and access solution guides. We

in ways that move beyond direct instruction? In this

Dr. Patrick Kennedy is a postdoctoral researcher in evolutionary biology

will also see how students can self-grade their free

workshop, we will reflect on our teaching practices,

at Columbia University and a Junior Fellow of the Simons Society of

response questions using College Board-written scoring

examine strategies to develop students’ logical thinking

Fellows. He completed his Ph.D. at the University of Bristol, UK, working

Let Them Figure It Out! Strategies to Develop Basic Logic Skills Facilitators: MƒA Master Teacher Andy Nissinboim and MƒA Early Career Teacher Jesse John, Ph.D.

skills, and explore task design strategies to maximize learning and minimize teacher-centered content

on the paper wasps of South America, and is currently studying the fascinating behavior of African wasps, working in Cameroon and South

materials. This course is intended as an introduction to

Africa. He has been stung—far too many times.

AP Classroom and is limited to current teachers of AP

delivery. We will also find areas where we can better facilitate students’ critical thinking and plan and leave with a lesson that empowers students and de-centers the role of the teacher. This course is best for secondary teachers, but all teachers are welcome.

Andy Nissinboim is an MƒA Master Teacher and science teacher at High School for Innovation in Advertising and Media in Brooklyn.

Dr. Jesse John is an MƒA Early Career Teacher and science teacher at High School for Innovation in Advertising and Media in Brooklyn.

courses.

Making Algebra Accessible to All Facilitator: MƒA Master Teacher Christina Varghese, Ph.D. TUESDAY, OCT 18 ONLINE  MATHEMATICS

How might we support ALL of our algebra students?

Join us as we explore a variety of new and practical

The Little Things That Run the World: The Incredible Universe of Social Insects Facilitator: Patrick Kennedy, Ph.D. THURSDAY, DEC 1 MƒA  SCIENCE

One hundred million years ago, a revolution was brewing on Earth. Social insects—notably the ants, bees, and wasps—were beginning their spectacular rise. Today, they dominate the land and play crucial roles in ecosystems across the globe, from tropical rainforests to arid savannahs. In this workshop, we will explore the remarkable story of how social insects 48

guidelines. Teachers will leave with classroom-ready

tools to engage our students and increase retention.

Ben Elias Morgenroth is an MƒA Master Teacher and mathematics teacher at Brooklyn Technical High School in Brooklyn.

The Most Beautiful Mathematical Equation: Euler’s Identity Facilitator: MƒA Master Teacher Eric Scott WEDNESDAY, JAN 4 MƒA  MATHEMATICS

We will begin by reflecting on the challenges of post-

Euler’s Identity is thought by many to be the most

pandemic education and then compile a list of tools,

beautiful equation in all of mathematics, but most high

software, and hardware that have been valuable in

school students never even see it. In this workshop,

engaging students. We will collaboratively check out

teachers will explore methods for introducing Euler’s

new tools and give and receive feedback on making our

Identity and the related Euler Formula using ideas

classrooms accessible to all learners in synchronous

from Algebra II and Pre-Calculus. Teachers will work

and asynchronous ways. The course is best suited for

through a series of problems that culminate in Euler’s

Algebra I and Algebra II teachers but would benefit

Formula and then use that to create Euler’s Identity.

anyone teaching mathematics courses for grades 8-12.

This workshop is for any teacher interested in deeply

Dr. Christina Varghese is an MƒA Master Teacher and mathematics

understanding the meaning of Euler’s Identity or who

teacher at Knowledge and Power Preparatory Academy International

wants to share Euler’s Identity with students but thinks

High School (Kappa) in the Bronx.

the mathematics is too advanced.

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2022

Single Session Workshops

modes. They will work through and modify (open up) existing problems to be non-routine, including time to collaboratively modify problems and tasks from

Eric Scott is an MƒA Master Teacher and mathematics teacher at Beacon

their classrooms. This workshop is best suited for all

High School in New York.

mathematics teachers.

Ishrat Ahmed and Kai Xin Chen are MƒA Master Teachers and

Narrating Disability: Considering the Experiences of Others p Facilitator: MƒA Master Teacher Laryssa O’Brien THURSDAY, DEC 1 MƒA

mathematics teachers at Leaders High School in Brooklyn.

Paper Circuit Identity Portraits Facilitators: MƒA Master Teachers Diana Erben and Shiela Lee

 INQUIRY, PRACTICE, AND LEADERSHIP

THURSDAY, NOV 10

According to the National Center for Learning

MƒA

Disabilities, one in every five children in the United

 INQUIRY, PRACTICE, AND LEADERSHIP

States has a learning or attention issue. Based on the

Affirming student identity is essential in building

2019 population, this amounts to 11.2 million children.

community in the classroom, getting to know

Students with learning disability (“LD”) diagnoses—and

your students, and improving engagement. In this

those without—often find it challenging to thrive in

workshop, teachers will make their identity portraits

traditional classroom environments. In this workshop,

and incorporate circuits to light up the parts of their

we will discuss the lived experience of learning

identities that are most important to them. Join us for a

disabilities and explore how personal narratives can help

STEAM-filled evening as we discuss using paper circuit

educators to create more authentic experiences for all

identity portraits to extend learning in science and

students. Moreover, we will consider how educators can

engage students. Teachers will leave with tools to affirm

this workshop as we explore the coldest place on Earth,

modify their classrooms to accommodate students with

their students’ identities in the classroom and ways to

learn how to conduct research there, and discuss why

LD—including instructional, material, environmental,

integrate paper circuits within their curricula no matter

this research matters. Through the lens of the NGSS

and relational modifications.

the grade level. This workshop is open to all teachers.

Crosscutting Concepts of stability and change, cause

Laryssa O’Brien is an MƒA Master Teacher and science teacher at Frank

Diana Erben is an MƒA Master Teacher and mathematics teacher at P.S.

McCourt High School in Manhattan.

059 Beekman Hill International in Manhattan.

Shiela Lee is an MƒA Master Teacher and computer science teacher at

Opening Up Mathematics Tasks for Creativity and Problem-Solving Facilitators: MƒA Master Teachers Ishrat Ahmed and Kai Xin Chen TUESDAY, OCT 25 MƒA  MATHEMATICS

How might we modify existing problems and tasks to make them open-ended and non-routine? In this workshop, teachers will learn how these nonroutine tasks push students to think creatively about problem-solving strategies and provide multiple points of entry, content representations, and assessment 49

P.S. 059 Beekman Hill International in Manhattan.

and effect, and patterns, we’ll examine satellite imagery, land and sea-based research results, and even data collected by seals to reveal what we know and have yet to learn about Antarctica. We will also discuss how to get our students invested in one of the most foreign

Science From the Bottom of the World Facilitator: MƒA Master Teacher Sarah Slack TUESDAY, JAN 10 ONLINE  SCIENCE

Nothing but ice in every direction, bitter cold water

environments humans have ever encountered. This course is ideal for anyone who has dreamed of being a scientific explorer and wants to encourage that same thirst for adventure and understanding in their students.

Sarah Slack is an MƒA Master Teacher and science teacher at J.H.S. 223 The Montauk in Brooklyn.

swarming with billions of the most abundant animals on the planet, the hulking masses of the world’s largest extant carnivore, flightless birds that swim like dolphins, and the Doomsday Glacier. This is Antarctica. Join us in

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2022

Single Session Workshops Sharing Best Practice to Support ELLs and Students With IEPs p Facilitators: MƒA Master Teachers Justin Czarka and Sage Hunter WEDNESDAY, OCT 12 ONLINE  INQUIRY, PRACTICE, AND LEADERSHIP

their leadership skills beyond the classroom. Join us as

Daniel Sharoff is an MƒA Master Teacher and science teacher at High

we explore and develop the habits of highly effective

School for Arts and Business in Queens.

leaders through readings, interviews, and personal

Jessica Sharoff is an MƒA Master Teacher and science teacher at

narratives. We will discuss how to build trust and respect

Washington Heights Expeditionary Learning School in Manhattan.

with colleagues and administrators and learn ways to get our educational ideas and best practices implemented in our schools. We will also strategize ways to implement teachers’ ideas in educational policy decisions that impact students across New York City.

Sharon Collins is an MƒA Master Teacher and mathematics teacher at

Unpacking Your Implicit Bias p Facilitators: MƒA Master Teachers Grace Hu and Andrew Wallace WEDNESDAY, OCT 12 ONLINE

How might general education teachers best meet

New Heights Academy Charter School in Manhattan.

 INQUIRY, PRACTICE, AND LEADERSHIP

the needs of their diverse learners, particularly

Ben Elias Morgenroth is an MƒA Master Teacher and mathematics

How might our implicit biases harm our students? This

English Language Learners (ELLs) and students with

teacher at Brooklyn Technical High School in Brooklyn.

workshop will be a time for teachers to reflect and discuss how their unconscious biases might influence

individualized education plans (IEPs), and what protocols for sharing information and tracking progress are most effective? In this workshop, we will share best practices and resources, learn to navigate NYC DOE SESIS, and explore the information teachers can learn from an IEP.

Unique Perspectives in Astronomy With HandsOn Investigations Facilitators: MƒA Master Teachers Daniel Sharoff and Jessica Sharoff

their role as educators and explore how to minimize the effect of those biases in the classroom. Teachers will take an anonymous implicit bias test to “measure” their biases for or against specific populations and discuss

The goal is for every teacher to leave with ideas they

THURSDAY, OCT 20

strategies to minimize the effect of this bias. We will

can readily bring back to their classrooms and schools.

MƒA

discuss and explore ideas such as how people might

While the resources shared will be from elementary and

 SCIENCE

have been biased for or against you, how you might be

middle school perspectives, the course is open to all

While students naturally gravitate toward the mysteries

biased and how that affects your teaching, and what

teachers who teach ELLs or students with IEPs.

of the cosmos, engaging them with astronomy

solutions you can use or share with others to mitigate

Justin Czarka is an MƒA Master Teacher and science teacher at P.S. 048

concepts that feel abstract and distant from their daily

implicit bias. This workshop is intended for teachers of

Joseph R. Drake in the Bronx.

lives can be challenging. In this workshop, we’ll explore

all grades and disciplines and does not count toward the

Sage Hunter is an MƒA Master Teacher and science teacher at M.S. M245

innovative and engaging hands-on investigations that

NYC DOE Implicit Bias Training.

The Computer School in Manhattan.

can bring the universe to your students and nurture

Grace Hu and Andrew Wallace are MƒA Master Teachers and science

a deeper understanding of astronomy. We’ll begin by

teachers at World View High School in the Bronx.

Teacher Leadership for Impactful School Change Facilitators: MƒA Master Teachers Sharon Collins and Ben Elias Morgenroth

discussing the challenges of teaching astronomy within the confines of a classroom, then explore hands-on activities, including 3D Earth-Moon-Sun models for

MONDAY, OCT 24

understanding moon phases and eclipses, building

ONLINE

astrolabes to determine the relationship between the

Using Environmental Justice as a Lens to Promote Scientific Understanding p Facilitator: MƒA Master Teacher Lena Cosentino THURSDAY, JAN 5

 INQUIRY, PRACTICE, AND LEADERSHIP

North Star and latitude, and more! These activities will

As teachers, we do more than impart STEM knowledge;

allow students to grapple with large-scale concepts in

 SCIENCE

we construct intentional and welcoming classroom

astronomy and provide a unique perspective as they

Safe and readily available drinking water is a basic

spaces and lead our students’ educational journeys. We

learn about the universe. Teachers are encouraged to

human need and important for public health.

can and should transfer these leadership skills from our

share their favorite innovative astronomy lessons as

Studying water quality can be a powerful tool to turn

classrooms to our school communities and the broader

well. This workshop is most suitable for Earth Science,

environmental justice issues into authentic science

NYC educational landscape. This workshop is for any

astronomy, or general science teachers, but anyone is

experiences for students. In this workshop, biology

mathematics or science teacher interested in developing

welcome to join.

and chemistry teachers will examine water quality data

50

MƒA

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2022

Single Session Workshops

Using Portfolios to Authentically Assess Lab Skills Facilitators: MƒA Master Teachers Ronnie Almonte and Devin Sprague

mathematical thinking. Topics will range from simple arithmetic to advanced number theory and include a variety of manipulatives—number bars, algebra tiles,

from their own schools, compare the findings (with a

TUESDAY, OCT 11

prime factor circles, probability tiles, and more. Teachers

particular focus on lead levels) to data sets from Flint,

MƒA

will learn to create interactive workspaces for students

Michigan, and consider how these data are presented

 SCIENCE

to help promote collaboration and discovery in their

to the community. Teachers will work in small subject

Are you feeling overwhelmed with endless stacks of

classrooms. Polypad is a part of Mathigon, is freely

groups; chemistry teachers will explore data on molarity

labs to grade? Is your back in pain from dragging lab

available in many different languages, and is used by

and unit calculation, while biology teachers will focus

notebooks back and forth from school to home? Do you

millions of students worldwide.

on the human impact perspective to develop Socratic

worry about the fairness of assessing labs individually

David Poras taught middle school mathematics with the Weston

seminars. After working in groups, teachers will come

when much of the value from these activities comes

Public Schools in Massachusetts for 22 years and is Senior Director of

back together to discuss how the data can be used

from collective work? In this workshop, we’ll discuss

to help students build equity of voice and formulate

how utilizing lab portfolios and other flexible lab

evidence-based arguments. This course is best for high

assessments can move the incentive towards critical

leadership roles. In 2017, David was selected as a runner-up for the

school biology and chemistry teachers.

thinking and away from copying or mere completion.

Rosenthal Prize awarded by the Museum of Mathematics in New York

Lena Cosentino is an MƒA Master Teacher and science teacher at CSI

We will explore what flexible assessment of lab work

City.

High School for International Studies in Staten Island.

can look like in our classrooms, examine methods for assessing labs without having to grade individual

Using Ocean Satellite Data in the Classroom Facilitator: MƒA Master Teacher Grace Hu

lab reports, define and share examples of mastery for each lab skill, and examine how we can clarify and

THURSDAY, JAN 12

communicate these goals for our students.

ONLINE

Ronnie Almonte is an MƒA Master Teacher and science teacher at Bard

Product Management with Mathigon. David studied mathematics at Vassar College in Poughkeepsie, NY, and education at the University of Massachusetts. In 20+ years of teaching, David has held various

Virtual Reality in STEM: An Introduction Facilitators: MƒA Master Teachers Jay Jammula and Sean McCann TUESDAY, OCT 25 MƒA  COMPUTER SCIENCE AND TECHNOLOGY

 SCIENCE

High School Early College in Manhattan.

Are your students fascinated by marine life? Would

Devin Sprague is an MƒA Master Teacher and science teacher at Edward

Riding a roller coaster and observing animals in the

R. Murrow High School in Brooklyn.

Galapagos are just two examples of rich, immersive

you like to integrate more marine biology into your classroom and have students take the lead in asking and answering their own investigation questions? Then join us as we explore the use of interactive mapping tools and satellite data to teach your students marine biology. First, we will discuss the importance of ocean literacy and how scientists use satellites to track animals,

experiences to help students better understand

Using Virtual Manipulatives for Mathematics Exploration and Discovery Facilitator: David Poras

mathematical and scientific concepts—all without ever leaving the classroom. In this workshop, teachers will explore web-based tools to gain free and easy access

TUESDAY, OCT 25

to virtual reality (VR) using tablets and smartphones

ONLINE

to better understand the possibilities and constraints

 MATHEMATICS

of VR investigations. First, teachers will put on their

Then, teachers will select a marine animal, develop an

Manipulatives can transform how students make

student hats as they are guided through a science

investigation question, and explore false colored maps

meaning of important ideas by making abstract

and mathematics VR experience. Then, teachers will

to collect data. We will conclude with a discussion

relationships visible, teaching creativity and problem-

examine easy-to-access VR activities, brainstorm and

on how to incorporate this work into our classrooms.

solving, and allowing students to explore and discover.

develop activities for use in an upcoming unit, and

This course is best for elementary or middle school

Learn how the virtual manipulatives available at Polypad.

discuss questions to juice up critical thinking in their

teachers looking to bring more student-centered inquiry

org can mirror these effects and support more complex

classrooms. This workshop is best suited for middle

opportunities into their curriculum.

interactions that are impossible in the physical world.

school science and mathematics teachers, but all

Teachers will explore various virtual manipulatives and

teachers are welcome. No VR goggles are necessary.

how they can be used to engage students in deep

Sean McCann and Jay Jammula are MƒA Master Teachers and science

observe behaviors, and collect water quality data.

Grace Hu is an MƒA Master Teacher and science teacher at World View High School in Bronx.

teachers at Home Instruction in the Bronx.

51

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2022

Single Session Workshops Vogue-istry! Modeling in Chemistry Facilitator: MƒA Master Teacher Brittany Klimowicz TUESDAY, JAN 10 MƒA  SCIENCE

A skill that repeatedly shows up in chemistry is the ability to model abstract concepts. Whether working through chemical or mathematical formulas, physical or graphical representations, Lewis dot structures, or drawing organic compounds, students are asked to conceptualize challenging ideas in various ways. But what does it really mean to “model” concepts? NGSS identifies modeling as one of the key science and engineering practices, but for many teachers, it still feels like a mysterious teaching practice. In this workshop, we will explore what modeling is, how to teach and assess modeling in a chemistry classroom, and how to support students in developing this skill and applying it to their future science classes. This course is best for high

Dave Richardson is an MƒA Master Teacher and mathematics teacher at High School of Economics and Finance in Manhattan.

school chemistry teachers.

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

Winning at Blackjack Using Markov Chains Facilitator: MƒA Master Teacher Dave Richardson THURSDAY, NOV 3 MƒA  MATHEMATICS

Have you ever wondered about the probability of winning at the blackjack table? In this workshop, we will build probability matrices to solve questions pertaining to random walks and Markov chains, explore topics within Stochastic processes that involve randomness, and use these matrices to calculate our expected value of winning games of chance. Teachers need working knowledge of Gaussian elimination for this workshop, and the facilitator will share a refresher packet before the workshop.

52

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2022

Affinity Groups Affinity Groups are a series of workshops in which teachers with shared identities grapple with how their particular identities intersect and inform their role as STEM educators, their classroom practice, and their engagement with the wider MƒA community.

53

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2022

Affinity Groups + PLEASE NOTE: FOR ALL AFFINITY GROUPS, YOU MAY SIGN UP FOR EACH MEETING SEPARATELY IN ACCORDANCE WITH YOUR AVAILABILITY AND PREFERENCE FOR IN-PERSON OR VIRTUAL MEETINGS.

Asian American Affinity Group p Facilitators: MƒA Master Teachers Yishan Lee, Sin Li, Susie Li, and Cathy Xiong WEDNESDAYS, SEP 21, JAN 4 TUESDAYS, OCT 18, NOV 1, DEC 13 MƒA & ONLINE  COMMUNITY

Through our monthly meetup, we aim to create a

Cultivating Sustainable Careers as Women of Color Affinity Group p Facilitators: MƒA Master Teachers Alana Burgos and Alyson Lopez WEDNESDAYS, OCT 12, NOV 2, DEC 14, JAN 4 MƒA  COMMUNITY

White Anti-Racist Educators Affinity Group p Facilitators: MƒA Master Teachers Brian Palacios, Christa Quint, and Andrew Slivosky THURSDAYS, OCT 20, NOV 10, DEC 1, JAN 5 MƒA & ONLINE  COMMUNITY

Are you a white person interested in working towards

Do you identify as a BIPOC woman who is interested

a more racially just educational system? Join us as we

in discussing how to prioritize self-care? In this affinity

learn from and support one another, take on a more

group, we will have honest discussions about our

vocal role in our school communities, seek out ways

common struggles of work-life balance. We will meet

to lean into racial discomfort, decenter ourselves, and

monthly and use guided readings and research-based

dismantle our privilege in educational settings. We will

self-care practices gathered by the community to

meet monthly and our agenda will be set by the needs

create a toolkit for teacher-centered social-emotional

of our community.

wellness.

tight-knit community of Asian American educators who explore how our identity intersects with our role as educators. We will discuss and share the diversity of social and cultural values within the Asian American

LGBTQIA+ Affinity Group p Facilitators: Nakita VanBiene and MƒA Master Teachers Pooja Bhaskar and Lisa Bueno

community. We will also examine challenges facing all minorities and stand in solidarity with all.

THURSDAYS, SEP 22, OCT 27, NOV 10, DEC 8, JAN 19 MƒA & ONLINE

Black, Latinx, and PoC Affinity Group p Facilitators: MƒA Master Teachers Shangaza Banfield, Leton Hall, Eric Portales, Samantha Tulloch, and MƒA Early Career Teacher Joshua Modeste WEDNESDAYS, SEP 21, OCT 19, NOV 16, JAN 18 TUESDAY, DEC 13 MƒA & ONLINE  COMMUNITY

 COMMUNITY

Are you interested in meeting other queer educators in the MƒA community? Join us as we collaborate and recharge with LGBTQIA+ STEM teachers and discuss common challenges we may face. We will meet monthly and our agenda will be set by the needs of our community.

Do you identify as a Black, Latinx, Indigenous, or PoC educator who is interested in discussing the experiences and challenges faced by people of color in the world of education? Join us as we consider the issues met by our communities and support one another in our educational endeavors. We will meet monthly and our agenda will be set by the needs of our community.

54

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2022

Interest Groups Interest Groups are one-time workshops in which small groups of teachers meet informally around a common interest or identity. They provide opportunities to make connections and begin conversations with MƒA colleagues.

55

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2022

Interest Groups All-Levels Vinyasa Yoga Facilitator: Emilie Brockmann MONDAYS, OCT 17, DEC 12 ONLINE  COMMUNITY + PLEASE NOTE: YOU MAY SIGN UP FOR EACH MEETING SEPARATELY IN ACCORDANCE WITH YOUR AVAILABILITY.

Are you interested in starting a yoga practice but feel a bit intimidated? Vinyasa yoga incorporates all levels of movement, making it perfect for beginners. In this hour-long virtual session, we will move the body safely through carefully curated yoga postures as we explore

APES Teacher Meetup Facilitator: MƒA Master Teacher Scott Wassmuth

By linking breath to movement, our practice will become a moving meditation.

Emilie Brockmann is a yoga instructor, sound meditation facilitator, and wellness practitioner.

AP Biology Teacher Meetup Facilitators: MƒA Master Teachers Tracy LaGrassa, Ph.D., and Marisa Wagner, Ph.D.

TUESDAYS, OCT 25, JAN 17

film and examine the effects artificial intelligence has on our lives and the lives of our students.

 SCIENCE + PLEASE NOTE: YOU MAY SIGN UP FOR EACH MEETING SEPARATELY IN ACCORDANCE WITH YOUR AVAILABILITY.

Are you interested in collaborating with teachers to share best practices for teaching AP Environmental Science? In this interest group, we will discuss what we learned as a result of teaching during the pandemic, and share ideas on how to incorporate social-emotional learning and culturally-responsive teaching into our curricula. Join us to collaborate and reflect on what you envision your APES course could be!

Building Your Department Facilitators: MƒA Master Teachers Athena Colin, Shana Elizabeth Henry, Ph.D., and Abigail Kirchman

various Activities Coordinators in MƒA use to create meaningful and fun experiences for their student and staff communities? Many MƒA teachers do the work of a school store, creating school-wide events, managing graduation – and fundraising for or promoting all of these activities! Whether you are at a big or small school, new to planning activities or a longtime network of Activities Coordinators!

 COMMUNITY

Are you interested in creating a wonderful department at your school? Whether you’re a new department years but need some fresh ideas, join us! Come for an informal chat as we share how we use our department

+ PLEASE NOTE: YOU MAY SIGN UP FOR EACH MEETING SEPARATELY IN ACCORDANCE WITH YOUR AVAILABILITY.

time and discuss ways you and your department can

Are you interested in building a culturally-responsive,

questions, what keeps you up at night, and what keeps

differentiated, student-centered, and interactive

you going through those long meetings.

continue to grow together. Bring your ideas, your

classroom that provides students with a broad

Crafting Through Cricut in the Classroom Facilitators: Hareem Ahmed-Zia and MƒA Master Teacher Quratul Waqas WEDNESDAY, NOV 9 ONLINE  COMMUNITY

Do you have a Cricut or other cutting machine and an interest in crafting? Join us as we explore a variety of ways to use a Cricut in the classroom and share our project ideas with each other. Teachers interested in

foundation in biology and adequately prepares them

Can We Trust Facial Recognition? p Facilitators: MƒA Master Teacher Izagma Alonso and MƒA Emeritus Teacher Peter Brooks

from teaching during the pandemic, and discuss how

THURSDAY, NOV 3

to incorporate hands-on activities and inquiry-based

MƒA

welcome and excited to learn.

Are you interested in discussing methods that the

Activities Coordinator, all are welcome as we build a

 SCIENCE

labs into instruction in a way that makes all students feel

ONLINE  COMMUNITY

ONLINE

facilitator, or have been running your department for

curriculum? Join us as we reflect on what we’ve learned

WEDNESDAY, OCT 12

MONDAY, SEP 19

MONDAYS, NOV 7, JAN 9

such a classroom given the breadth and depth of our

Coordinating Activities Coordinators Facilitators: MƒA Master Teachers Brittany Beck and Matt Pastore

planning trips, overseeing student government, running

ONLINE

for the AP exam? Do you find it challenging to build

algorithms. We will have an open discussion about the

MƒA

different breathing techniques, build heat in the body, seek balance, and stretch and strengthen the muscles.

a 2020 film exploring racial bias in facial recognition

attending should have previous knowledge of Cricut design space.

Hareem Ahmed-Zia is a science teacher at John Adams High School in Queens.

 COMPUTER SCIENCE AND TECHNOLOGY

Are you interested in learning more about bias in artificial intelligence? Join us as we watch Coded Bias,

56

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2022

Interest Groups

participating in scientific fieldwork that will continue to expand their content knowledge and influence their teaching practice. We will highlight stories

Earth Science Teacher Meetup Facilitators: MƒA Master Teachers James Anderson and Jeanne Kopun THURSDAY, NOV 3

from our first-hand experiences, share engaging learning activities, and provide resources from partner

TUESDAY, OCT 25

organizations around fieldwork opportunities and

ONLINE

funding information.

Are you interested in sharing materials, lesson plans, and ideas with other Earth Science teachers in MƒA?

Exploring a Plant Path Facilitators: MƒA Master Teachers Daniel Holstein and Ursula Lovings

Would you like to collaborate with other Earth Science

WEDNESDAY, JAN 18

teachers to discuss the unique challenges that we face?

MƒA

Join us for an informal brainstorming session about best

 COMMUNITY

teaching practices in our subject area.

Are you interested in exploring the transition to a plantbased lifestyle? In this interest group, we will explore

Elementary Teacher Meetup Facilitators: MƒA Elementary Teachers WEDNESDAYS, OCT 19, DEC 7, JAN 18 MƒA & ONLINE

 COMMUNITY

Are you interested in acquiring resources for your

ONLINE  SCIENCE

Getting Started With Grant Writing and DonorsChoose Facilitators: Andy Young and MƒA Master Teachers Steve Oszust and Jordan Wolf

a plant-based lifestyle and share resources on how to strategically and sustainably shift to a plant-based diet to hopefully lead to improved health, increased energy,

classroom but don’t have the budget to do so? Then look no further than DonorsChoose. Our team of grant writing experts will help you create a DonorsChoose account, teach you the craft of grant writing, and support you in writing and submitting DonorsChoose projects. We have over 600 completed projects among us. The skills learned in this session are easily transferable to many other grant applications as well.

Andy Yung is a pre-K teacher at P.S. 244Q The Active Learning Elementary School. He has used DonorsChoose.org to raise over $35,000 for his classroom, school, and community and is always willing to help those who wish to start their own crowdfunding journey.

and a commitment to environmental sustainability.

 COMMUNITY + PLEASE NOTE: YOU MAY SIGN UP FOR EACH MEETING SEPARATELY IN ACCORDANCE WITH YOUR AVAILABILITY.

Are you a K-5 educator interested in connecting with other elementary school teachers? Join us to connect with and support one another. Our agenda will be set by the interest and needs of the teachers in our community.

For the Love of Lepidoptera Facilitator: MƒA Master Teacher Wendy Castillo THURSDAY, OCT 6 ONLINE  SCIENCE

Are you interested in new and engaging ways to brighten your curriculum with Lepidoptera, the order of insects that includes butterflies and moths? Did

Experiential Educators: Taking First-Hand Fieldwork Experience to the Classroom Facilitators: MƒA Master Teachers Jerry Citron, Justin Czarka, and Laura Ralph WEDNESDAY, JAN 11

you know that Monarch and Viceroy butterflies are poisonous? Join fellow Lepidoptera lovers to learn fun facts, talk about these amazing insects, and discuss creative ways to incorporate Lepidoptera into your curriculum.

ONLINE  SCIENCE

Are you interested in learning about ways to engage in scientific fieldwork that you can bring back to your classroom? The goals of this interest group are to inspire, encourage, and support fellow educators in

57

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2022

Interest Groups Implementing Student-Choice “Monday Fundays” Facilitator: MƒA Master Teacher Rose Ventimiglia THURSDAY, OCT 27 ONLINE  COMMUNITY

Are you interested in learning what happens when you carve out a set day of the week for students to engage in STEM projects of their choice? Would it increase student agency, ownership, and engagement? Would it spark joy? The answer: yes! Join us as we share successes and strategies around implementing a dedicated day of the week for student-choice activities.

International Teaching Facilitators: MƒA Master Teachers Elisabetta La Tanza and Leslyn Morris

the future, or want to engage with Calculus problems for fun, this is the place for you! Join us to do some mathematics, learn from each other’s techniques and

WEDNESDAY, OCT 26

reasoning, and engage with the prerequisite skills you

ONLINE

may be teaching in your current or future courses.

 COMMUNITY

We will work through the 2008 and 2012 AP Calculus

Are you interested in connecting with teachers who

AB exam questions together. Self-checking Desmos

have experience teaching abroad? Whether you

Activities covering all eight AP Calculus AB Units will be

are an international teacher originally from another

provided as an additional resource.

country or taught abroad for some time, join us to share experiences, compare and contrast the different education systems and curricula, and discuss successes and struggles throughout our teaching career

MƒA Game Night Facilitators: MƒA Master Teachers Deborah Reich and Matt Steiniger

transitions. Teachers are encouraged to bring examples

TUESDAY, OCT 25

of topics or curricula taught in a different country.

MƒA  COMMUNITY

Learn Spanish to Support Your Multilingual Students in STEM p Facilitators: MƒA Master Teachers Laura Antunez Rodriguez and Francisco J. Perez Martinez

Are you interested in strategy and diplomacy or backstabbing and intrigue? How about learning and sharing new games while socializing with your colleagues in an informal in-person setting? If so, join us

THURSDAY, OCT 13

for the MƒA Game Night! Board games will be provided,

MƒA

but feel free to bring your favorites along as well!

 COMMUNITY

Are you interested in learning Spanish as a way to support multilingual students in your STEM classes?

Join us to develop your Spanish language skills, and learn more about Spanish/Hispanic culture in a fun and interactive way. We will sharpen our Spanish speaking skills, strengthen our ability to create culturally relevant materials, and connect with fellow educators that are interested in language, culture, and Latino cuisine!

Mindful Yoga Practice Facilitator: Roque Rodriguez MONDAYS, NOV 14, JAN 9 ONLINE  COMMUNITY + PLEASE NOTE: YOU MAY SIGN UP FOR EACH MEETING SEPARATELY IN ACCORDANCE WITH YOUR AVAILABILITY.

Are you interested in an hour of mindfulness and selfcare? Join us for a yoga experience in which we turn

Let’s Do...Calculus!

Facilitator: MƒA Master Teacher Stephanie Bohbot

58

our attention inward and link our movement and breath.

We’ll begin by warming our bodies, then move through

THURSDAY, OCT 27

a vigorous, yet mindful yoga flow, and conclude with a

MƒA

guided yoga nidra meditation. This session is open to all

 MATHEMATICS

yoga practitioners - from first-timers to seasoned yogis.

Are you interested in working through Calculus

Roque (Pronounced: ROW-Keh), the son of Dominican-American

problems with a group of teachers? Whether you want

immigrants is a 500-hour trained Yoga teacher. In addition to his 500

a refresher on the content before you teach Calculus in

hours of training, Roque has studied Anatomy with Jason Brown, Restorative Yoga and Yoga Nidra with Mona Anand, and is a certified

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2022

Interest Groups

Overbooked Facilitators: MƒA Master Teachers Phylicia Hoyt and Theresa Stanley

have been removed from the Department of Education website, there is an extra burden on science teachers and schools to find and order science materials. In this interest group, we will gather together to make a list of

community and mentoring his new teacher trainees, he is dedicated

WEDNESDAY, SEP 28 MONDAY, OCT 24 WEDNESDAY, NOV 30 THURSDAY, JAN 12

to spreading love and yoga to underserved and under-resourced

MƒA & ONLINE

teachers. We will create a living document that will be

Hosh Kids Yoga Teacher. Roque is a proud founder of Suryaside Yoga and Wellness in Queens, NY. When he's not teaching the Suryaside

communities through programs and partnerships such as, Liberation Prison Yoga which provides yoga and meditation to incarcerated people and his I Can Breathe Yoga program which offers teacher training

 COMMUNITY

Are you interested in reading for FUN but don’t always

WEDNESDAY, OCT 19 ONLINE  COMMUNITY

have time? Join our book club as we read (mostly fiction) for enjoyment and come together to discuss

you like to learn tips and tricks to make managing the challenges of pumping during the school day easier?

Come and join us in a conversation about lactation and pumping.

WEDNESDAY, SEP 21 ONLINE

Steven Rowley, Family Life by Akhil Sharma and Malibu

 COMMUNITY

Rising by Taylor Jenkins Reid.

Are you interested in improving your classroom practices? In this interest group, we will share our

Sabbaticals: Paid Leave for Study or Research Facilitators: MƒA Master Teachers Maria Leon Chu and Crystal Thiele THURSDAY, OCT 13 ONLINE

Are you interested in a paid sabbatical leave for study or research? In this interest group, we will cover how

WEDNESDAY, NOV 2

to apply for a sabbatical leave, ideas for programs, full

MƒA

vs. half-year sabbaticals, how to select courses and

 COMMUNITY

Sharing Best Classroom Practices Facilitators: MƒA Master Teachers Lauren Friedman and Ben Elias Morgenroth

House in the Cerulean Sea by TJ Klune, The Guncle by

 COMMUNITY

New Teacher Mentor Meetup Facilitator: MƒA Master Teacher Kevin Peters

shared with the entire MƒA community.

the book. In the past, we have read books, such as The

Are you interested in connecting with others to discuss navigating being a lactating/pumping teacher? Would

best prices and helping make this process easier for all

+ PLEASE NOTE: YOU MAY SIGN UP FOR EACH MEETING SEPARATELY IN ACCORDANCE WITH YOUR AVAILABILITY.

scholarships to BIPOCs who want to bring yoga to their community.

Navigating Lactation and Pumping as a Teacher Facilitator: MƒA Master Teacher Christina Apeler

frequently ordered science supplies aimed at finding the

projects, and what is expected of you in the fine print.

Are you mentoring a new teacher at your school?

Hear from MƒA teachers who have successfully been

Are you interested in meeting up with other teacher

granted sabbaticals as they share about the process. All

mentors, as well? Let’s come together to discuss our

are welcome!

best (and worst) classroom practices with each other, including motivational tools, classroom policies, homework policies (such as efficient and effective methods for homework grading), exam structures, grading policies, and more. We will explore techniques that are effective for both motivating our students and practical in keeping the workload manageable for teachers. We will focus on the high school level, but teachers of all levels and disciplines are invited to join.

Please come ready to share practices you have used or wanted to try from your own classroom.

Starting a Middle School Science Olympiad Team Facilitator: MƒA Master Teacher James Cordara

experiences as mentors and reflect on our successes

WEDNESDAY, SEP 21

and challenges. We’ll brainstorm ways to support our

MƒA

mentees’ growth as teachers and find success in our school communities.

Science Supplies Ordering Facilitators: MƒA Master Teachers Peter D’Amico and Theresa Stanley

Are you interested in starting a middle school Science

WEDNESDAY, OCT 26

Olympiad team? This extracurricular activity provides

MƒA

enriching experiences for students far beyond what

 SCIENCE

Are you interested in developing a shared resource for ordering science supplies? Now that all science supplies 59

 SCIENCE

the curriculum offers – and it’s a lot of fun! Join us as we cover the basics of what Science Olympiad is, advice on how to recruit, support, and build a team, and

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2022

Interest Groups provide resources related to all of the individual events that students can participate in this year. Even if you aren’t starting your own Science Olympiad, this interest group can help you discover fun ways to modify your curriculum with supplemental, competitive activities. All are welcome!

Think Tank for Future Facilitation Facilitators: MƒA Master Teachers Shangaza Banfield, Kristen Brown, Alana Burgos, and Michael Holmes THURSDAY, OCT 20 WEDNESDAYS, DEC 7, JAN 11 MƒA & ONLINE  COMMUNITY + PLEASE NOTE: YOU MAY SIGN UP FOR EACH MEETING SEPARATELY IN ACCORDANCE WITH YOUR AVAILABILITY.

Are you interested in facilitating a course at MƒA but don’t know where to start? Maybe you have a course idea and need help honing and developing it. Join us in this informal setting to find out more about what it takes

on how to organize a trip within set school guidelines.

This interest group is open to all middle and high school teachers.

to create a successful proposal as MƒA Master Teachers with proposal and facilitation experience share their successes and challenges in proposing courses. You will have an opportunity to share, discuss, reflect, and receive feedback on your ideas.

Tutoring: Growing Your Side Gig Facilitators: MƒA Master Teachers Joseph Buro and Felicia Giunta WEDNESDAY, SEP 28 ONLINE

Travel Opportunities With Your Students Facilitators: MƒA Master Teachers Ramona Fittipaldi-Deoraj and Andrew Mittiga

 COMMUNITY

Are you interested in discussing how to turn the classic teacher side-job of tutoring into an amazing source

TUESDAY, NOV 29

of income? We have been tutoring for years and will

ONLINE

share our strategies to make the business of tutoring

 COMMUNITY

Are you interested in traveling the world with your students, giving them the opportunities to engage in

something that you can scale to your desire—without any worries about conflict of interest or inconvenience to your free time.

new cultures, foods, and experiences? Join us to learn about amazing opportunities for students and yourself, explore fundraising best practices, and find information 60

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2022

MƒAdventures

MƒAdventures MƒAdventures are offsite events organized by MƒA teachers that allow teachers to explore shared interests. They are a great way to meet MƒA community members outside the MƒA office.

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MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2022

MƒAdventures

A Day in the Zoo - The Real Zoo Coordinated By: MƒA Master Teachers Laryssa O’Brien and Cristina Rade, Ph.D.

selections, and reconnect with old friends while making new ones. Colleagues from your school are welcome and encouraged to join.

SATURDAY, OCT 22

Bird Migration in Prospect Park Coordinated By: MƒA Master Teacher Sabrina Miller

OFFSITE  COMMUNITY

SATURDAY, OCT 1

+ PLEASE NOTE: TEACHERS WILL NEED TO COVER THE COST OF ADMISSION FOR THEMSELVES AND THEIR FAMILIES.

OFFSITE

Are you interested in a day at the zoo with your family

Hydroponic Farm Tour and Tasting Coordinated By: MƒA Master Teachers Grace Hu and Deborah Reich TBD OFFSITE

 SCIENCE

and MƒA colleagues? Join us for a fun day at The Central

When we return to school this fall, millions of birds will be

Park Zoo! Teachers will enjoy a guided tour followed

flying overhead on their journey back south. During this

by a picnic in the park. Children and family members

Are you interested in exploring a fully functioning

time, it’s not unusual to observe a few dozen species in a

are welcome and encouraged to join. Come share your

hydroponic farm inside of a school? Do you want to

single day, especially at hotspots such as Prospect Park.

enthusiasm for animals and connect with other MƒA

learn more about the science of hydroponics, experience

We can observe birds in trees snatching insects, on the

teachers at one of the oldest zoos in the country.

hands-on farming activities, and make a snack with vegetables grown on the farm? If yes, join us for this

ground plucking worms, and soaring high above in search of prey. Join us in finding the songbirds and raptors that pass through our urban backyard. We will record our observations on eBird, a citizen science app designed

by Cornell University and used by birders worldwide. We hope you will be inspired to include bird watching in your classroom practice. All levels of birding experience are welcome, and there will be spare binoculars if you need them!

Disc Golf Hangout Coordinated By: MƒA Master Teacher Patrick Cox and MƒA Emeritus Teacher Sherri Shaarbafan SUNDAY, OCT 2

THURSDAY, OCT 6 OFFSITE

MƒA mathematics teachers in Brooklyn to share some of the best classroom practices you have learned recently? If

campus hydroponic farm that produces fresh locally grown vegetables for the cafeteria and Bronx community, and hear from our partner organization, Teens for Food Justice.

 COMMUNITY + PLEASE NOTE: OAK RIDGE PARK IS ACCESSIBLE BY CAR OR BY TAKING NJ TRANSIT.

at the Oak Ridge Park Disc Golf Course in Clark, NJ for a fun round of 18 holes. This course will allow teachers to enjoy a hike through a mostly flat town park while playing.

Teachers should bring their own discs to play.

Kids Got You Climbing the Walls?!

Coordinated By: MƒA Master Teacher Lisa Cover FRIDAY, NOV 11 OFFSITE  COMMUNITY + PLEASE NOTE: TEACHERS WILL NEED TO COVER THE COST OF ADMISSION FOR THEMSELVES AND THEIR FAMILIES.

Are you the parent of a high-energy kid? Are you climbing

 MATHEMATICS

Are you interested in meeting and connecting with other

MƒAdventure and explore the Dewitt Clinton High School

OFFSITE

Are you interested in playing disc golf? Join MƒA teachers

Brooklyn Math Teacher Meetup Coordinated By: MƒA Master Teacher Renu Budhraja

 SCIENCE

Elementary Teacher Fall Meetup Coordinated By: MƒA Master Teachers Sarah Leaman and Laurie Matthews

yes, come and join us at Numero 28, where we will order

THURSDAY, SEP 29

some food, share our best practices, and get to know

OFFSITE

the walls thinking about a way to spend Veteran’s Day with your family? Think no more! Join us as we climb ACTUAL walls at the Brooklyn Bouldering Project.

Let’s build community while spending time with our families and networking with other MƒA teachers.

Brooklyn Bouldering Project’s indoor rock-climbing gym

each other. Please bring an artifact or idea you would like

 COMMUNITY

to share, and some cash for dinner. We look forward to

Are you interested in meeting fellow MƒA elementary

connecting in-person!

and top-roping. Come find your climbing passion while

teachers? Join MƒA elementary teachers as we gather

working in tandem with your children (recommended

at Greenwood Park, a restaurant/pub in Brooklyn.

ages are 5-17). We hope you can join us!

encompasses bouldering, lead climbing, auto-belay,

We’ll share summer adventures, discuss our fall course

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MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2022

MƒAdventures

Science 101 at Caveat Coordinated By: MƒA Master Teachers Lauren Anderson and Brittany Beck TBD

MƒA Soccer Club Coordinated By: MƒA Master Teacher Andy Nissinboim and MƒA Early Career Teacher Jesse John, Ph.D. TBD OFFSITE  COMMUNITY

OFFSITE  SCIENCE + PLEASE NOTE: TEACHERS ARE RESPONSIBLE FOR BOOKING THEIR OWN TICKETS AND PURCHASING THEIR OWN BEVERAGES.

Are you interested in building connections, learning new science, making art, and enjoying interactive comedy with MƒA teachers from all levels and subjects? Join us as we attended “Science 101” at Caveat! Every second Friday

Are you interested in some light exercise and a fun time

of the month, a fictional science class happens within

with other MƒA teachers? Join us for a friendly pick-up

Caveat, a speakeasy in the Lower East Side. In this “class,”

game of soccer. The pandemic has sidelined many of

a science expert is interviewed by three comedians,

our social activities and this will be a great way to start or

and there are games, trivia, audience participation, and

continue being active. All futboleros are welcomed from

drawing competitions. Grab a ticket and join us as we sit

beginners to experienced players. We will also discuss

in class to learn together!

how you can create a soccer club at your school and strategize how to grow the MƒA soccer community.

Prospect Park Bike Ride Coordinated By: MƒA Master Teacher Ben Elias Morgenroth SUNDAY, OCT 16 OFFSITE  COMMUNITY

Stained Glass Creations Coordinated By: MƒA Master Teacher Scott Wassmuth TUESDAY, OCT 11 OFFSITE  COMMUNITY

Are you interested in how stained glass crafts are made?

Do you want to make stained glass items for yourself or as

Join us for a bike ride in Prospect Park and connect with

a gift for someone else? Join us at NYC Museum School

other MƒA teachers! We will set our own pace and take

to learn a little about the history of stained glass and then

three laps around the 3.3 mile Prospect Park loop. The

hone your stained glass making skills. At the end of the

ride will take about one hour, but teachers are welcome

session, you will know the basics of stained glass creation.

to peel off early, or to keep riding. Interested teachers

We will also discuss further opportunities to design and

are welcome to grab a bite to eat together after, as well.

create additional masterpieces. No previous artistic ability

Please bring your own bike (rentals and CitiBikes are great,

needed to create stained glass.

too). Helmets are strongly encouraged!

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MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2022

MƒAdventures

Ultimate Frisbee Hangout Coordinated By: MƒA Master Teacher Patrick Cox and MƒA Emeritus Teacher Sherri Shaarbafan WEDNESDAY, SEP 21

Star Party on Staten Island Coordinated By: MƒA Master Teachers David Deutsch, Alia Jackson, and Jay Lang WEDNESDAY, NOV 30 OFFSITE  SCIENCE + PLEASE NOTE: IN THE EVENT OF INCLEMENT WEATHER, THE RAIN DATE FOR THIS EVENT IS DECEMBER 1, 2022.

OFFSITE  COMMUNITY

Do you enjoy tossing discs? Would you like to get active

cell phone apps and experience other fun astronomyrelated activities! You’ll learn how to safely observe the Sun and explore some basic astrophotography

Are you interested in creating fun and engaging final exam experiences for students using the American

Dewitt Clinton Park for a casual game of Ultimate Frisbee.

Museum of Natural History? Join us as we explore the

Ultimate is a non-contact team game of tossing a disc.

Gottesman Hall of Planet Earth, Ross Hall of Meteorites,

Comfortable clothing and water bottles are encouraged!

and the new Mignone Hall of Gems and Minerals! We will develop learning opportunities and questions for

Unlocking Nature’s Potential: A Visit to a Chinese Pharmacy Coordinated By: MƒA Master Teacher Erin RatzGuiñals and Meng-Ping Tu, Ph.D. SATURDAY, OCT 22

Manhattan skyline. The urban evening sky offers more

OFFSITE

available planets, bright stars, and possibly even nebulae or galaxies. Part of the adventure will be riding the Staten Island Ferry, as our stargazing will take place at Curtis High School, just a short walk from the Staten Island Ferry Terminal.

 SCIENCE

if this is your first time throwing a disc, come out to

and spectral analysis methods, all while gazing at the than you may realize; we hope to observe the Moon,

SATURDAY, OCT 22 OFFSITE

and spend time outdoors with other MƒA teachers? Even

Are you interested in stargazing? Then spend an evening with us as we observe the night sky using telescopes and

Using the American Natural History Museum for a Final Exam Coordinated By: MƒA Master Teachers Jerry Citron and Stephen McClellan

museum-based exams for Earth Science, Environmental Science, and biology courses with a focus on prebiotic evolution, Earth history, and climate change.

 SCIENCE

Are you interested in Chinese herbal medicine? Join us as we visit a Chinese pharmacy, explore how Chinese prescriptions are made, and speak to the practitioners about their experiences. Teachers will have the opportunity to ask questions, observe herbalists fill prescriptions, and peruse the pharmacy’s herbal

Teachers, Take a Hike!

Coordinated By: MƒA Master Teacher Courtney Ferrell

remedies. Afterward, we will celebrate with dim sum in a nearby restaurant. This adventure is connected to the mini-course, Unlocking Nature’s Potential: Chinese

TBD

Herbalism and Modern Medicine, but anyone interested

OFFSITE

in learning more about Chinese herbal medicine is

 COMMUNITY

welcome.

Are you interested in hiking as a means to rejuvenate and reflect as a teacher? Previous hikes have been in the Hudson Valley and Palisades, and new suggestions are appreciated! Once you register, the group will be polled about available dates, ability levels, car pool needs, and location preferences/ideas. See you on the trail!

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MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2022

Thursday Thinks Thursday Thinks are monthly STEM talks open to MƒA teachers and their colleagues from the larger mathematics and science community. This speaker series features engaging and accomplished experts who delve into cuttingedge topics in mathematics, science, computer science, and education.

65

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2022

communicating reliable knowledge to the public.

Thursday Thinks

He highlights how misunderstandings of statistical principles, like base rate fallacy and Simpson’s Paradox,

TUESDAY, NOV 15

have contributed to confusion and misinformation,

MƒA AUDITORIUM

and how the development of strong statistics and data science skills among students can help them navigate society.

However, breast cancer risk begins far earlier than in

University of Texas M.D. Anderson Cancer Center in Houston, TX from

adulthood. In this Thursday Think talk, Dr. Jasmine

2000 to 2019, before moving to the Perelman School of Medicine at the

McDonald discusses breast cancer and lifecourse

University of Pennsylvania in 2019 to become Director of the Division

epidemiology, or how socially patterned exposures

of Biostatistics. He has over 250 publications in peer-reviewed journals,

during childhood, adolescence, and early adulthood, her research on exogenous environmental exposures

journals. During the pandemic, Dr. Morris authored a blog https://

(e.g., infection, endocrine disruptor chemicals) during

covid-datascience.com in which he attempts to use his skills and

windows of cancer susceptibility (e.g., in utero, puberty,

accruing information in the pandemic, debunking misinformation and

With the transformation of our modern society to an information-centric one driven by data and analytics in nearly all sectors, statistical literacy has become

influence adult disease risk. Dr. McDonald highlights

professional societies and editorial leadership positions for academic

perspectives as a statistical data scientist to evaluate and synthesize

 MATHEMATICS

increasing with an even higher incidence and more aggressive tumors in racial and ethnic minorities.

mentoring, and served in executive leadership positions in statistical

MƒA AUDITORIUM

Breast cancer in women under the age of 55 is

College in Grantham, PA in 1993, and his Ph.D. in Statistics from Texas

received numerous professional awards for research innovation and

TUESDAY, SEP 20

 SCIENCE

Dr. Morris received his B.A. in Mathematics Education at Messiah A&M University in 2000. He worked as a professor of Biostatistics at the

Statistics and Data Science in Society Speaker: Jeffrey Morris, Ph.D.

When Does Breast Cancer Risk Begin?

Speaker: Jasmine McDonald, Ph.D.

pregnancy, postpartum) and increased breast cancer

filtering out political and other sources of bias, to clearly communicate

risk, as well as the associated health inequities. Teachers

objective, empirically-based science about various aspects of the

will gain new and alternative perspectives on when

pandemic to the general audience. Through these efforts, he has been

breast cancer risk begins and learn more about the

actively involved in scientific communication through television, radio, online, and print media sources.

current behavioral interventions related to equitable risk reduction.

Dr. McDonald is an Assistant Professor in the Department of Epidemiology at the Mailman School of Public Health at Columbia University. She received her Doctorate from the Biological Sciences in Public Health Program at Harvard University with a concentration in Immunology and Infectious Disease. She has postdoctoral training in breast cancer epidemiology from the University of Pennsylvania and Columbia University. Her research integrates individual level health behaviors and the macroenvironment (e.g. physical, social,

an essential life skill. Statistics and data science has

microbial environment) with biological factors (e.g. endocrine

emerged as one of the most popular fields of work and

disruption, epigenetic modification, tumor microenvironment) to

study, providing exciting opportunities for discovering

inform how these multiple levels of etiology impact breast cancer risk

and applying knowledge to help others and improve

across the lifecourse. Much of her research focuses on populations who have a higher burden of cancer including those with a genetic

the world. In this Thursday Think talk, Dr. Jeffrey Morris

predisposition, racial and ethnic minorities, and young women. An avid

shares how he found a passion for statistics and data

teacher and mentor, Dr. McDonald was awarded the 2021 Columbia

science, along with the various professional uses for the

University Teaching Award for her dedication and excellence in

field. He explores his efforts using statistics and data

teaching, mentoring, and community engagement. She teaches cancer epidemiology within the Mailman School, is the Assistant Director of the

science during the COVID-19 pandemic to uncover

Cancer Research, Training, and Education Center at the Herbert Irving

insights into the virus, disease, treatments, and vaccines,

Comprehensive Cancer Center (HICCC,) and is the Co-Director of the

and he demonstrates how the perspective of statistics

CURE Program at the HICCC, which seeks to bring high school and

and data science has been critical in discovering and 66

undergraduate students from traditionally overlooked and underserved communities to cancer-related research fields. Dr. McDonald also

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2022

his contributions to the environment. He aims to educate and inspire people to pair with fungi to improve the environment, their health, and

Thursday Thinks

their communities.

actively engages with the community from a research and educational perspective on the harmful role of endocrine disruptors in personal care products.

Mycology: Exploring Fungi in the Environment and in the Classroom Speakers: John Michelotti THURSDAY, JAN 26 MƒA AUDITORIUM  SCIENCE

Fungi are everywhere: in the air we breathe, the soil we walk on, and the foods we eat, yet they are rarely included in current science curricula. From early human

MT²: Master Teachers on Teaching Speakers: MƒA Master Teachers

uses (e.g., fermentation and medicine) to modern implementation (e.g., ecological restoration and

THURSDAY, DEC 15

possible off-planet living), fungi have and continue to

MƒA AUDITORIUM

play, an essential role in science and human culture, so

 INQUIRY, PRACTICE, AND LEADERSHIP

WTF (where are the fungi?) when it comes to classroom

+ PLEASE NOTE: MASTER TEACHERS CAN SUBMIT A PROPOSAL TO SPEAK AT MT². PROPOSALS ARE DUE OCTOBER 23. GET STARTED HERE.

learning? In this Thursday Think talk, John Michelotti

MT²: Master Teachers on Teaching features original and thought-provoking presentations by MƒA Master Teachers, similar to a TEDx event. The theme for the eleventh annual Master Teachers on Teaching is “Sparking Curiosity,” explore what this means in your classroom and classrooms across New York City. Come

explores the science behind how fungi grow in our ecosystems, highlights how modern science is utilizing fungi, and shares exciting resources that can help fungi flourish in the classroom.

John Michelotti is the founder of Catskill Fungi, which empowers people with fungi through outdoor educational classes, cultivation courses, mushroom art, and mushroom health extracts. John is a former President of the Mid-Hudson Mycological Association (MHMA).

find out and bear witness to these innovative and

He serves as Medicinal Mushroom Committee Chair and is a Poison

inspiring talks by our own MƒA Master Teachers!

Control Consultant for the North American Mycological Association.

He was chosen by the Catskill Center as a “Steward of the Catskills” for

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MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2022

Equity Webinar Series

Equity Webinar Series Equity Webinar Series (formerly Wednesday Webinars) are virtual workshops open to MƒA teachers, other Master Teacher programs, and people interested in learning more about MƒA. Each webinar leads with a talk from a nationally recognized STEM educator, followed by breakout sessions, where small groups of teachers discuss how these powerful ideas can be applied in their classrooms.

Teachers are expected to stay for the entire session, including the talk and the small group discussion.

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MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2022

Equity Webinar Series

Dr. Megan Bang (of Ojibwe and Italian descent) is a Professor of the

to scientific sensemaking via science practices. She will

Learning Sciences and Psychology at Northwestern University. Dr. Bang

illustrate these ideas with classroom examples and share

studies the dynamics of culture, learning, and development across the life course. She is interested in knowledge organization, reasoning, and decision-making about complex socio-ecological systems and their

resources to help teachers reflect upon and update their instructional practices.

intersections with identity, cultural variation, history, and power and focuses primarily on regenerating Indigenous systems of education for

Dr. González-Howard is an Assistant Professor in STEM Education at The

the 21st century. Dr. Bang is also a member of the National Academies of

University of Texas at Austin. Her research explores the intersections

Education and serves on the Board of Science Education at the National

of teaching and learning science with multilingualism. Specifically, she

Academy of Sciences.

focuses on supporting multilingual students’ engagement in science practices through translanguaging. Before receiving her doctorate from Boston College, she was a middle school science teacher in mainstream and sheltered English instruction classrooms in Texas and Massachusetts.

STEM Education That Cultivates Just, Thriving, and Sustainable Worlds p Speaker: Megan Bang, Ph.D. WEDNESDAY, OCT 12 ONLINE  INQUIRY, PRACTICE, AND LEADERSHIP

Societies grapple with profound issues, such as racial justice and income inequality, amidst rapidly shifting ecological systems and changing climates. Given these realities, what knowledge, reasoning, and decision-making skills do students need to navigate these challenges and become successful students and members of society? In this talk, Dr. Bang will present findings from a project implementing interdisciplinary field-based science education grounded in cultivating socio-ecological systems understandings. She will share educational tools that thoughtfully integrate cultural, power, and identity issues to support equitable STEM education.

69

Supporting Multilingual Students’ Scientific Sensemaking Through Translanguaging p Speaker: María González-Howard, Ph.D. WEDNESDAY, NOV 30 ONLINE  SCIENCE

What counts as language, and how is a language used for scientific sensemaking? Narrow views of language and science practices have long perpetuated inequities in science education for multilingual students. In this talk, Dr. González-Howard will discuss developing new, more expansive understandings and pedagogies for supporting multilingual learners. She will adopt a translanguaging lens to unpack how language and languaging are central

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2022

MƒA ƒundamentals

MƒA ƒundamentals MƒA ƒundamentals is a sequence of virtual workshops that will orient teachers to the frameworks which serve as the basis for the MƒA model. MƒA ƒundamentals Part 1: The Five Dimensions of Powerful Classrooms began in 2019 and continues this fall for teachers in the 2022 cohort. MƒA ƒundamentals are credit-bearing workshops and offered for each cohort at various points in your fellowship. Teachers are required to attend these workshops. MƒA will notify teachers about when and how to register. The expectation is that all teachers will engage in these workshops to help us develop a common language for (1) teaching that supports collaboration across classroom differences, (2) effective professional development, and (3) leadership at MƒA.

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MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2022

MƒA ƒundamentals MƒA ƒundamentals Part 1: The Five Dimensions of Powerful Classrooms Coordinated By: Chief Academic Officer Eileen Murray, Ph.D., and MƒA Master Teachers TBD THURSDAY, OCT 20 MONDAY, DEC 12 ONLINE  COHORT & FELLOWSHIP MEETINGS + PLEASE NOTE: ATTENDANCE IS REQUIRED FOR ANY MTII+ WHO BEGAN THEIR FELLOWSHIP IN FALL 2022 AND ANY MT WHO BEGAN THEIR FELLOWSHIP IN FALL 2022 WHO WERE UNABLE TO ATTEND SUMMER ORIENTATION. TEACHERS CAN CHOOSE TO ATTEND ON EITHER OCTOBER 20 OR DECEMBER 12.

This is the first in MƒA’s sequence of ƒundamentals workshops to orient Master Teachers to the frameworks for teaching and learning that serve as the basis for our work at MƒA. In this workshop, teachers will explore the Teaching for Robust Understanding (TRU) framework that describes high-quality STEM instruction to deepen their understanding of the framework and develop a shared vision and language that will support collaboration and amplify MƒA’s overall impact.

The TRU framework’s five dimensions of powerful classrooms apply to all learning environments and establish a common language around what matters most in teaching. Teachers will learn how MƒA uses this framework to develop fellowship opportunities and how they can use it to guide their professional growth and learning at MƒA and beyond.

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MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2022

Community Contributions Community Contributions are leadership opportunities for MTII+ (teachers in their second, third, or fourth Master Teacher Fellowship) to deepen their connections within the MƒA community by becoming involved with admissions, recruitment, communications, facilitation, supporting new MƒA teachers, and other leadership activities. Please review each contribution for its unique structure and requirements.

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MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2020

consider the different perspectives on equity espoused

Community Contributions 2023 MƒA Summer Think Planner Coordinated By: MƒA Director of Professional Development Courtney Ginsberg and MƒA Manager for Events & Programming Sherry Yang WEDNESDAYS, DEC 7, JAN 11, FEB 15, MAR 15, APR 19, MAY 17, JUN 14 MƒA & ONLINE  COMMUNITY

by MƒA teachers, help to refine a shared definition for MƒA, and provide feedback and input on action plans

Information Session Host Coordinated By: MƒA Admissions & Recruitment Associates Keoma Distan and Bryan Galligan

designed to foster an inclusive and empowering learning

THURSDAY, OCT 27

environment for all teachers at MƒA.

ONLINE  COMMUNITY

Equity Webinar Series Facilitator p Coordinated By: MƒA Chief Academic Officer Eileen Murray, Ph.D.

+ PLEASE NOTE: INFORMATION SESSION HOSTS MUST BE AVAILABLE FROM 5:30 - 7:30 P.M. ON AT LEAST TWO OF THE FOLLOWING DATES: 11/7, 12/7, 1/11, 2/8

Current MƒA teachers are essential in encouraging and

THURSDAY, SEP 22

supporting prospective applicants through the application

ONLINE

process. A great way to do this is by being an Information

 COMMUNITY

Session Host this fall! We are looking for teachers

+ PLEASE NOTE: YOU MUST BE AVAILABLE FOR AT LEAST ONE OF THE FALL EQUITY WEBINARS TO PARTICIPATE IN THIS COMMUNITY CONTRIBUTION:

interested in helping to create an MƒA community built

If you’re a creative and passionate teacher, have

10/12 - MEGAN BANG, PH.D.

a meaningful way to share their MƒA experiences with

innovative ideas about conference programming, possess

11/30 - MARÍA GONZÁLEZ-HOWARD, PH.D.

others. All Information Session Hosts will prepare by

+ PLEASE NOTE: THIS IS A HYBRID COURSE. SESSIONS 1 AND 2 WILL TAKE PLACE IN-PERSON AT MƒA. SESSION 3-7 WILL TAKE PLACE VIRTUALLY.

time management and organizational skills, have an open and collaborative spirit, and have attended at least one MƒA Summer Think, then this community contribution is for you! Planners meet monthly to design, plan, and lead the 2023 MƒA Summer Think from December 2022 through July 2023. They are also expected to complete work in between sessions, including reading proposals, emailing teachers, and brainstorming ideas. Additionally, all Planners are expected to attend the 2023 MƒA Summer Think, which will take place in July 2023.

The MƒA Equity Webinar Series brings nationally recognized educators to MƒA to share ideas that support equity within STEM education. Each webinar includes an engaging talk from the invited speaker, followed by an

THURSDAY, OCT 6 TUESDAYS, NOV 1, DEC 6, FEB 7, MAR 21, APR 25, MAY 9 MƒA & ONLINE  COMMUNITY + PLEASE NOTE: THIS IS A HYBRID COURSE. SESSION 1, 2, AND 7 WILL TAKE PLACE IN-PERSON AT MƒA. SESSIONS 3-6 WILL TAKE PLACE VIRTUALLY.

How might we ensure that learning opportunities are equitable for all teachers at MƒA? As a member of the Equity Advisory Committee, you will have opportunities to advise MƒA leadership in our efforts to prioritize and build on diversity within the MƒA community. This team will

73

attending a virtual orientation meeting to become familiar with their roles and responsibilities. They will then be required to help facilitate two virtual Information Sessions this fall/winter.

opportunity for teachers to discuss in small groups how the ideas can be applied in their school environments.

As an Equity Webinar Series Facilitator, you will assist in emceeing one webinar this fall including introducing the speaker and facilitating the second hour of discussion using an open space or similar protocol. Equity Webinar Series Facilitators will attend an introductory session to

Equity Advisory Committee p Coordinated By: MƒA Staff

on diversity and excellence, and for those looking for

learn more about the series and the fall 2022 speakers, as well as best practices for introducing speakers and

Learning Materials Screener Coordinated By: MƒA Chief Academic Officer Eileen Murray Ph.D., and MƒA Master Teachers Jeffrey Lowenhaupt and Michelle Sims WEDNESDAY, NOV 16 TUESDAY, DEC 13 ONLINE  COMMUNITY

facilitating group discussions. Then, Facilitators will be

Once a PLT ends, what happens with the materials that

connected with an Equity Webinar Speaker to learn more

teachers co-created? Are they destined to live in a Google

about the focus of the talk and how best to coordinate

Drive collecting electronic dust, or are there ways they

the discussion portion of the event.

can be shared with the wider MƒA community? MƒA Master Teachers have worked to create an organized database of excellent resources developed by MƒA teachers. The goal is to create more spaces where teachers can talk about what is and is not working in their classrooms, have an impact on each other while doing so, and demonstrate the power of a community.

In this community contribution, Screeners will have the opportunity to review materials submitted by MƒA MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2022

Community Contributions teachers, add these materials to a repository found on the Small-World Network, and influence discussion and shape practice of MƒA teachers across the city. As a Screener, you will continue the work of expanding our repository of materials created by and for MƒA Teachers.

Praxis Prep Session Facilitator Coordinated By: MƒA Admissions & Recruitment Associates Keoma Distan and Bryan Galligan

 COMMUNITY + PLEASE NOTE: REGISTRATION DOES NOT GUARANTEE A MATCH. YOU WILL BE EMAILED IN AUGUST WITH THE STATUS OF YOUR MATCH. FOR MORE INFORMATION, YOU CAN READ THE MƒA CONNECTOR FAQ.

Become an MƒA Connector and help welcome new teachers into the MƒA fellowship community! In this community contribution, you will help a teacher new to MƒA navigate the early months of their fellowship.

From giving insight into course selection and providing registration tips to answering questions and discussing

personally and structurally. Join us as we collaborate to establish a restorative justice program and help nurture

THURSDAY, OCT 27

MƒA as a space that supports and respects the inherent

ONLINE

dignity and worth of all teachers and staff.

 COMMUNITY + PLEASE NOTE: PRAXIS PREP SESSION FACILITATORS MUST BE AVAILABLE FROM 5:30 - 7:30 P.M.ON THE PRACTICE SESSION DATE ALIGNED TO THEIR CONTENT AREA: 12/8: BIOLOGY, CHEMISTRY, ELEMENTARY MATHEMATICS, AND ELEMENTARY SCIENCE 12/14: GENERAL SCIENCE, PHYSICS, EARTH SCIENCE, AND MATHEMATICS

MƒA Connector Coordinated By: MƒA Director of Professional Development Courtney Ginsberg

for addressing how we can make MƒA a safer space

Small-World Network Community Mobilizer Coordinated By: MƒA Director of Data Systems Miriam Ignatoff WEDNESDAYS, SEP 21, NOV 30 ONLINE

1/17: BIOLOGY AND MATHEMATICS

 COMMUNITY

Praxis Prep Session Facilitators play a key role in helping

Are you interested in sharing your knowledge with the

prospective MƒA applicants prepare to take the Praxis

MƒA community and connecting with your colleagues

test in their content areas. Additionally, the facilitator

online? Join us as we help initiate discussions and

often serves as a person on the frontline of recruitment,

respond to questions on the Small-World Network (SWN).

not only answering content-related questions, but also

Mobilizers will be asked to log into the SWN at least once

responding to general questions about MƒA fellowships.

per week to respond to posts or ask questions of their

As part of this community contribution, Praxis Prep

own. Mobilizers will also be responsible for selecting at

Session Facilitators will attend a virtual orientation to learn

least one post per week to highlight in the community

about their roles and responsibilities, and will later lead

digest email.

a two-hour virtual Praxis Prep Session with prospective applicants in the subject area they teach.

ways to get involved, MƒA Connectors share information and insight from their own time at MƒA to help teachers get the most out of their new MƒA fellowship. MƒA Connectors will be matched to a teacher based on similar

Restorative Justice Collaborator p Coordinated By: MƒA Chief Academic Officer Eileen Murray, Ph.D.

subject areas and/or boroughs. Upon being matched

TUESDAYS, OCT 18, NOV 29, JAN 10, FEB 28, APR 4, MAY 23

and introduced via email, the MƒA Connector and

MƒA & ONLINE

partner teacher may communicate as often and through

 COMMUNITY

whichever format works best for them. The goal of this

+ PLEASE NOTE: THIS IS A HYBRID COURSE. SESSIONS 1 AND 6 WILL TAKE PLACE IN-PERSON AT MƒA. SESSIONS 2-5 WILL TAKE PLACE VIRTUALLY.

community contribution is to facilitate connections between current and new MƒA teachers in ways that are flexible, informative, and rewarding.

Restorative justice is a set of principles and practices based on the values of respect and accountability. These practices, with roots in Indigenous communities, can be used to build and maintain relationships, be used to repair harm when necessary, and become transformative for a community. In this community contribution, we will explore the foundations of restorative and transformative

*Community Contributions are opportunities for Master Teachers who have completed more than one fellowship.

justice, community accountability, and strategies 74

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2022